Leadership Styles In Nursing Essay

Factors that impinge on the capacity to utilise effective leadership within clinical practice may extend to the lack of confidence or inexperience associated with new practitioners or graduate nurses. Other issues may extend to role confusion (Fealy, et al., 2011), isolation, poor resources of time/finances, high workloads (Peltzer, et al., 2015) and stress levels, which affect the ability to undertake stressful or challenging situations. Compassion fatigue or ‘burnout’ and vicarious trauma are common in nursing, potentially inhibiting the nurses’ ability to wholly engage with their role/patients and intradisciplinary/interdisciplinary teams (Weberg, 2010). Factors affecting leadership development are considered pertinent issues, as positive leadership is associated with quality care and maximisation of

Factors that may affect the perceived effectiveness of the leadership styles in clinical teaching may extend to leaders’ mentorship abilities and the pupils’ learning styles. This may include utilising inappropriate pedagogical or andragogical frameworks that are not conducive to the student nurse. Research suggests that most clinical educators will revert to previous educational forms, and will utilise pedagogical theory, inclusive of quizzes etc., which are considered too behaviourist for the contemporary nursing student, whom may require andragogical approaches which provide student-focused methods, and is considered an effective framework in nursing education (McKee & Billman, 2011). Additionally, this may extend to utilising didactic direction, Socratic methods or heuristic models that do not adhere to the students’ learning styles (Eniko, 2013) or needs and neglect to maximise the engagement or comprehension of the pupil (DaRosa, et al.,