Nurses pursuing a Masters in Science in Nursing are at a better position to influence the team, organization and the community at large by applying their leadership capabilities. Nursing professionals aim at helping people adopt a healthy lifestyle to enable people to cope with health issues and care for people during illness and promote quality health. According to Peate (2019), the nursing process has evolved over the years from a four-step process of assessing, planning, implementing and evaluation (APIE) to a five-step model comprising of assessing, diagnose, plan, implement, and evaluate (ADPIE). The new process has impacted the performance of nursing, especially the way they teach, learn, think and reason about different care situations. Currently, the nursing process model emphasizes more on reflection, specification of outcomes and testing based on the history of the patient.
Organizational development focuses more on developing the potential of employees and aligns employees with values and goals of the company. In a healthcare institution, various organizational developments is required to ensure nurses and other healthcare professionals meet the set organizational goals. Organizational development entails human resources meant to empower employees through training programs, welfare activities and to motivate using different modes (Domínguez et al., 2014). The other resource is changing the internal structure like upgrading computers, changing furniture and other resources required to achieve the set goals.
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Although transformational and servant leadership style differs, the two styles have proven effective in the changing field of nursing. Servant leadership begins with a natural feeling to serve, and the conscious choice deserves an individual to aspire to lead. A servant leader is one who put the needs of others ahead, helps the team develop and optimize performance and willingness to learn from the team to advance personal capabilities (Allen et al., 2016). Nurses who are servant leaders focus more on planning their performance, daily coaching and helping others to achieve. In healthcare, servant leaders inspire necessary changes by emphasizing in trust and interprofessional empowerment. Different from servant leaders that focuses on followers; transformational leadership focuses on the organizational and collective goals essential for organizational growth. Transformational leaders empower and motivate followers or the team to share a collective vision and encourage risk-taking, creativity and innovations to ensure organizational success (Allen et al., 2016). Transformational leadership revolve around aspects of charisma, inspirational motivation, intellectual stimulation and individualized consideration. However, the two leadership style are similar in that they all encourage teamwork and working towards achieving the set organizational goals.
Leadership style influences the mentoring and emotional intelligence of nursing professionals. Servant leadership is linked to high emotional intelligence, while transformational leaders are beloved to be influential in mentorships. Emotional intelligence involves understanding oneself and directing energy towards achieving goals while showing empathy and mentoring the team. Most mentors in nursing professionals apply transformational leadership style. Studies show that emotional intelligence moderates the influence of moods of mentors and the quality of mentoring support given. Mentors who have high emotional intelligence are less likely to have their moods negatively influenced. According to Chun et al. (2010), there is a positive relationship between emotional intelligence and confidence of the mentors. Therefore, individuals in healthcare professionals can enjoy a successful career, mentorship and better relationship and when they rely on emotional intelligence.
References
Allen, G. P., Moore, W. M., Moser, L. R., Neill, K. K., Sambamoorthi, U., & Bell, H. S. (2016). The role of servant leadership and transformational leadership in academic pharmacy. American journal of pharmaceutical education , 80 (7).
Chun, J. U., Litzky, B. E., Sosik, J. J., Bechtold, D. C., & Godshalk, V. M. (2010). Emotional intelligence and trust informal mentoring programs. Group & Organization Management , 35 (4), 421-455.
Domínguez Gonzalez, R. V., & Martins, M. F. (2014). Knowledge management: an analysis from the organizational development. Journal of technology management & innovation , 9 (1), 131-147.
Peate, I. (2019). Fundamentals of Assessment and Care Planning for Nurses . John Wiley & Sons.
