Beginning your critical analysis

Beginning your critical
analysis –Session 2.
Donna Diffley
30/03/2022
Drop in session
• We will continue to work on the critical analysis
• —identifying power within the case scenario
Layout (guide)
• Introduction
•Leadership styles identified in the case and proposed leadership styles
• ——–leadership style demonstrated by the student nurse
• ——–Ineffective leadership styles demonstrated by the NUM (identify
2)
• ——–Proposed effective leadership styles for the NUM (Propose 2)
• •Power
• •Empowerment
• •Conclusion
• •References
• Size 12 font, double spacing, page numbers, student details &
assessment details (footer)
Applying to practice (lets look at our case study)
Traditional
• Autocratic (authoritarian)
• Democratic (participative)
• Laissez-faire (permissive)
4
Leadership styles
Contemporary
• Transactional
• Transformational
• Dispersed
• Visionary
• Authentic leadership
• Servant
5

AssignmentTutorOnline

Case scenario
A third-year nursing student who was on ward placement in a large teaching hospital approached a
Nurse Unit Manager (NUM) who had 5 years’ managerial experience with the purpose of promoting
an evidence-based intervention to enhance patient care and reduce costs. The student had been on
the placement for 10 weeks and felt like an established member of the team. The proposed
intervention was to change current practice, whereby peripheral cannulas were removed and
replaced every 96 hours, and align practice with the findings of a Cochrane review, which stated that
peripheral cannulas should be removed only when clinically indicated. Such an intervention would
reduce costs and improve the patient experience. After hearing an explanation of the intervention,
the charge nurse was dismissive, stating that care was delivered in a certain way and that this would
not change. The case study takes place within the context of a busy practice environment in which
patients are typically older and dependent, where the NUM is frequently absent because they bear
extra managerial responsibility as a result of another ward manager being signed off on long-term
leave. Staff satisfaction on the ward is low.
7
Introduction
In the introduction you will have some opening sentences to draw the interest of the reader to the topic —–in this instance —
–leadership, styles, power, empowerment (references these). Next you will inform the reader what the paper/assignment/
critical analysis — aims to achieve/address……. (you can use the task to help you).
leadership styles within the case scenario and proposed leadership styles
Within each section it is important to draw reference to the case and support such reference to the case with the evidence based theory for example……
Within the case scenario it is evident that the Nurse Unit manager (NUM) demonstrates an ……….leadership style. . ………. leadership is described by Reference, (2022) as
………………………….. When the NUM is …..…………he/she.has demonstrated————————————.Whilst …… leadership style is effective in certain circumstances, studies
have shown……………..(Azaare & Gross, 2011). From the case study morale on the ward is said to be low. Further highlighting the ……….nature of leadership demonstrated (reference).
Here you will see I have drawn reference to the case with support of the evidence based theory
Unfinished example of section 1
What is power????
• It is useful to examine the use of power as displayed in the
clinical scenario as power and leadership are closely
related.
• Power is defined as the ability to influence someone
(Nelson and Quick, 2007), and is used frequently in the
pursuit of organisational goals (Lunenburg, 2012).
• A seminal study by French and Raven (1959) identified five
sources of power that can be used or abused within
organisations, including legitimate, reward, coercive,
expert and referent powers.
What type of power can you see being used
• The case study scenario suggests that the charge nurse used legitimate power, in that
he was in a position of authority. However, coercive power was also used
illegitimately—this power is defined as a person’s ability to influence a person’s
behaviour through punishment or threatened punishment (French and Raven, 1959).
Although the case study made no reference to punishment, the immediate dismissal
of the nursing student’s proposed intervention did result in a type of punishment,
namely that the student was disempowered to propose further changes to care. Yukl
(2012) asserted that coercive power should be used cautiously, as it can result in
negative outcomes, which is evidenced in the case study. Manojlovich (2007) stated
that the disempowered nurse ineffective and less able to provide outstanding patient
care, highlighting the importance of empowering staff nurses because they usually
work in closest proximity to patients, and thus may have the most meaningful
insights into how patient care can be enhanced.