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Running head: LEADERSHIP QUALITIES

Aspiring Leadership Qualities

Davinder Bassi
XXX XXX XXX
NURS 250
Professor X
January 31, 2015

LEADERSHIP QUALITIES

Leadership is displayed by nurses all day and every day. Jay Conger aptly describes
nursing [as] one of the most intimate leadership relationships because of the vulnerability the
client brings to the relationship, (Kelly & Crawford, 2013). He believes it is with courage and
optimism that nurses are able to lead all those around them. What differs is the approach used to
deliver their leadership style. Whether the approach is behavioural, contingency, or
contemporary, each leadership theory has its merits for influencing others toward goal
achievement (Kelly & Crawford, 2013). The path-goal theory by Robert House (1971) is one that
I have utilized often in which followers (my patients) are motivated to achieve a goal as
discussed below. However the theory which resonates with my ideals, values and beliefs is
transformational-transactional leadership in which leaders are involved with daily operations and
are committed to a vision, that empowers others, (Kelly & Crawford, 2013).
During clinical I can recall many instances of being a leader, even though I was still
practicing as a nursing student. It was in every shift of both clinical placements (rehab. and
medicine). After introducing myself to my patients, the days routine had to begin with activities
of daily living (ADLs). This included patients having to wash and/ or shower, eat breakfast and
take their morning medications. Each shift, I had to decide how to motivate my patients to
complete their ADLs as efficiently as possible. Some even had 9:00am appointments for
physiotherapy or occupational therapy. The path-goal theory worked best for me as I could alter
my style in various situations.
To do this, I had to assess each patients ability based on information from night report,
the kardex, and in person. I varied my style of leadership each time depending on the patients
age, diagnosis, comorbidities, strength, and level of consciousness. I employed directive style to
provide structure to patients by giving direction and authority for those who were mostly

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independent. I would give them their supplies, clear the path to the washroom of any obstacles,
and tell them I would be back shortly to check on them. I demonstrated supportive style for those
patients who required more encouragement and attention to get out of bed, often times with the
use of a mobility aid. I had to build a therapeutic relationship with these patients quickly in order
to show them the path to our goal of completing morning ADLs. However some days, I had
patients who did not even want to wake up. For these individuals I utilized participative
leadership by involving them in the decision-making process. Id ask them if they were ready to
get up, or if theyd rather wash up after breakfast, letting them know the task could not be
ignored. Sometimes, the act of leaving the room and returning to take their vital signs was
enough to get them awake and motivated. The use of achievement-oriented style was only
required when I had to provide high structure and direction as well as high support for my
patients whose senses were not intact: blind, legally blind or hearing impaired. I would still pass
them their wash cloth so they could feel a sense of accomplishment by having some control. As
such, by motivating my patients in different leadership styles appropriate to their condition, I
have been able to demonstrate my use of the path-goal theory.
The leadership style that I would endeavor to develop is transformational-transactional
theory. As a nurse, I would like to be a leader who is both task-oriented, effective in meeting
deadlines and in emergencies, combined with empowering others to higher levels of motivation
and morality, (Giltinane, 2013) (Kelly & Crawford, 2013). By inspiring those around me with
my vision we would work together as a team to identify common values (Giltinane, 2013).
In my role as a nursing student during pre-graduate clinical, I would accomplish this goal
by assisting my peers with their patient ADLs whenever feasible. By employing teamwork,
support and motivation for one another, we could complete our tasks more efficiently and

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effectively resulting in better patient care. Rolfe (2011) determined empowered followers
possess increased organizational loyalty, motivation and job satisfaction, reducing sickness levels
and promoting a positive work environment. Also, collaborating with other members of the
healthcare team would, in turn, motivate them to develop their own leadership skills (Rolfe,
2011).
In conclusion, leadership theories have many different approaches each serving the same
purpose: to influence others in achieving a goal. Whether that goal is required immediately
(ADLs) or in the long-term, leaders need to focus on empowering others to develop their own
leadership skills. In nursing, this is achieved simply by assisting peers wherever possible. The
support this collaboration demonstrates is a strong motivating factor for one to improve oneself
and to support others in the same manner creating a positive work environment.
Giltinane (2013) states as nurses, we must be flexible in our leadership style as no
particular leadership style is suitable for all situations, and adapt them to fit different
circumstances. However, I believe effective transformational leadership is necessary for positive
organizational change in the ever-evolving world of healthcare. Transformational leaders who
have the trust and support of their followers can lead a team through change more successfully
than leaders who do not (Rolfe, 2011). Under their guidance, team learning would have a higher
level of quality and a higher level of social acceptance, both necessary for effective
organizational change (Raes, Decuyper, Lismont, Van den Bossche, Kyndt, Demeyere, & Dochy,
2013). Ultimately, only those who enable themselves to learn continuously can keep up with the
changing environment (Raes et al, 2013). Therefore, as nurses, shouldnt we all strive to become
a transformational leader?

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References

Giltinane, C. (2013). Leadership styles and theories. Nursing Standard, 27,41, pp. 35-39.
House, R. (1971). A path-goal theory of leader effectiveness. Administrative Science Quarterly,
16, pp. 321-338.
Kelly, P., & Crawford, H. (2013). Chapter 8: Nursing Leadership and Management. In Nursing
Leadership and Management, Second Canadian Edition (pp.172-182). Toronto: Nelson
Education Ltd.
Raes, E., Decuyper, S., Lismont, B., Van den Bossche, P., Kyndt, E., Demeyere, S., & Dochy, F.
(2013). Facilitating team learning through transformational leadership. Instructional
Science, 41: 287-305.
Rolfe, P. (2011). Transformational leadership theory: what every leader needs to know. Nurse
Leader. 9, 2, pp. 54-57.