The unit can be perceived as a part of a learning organization. Clinical leadership focuses on teaching the clinical practitioners how to incorporate leadership skills on their line of work. Through didactic learning, practitioners can integrate medical care by having authority and accountability in coordinating and managing health care. Just like "learning organization," the unit aims at increasing the knowledge level of the practitioner for better output in their work.
The new graduates might find it difficult to transition from the classroom to the real world. One strategy that aids in preparation for the transition is the use of simulated lab setting. This strategy tests the competence and the acquisition of the skills and standards before they could be applied in a real clinical setting. This strategy helps the student gain confidence and promotes critical thinking skills while providing care. It also promotes communication skills for efficient and effective communication with the patients.
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If I were the educator, I would structure knowledge, skills, and abilities that are align with the nursing practice. This approach would integrate evidence based learning such as clinical experiences into the curriculum (Joseph & Huber, 2015) . The nurses should follow the concept of data, information, knowledge, and wisdom (DIKW) to carry out their duties. Teaching knowledge management will enable the nurses provide better health care to the patients. I would also implement education that promotes interactive learning for deeper understanding of the concepts (Flood & Robinia, 2014) .
Preceptorship is essential in ensuring a smooth transition of the student nurses (Flood & Robinia, 2014) . My nurse is a good coach and very effective in delegating tasks. She also has good communication skills that make her provide constructive feedback. She is good in conflict resolution which is a good trait in the nursing professional that needs teamwork. However, one dominant trait that makes her not to be ideal is the fact that she is not good in time management which I think is critical in nursing professional. Even though I think that she is an ideal preceptor.
As medical practitioners, we face a lot of conflicts while performing our daily routines. These conflicts might be between the nurses or also with the patients. These conflicts are mostly between the clinical officer and the nurse. A typical example is seen in role sharing. A conflict may arise where one looks down upon the other and neglects his/her duties leaving them to the other. This might result in a conflict. Conflicts affect the quality of medical care negatively.
Most common cases of bullying in the unit is between the nurses and sometimes from other practitioners. The experienced nurses victimize the young nurses especially those transitioning from school. The victims are disrespected especially during the preceptorship period. Verbal bullying is the most common bullying in the unit. The victims are made to do all the work including doing reports for teammates.
One of the ways through which the organization might try to do to decrease unionization is by integrating the leadership skills of the clinical practitioners. With better leadership skills, the practitioner will be able to manage safety issues, shortages and improve on the working environments. If this is achieved, the practitioners do not need unions to speak on their behalf since they would have already solved their issues by themselves.
One labor law that an organization should follow is the occupation safety and health Act. The law demands that every employer should provide a healthy and safe working environment for the employees (Larson, 2015) . It demands the organization to embrace safety programs that ensure hazard free for the employees. For example the organization complies with the law to ensure that the nurses and other practitioners do not contract diseases while in their line of duty.
References
Flood, L. S., & Robinia, K. (2014). Bridging the gap: Strategies to integrate classroom and clinical learning. Nursing Education in Practice , 14(4); 329-332; https://doi.org/10.1016/j.nepr.2014.02.002.
Joseph, M. L., & Huber, D. L. (2015). Clinical leadership development and education for nurses: prospects and opportunities. Journal of Health Leadership , 7: 55–64.
Larson, J. (2015). Labor Laws to Protect Healthcare Workers . Retrieved from Med Travelers: https://www.medtravelers.com/labor-laws-to-protect-healthcare-workers/
