1. Leadership in Action
Calle Lindén
Emily Moore
Lara Kesteloo

2. Leadership in Health Care: Why
Lead?
Teaching
Advocating Empowerment
Leadership
Driving
Motivating
Change
Recognition

3. Quality Improvement Tools for
Leadership in Health Care
 Tools are oriented to individuals in official
leadership positions.
 Two main categories appeared:
1. Tools for self evaluation, motivation and
improvement
2. Tools for enacting each stage of the PDSA model
Student are taught leadership SKILLS and
ATTITUDES
ie. communication, collaboration, knowledge transfer,
ethics and
morality, self awareness, and maintaining current
knowledge.

4. To Lead or not to Lead: Students in
Health Care
Have current knowledge and are hyper-aware due to the
recency of information as well as the lack of experience
Are in largely observational or partnership roles
Often trained with tools for leadership through school
curriculum
Have support of instructors to guide application of
leadership tools

5. Case Study: Instigating Social
Change
Scenario:
 8 week practical placement on orthopaedic unit
 Noticed one nurse is targeted by the other nurses
 Results in toxic atmosphere
 Expectation for you to follow along
Questions: What do you as a student nurse do?
How do you demonstrate leadership that can also
result in an improvement in the atmosphere on
the unit?

6. Instigating Social Change: A
Resolution
Problem:
 Risk becoming target or other staff
 Morality directs not to join in harassment of co-worker
 Self doubt as a student/level of influence
 Want to maintain possibility of being hired on the unit
 Does instructor support student
Action:
1. Make instructor aware/ discuss strategies
2. Make individuals aware that you are uncomfortable with the
situation
3. Make Unit leader(s) aware of situation and advocate for action
Leadership:
 Identify problem  Act on problem
 Listening to moral compass
 Communication
 Collaboration

7. Case Study: Challenging
Assumptions
Scenario
 3 week placement on general medical/surgical ward
 Patient admitted for TLBA but also had diabetic foot
ulcer
 Noticed pressure was not being relieved from the
affected area
Questions: What are your expectations as a
student nurse? What steps should you take as a
student leader to bring about possible change?

8. Challenging Assumptions: A
Resolution
Problem:
 Risking further harm and damage to ulcer and
surrounding tissue
 Nurse may take offence from student questioning
Action:
 Inquired to preceptor
 Asked nurse about her reasoning
 Opportunity to share knowledge
 Implementation of proper technique
Leadership:
 Notice the problem Act on the problem
Collaboration
 Communication
 Knowledge distribution for the good of the patient

9. References
Bjarnason, D., & LaSala, C. A. (2011, March). Moral leadership in nursing. Journal of Radiology Nursing,
30(1), 18-24. Retrieved from
http://www.sciencedirect.com.ezproxy.library.uvic.ca/science/article/pii/S1546084311000034
Bolton NHS. (Primary Care Trust). (2008). Wound care guidelines [PDF]. Retrieved from
http://www.bolton.nhs.uk/Library/policies/Nurswc001.pdf
Curtis, E. A., De Vries, J., & Sheerin, F. K. (2011, March). Developing leadership in nursing: Exploring
core factors. British Journal of Nursing, 20(5), 306-309. Retrieved from
http://web.ebscohost.com.ezproxy.library.uvic.ca/ehost/pdfviewer/pdfviewer?sid=d20a05e4-8d31-
4f59-beb6-8282547523ee%40sessionmgr12&vid=2&hid=18
Gunther, M., Evans, G., Mefford, L., & Coe, T. R. (2007). The relationship between leadership styles and
empathy among student nurses. Nursing Outlook, 55(4), 196-201. Retrieved from
http://www.sciencedirect.com.ezproxy.library.uvic.ca/science/article/pii/S0029655407000401

10. References
Milton, C. L. (2009). Leadership and ethics in nurse-nurse relationships. Nursing Science
Quarterly, 22(2), 116-119. doi:10.1177/0894318409332569
Oliver, S. (2006). Leadership in health care. Musculoskeletal Care, 4(1), 38-47.
doi:10.1002/msc
Pullen, M. L. (2003). Developing clinical leadership skills in a student nurse. Nurse
Education Today, 23(1), 34-39. Retrieved from
http://www.sciencedirect.com.ezproxy.library.uvic.ca/science/article/pii/S026069170200
1612
The Center for Comprehensive School Reform and Improvement. (2009). Role of principal
leadership in improving student achievement. Retrieved from

11. Search Strategies
 Initially looked for leadership tools with relation to
students in health care. Once we found that there
was very little that were for individuals not in an
official leadership position we changed our focus
to what students are taught.
 UVic Library for articles to support claims
 Google search for general background and
direction
 PubMed and other sources for peer-reviewed
supporting evidence.

12. Collaboration Process
As a group we met to discuss our main questions:
What tools
are there for leadership for quality improvement in
health care?
What tools can students apply?
We split the presentation into three parts and
assigned
ourselves to a part to complete:
 Tools overview (Calle)
 Case Study One (Lara)
 Case Study Two (Emily)
We met before the presentation to ensure that the