Transformational Leadership
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Introduction
Transformational Leadership refers to a style of Leadership applied across a broad spectrum of professions, including nursing, to inspire employees to achieve maximum results. To achieve this, it provides workers autonomy over particular duties and responsibilities and makes personal decisions upon being trained. Transformational Leadership was first described in 1978 by James MacGregor Burns, an American political scientist and historian, and advanced later on in the 80s by Bernard M. Bass (Thomas, 2016). In describing it, James MacGregor Burns studied various political leaders such as US presidents John F. Kennedy and Franklin D. Roosevelt. After that, he termed their leadership style as transformational, owing to its ability to transform (empower and develop) their followers. Nowadays, healthcare leaders are continuously challenged by high organizational expectations in addition to adapting to industrial changes. Since the Doctor of Nursing Practice (DNP) program is designed to produce experts within the nursing practice, this paper aims to explore the role of DNPs in the provision of transformational Leadership. Secondly, it provides a personal statement of how to utilize personal strengths in becoming a transformational leader in nursing. The paper will thus be divided into two sections, namely, section 1 and section 2. Each section will be devoted to the aims, as mentioned earlier.
Section 1: The Role of DNPs in the Provision of Transformational Leadership
The introduction of DNPs represents a revolution within the nursing profession and the right steps towards ensuring that nurse leaders achieve maximum outcomes. It is no wonder that most healthcare advocates (from within local to national authorities) have welcomed the role of the DNPs in nursing. As the leading advocates for advanced nursing, state, and national agencies, greatly comprehend the cost-effective contributions of the DNPs. Furthermore, according to findings by Kaplan & Brown (2009), DNPs have a better understanding of the benefits of additional education within areas such as systems management, quality improvement, and evidence-based practice, among others. Evidently, the educational transition of DNPs intends to cater to the ever-increasing complex needs of not only the patients but also their families. As Swider, Levin, Cowell, Breakwell, Holland, & Wallinder (2009) observed, DNP education can transform the nursing practice in many ways. This includes enhancing the concept of Advanced Nurse Practitioners (APNs), increasing the APNs influence and policy development in healthcare, enhancing APNs’ Leadership at the workplace, and establishing or adopting new roles in nursing. Therefore, it follows that DNPs are a crucial segment within the nursing profession concerning the creation and adoption of new roles in nursing. As healthcare evolves, so does its complexities. Therefore, it calls for nurse leaders to embrace the efficacy of the DNP role in improving both their own standards and others within the field (Kaplan & Brown, 2009; Robbins & Davidhizar, 2007).
Leadership has many different definitions. Nurses with impeccable leadership skills can enhance others’ level of motivation at work concerning the nursing profession. Thus, DNP education helps nurses to achieve a positive attitude towards their work, conduct their routine duties more effectively, treat staff members and patients respectfully, and ultimately attain personal goals (Swider, Levin, Cowell, Breakwell, Holland, & Wallinder, 2009; Kaplan & Brown, 2009).
Developed by James McGregor Burns, transformational Leadership aimed to explore and address various organizational aspects that inspire success, enthusiasm among staff and distinguishing the values employees have for their work. Thus, transformational Leadership’s ultimate goal is to enable both DNPs and their followers to find purpose and meaning regarding personal growth, work, and maturity (Smith, 2011; Robbins & Davidhizar, 2007). The concept of transformational Leadership comprises various attributes, including intellectual stimulation, inspiration, charisma, and personal consideration. Charismatic leaders exhibit self-direction and self-confidence, for they lack internal conflict. Additionally, they have an inherent ability to perceive through the needs of their followers. Such types of leaders are sensitive, determined, and motivational. They also can convey the vision of the organization as well as to encourage organizational pride. Thus, according to Smith (2011) and Swider, Levin, Cowell, Breakwell, Holland, & Wallinder (2009), hiring DNPs in a clinical set-up will yield maximum employee performance since they (the DNPs) will motivate fellow nurses through the application of evidence-based practices that address the “how” and “why” of particular clinical procedures and actions.
As transformational leaders in the nursing profession, DNPs will promote organizational teamwork and positive self-esteem and inspire maximum employee performance by encouraging staff engagement in the formulation and execution of organizational policies. The presence of DNPs within a hospital inspires trustworthiness among patients, staff members, and the larger community (Smith, 2011; Robbins & Davidhizar, 2007; Merwe 2004). Furthermore, Merwe (2004) observes that the transformational leadership qualities of the DNPs enhance a healthy workplace environment for staff, thus producing improved staff retention, satisfaction, and patient satisfaction. According to Merwe, nurses working under DNPs are significantly devoted to ensuring their facility succeeds. Consequently, they stay more in the job since they feel being valued.
Many professionals and scholars applaud transformational Leadership for its attribute of combining the strengths of followers and leaders. Concerning a clinical setting, this style of Leadership inspires junior nurses to emulate the excellent leadership skill demonstrated by the DNPs. Additionally, it assists junior nurses in developing personal leadership skills for women around engagement and togetherness. It establishes changes within the hospital by encouraging junior nurses to provide feedback on matters regarding organizational improvement. Since transformational Leadership has a strong bias for organizational growth and change, it offers junior nurses the opportunity to evaluate old and new procedures and policies before taking an active role in embracing new organizational programming (Smith, 2011; Swider, Levin, Cowell, Breakwell, Holland, & Wallinder, 2009).
To sum up, healthcare in the US is changing constantly and increasingly becoming more complex. Thus the presence of DNPs is ideal for promoting change using a transformational leadership model within the dynamic nursing profession. Of utmost importance is the ability to engage and establish feasible recommendations that promote patient outcomes and establish a leadership base within the nursing practice (Merwe 2004; Smith, 2011). Thus, the involvement of DNPs is crucial in effecting positive organizational change by establishing a sense of commitment and motivating junior nurses and staff followers.
Section 2
Section 2 will be subdivided further into two parts: 2(a) and 2(b). Part 2(a) will give a personal statement of how to utilize personal strengths in becoming a transformational leader in nursing, whereas Part 2(b) will discuss three specific plans of how to utilize the aforementioned personal strengths in 2(a) to become a transformational leader in the provision of quality patient-centered care.
2(a). Personal Statement of How to Utilize Personal Strengths in Becoming a Transformational Leader in Nursing
Excellent Leadership in the nursing practice requires that the profession’s ethics, guidelines, and regulations are being followed, the qualities of patient-care are strictly being delivered, and organizational teamwork is being directed towards ensuring optimal patient care at all times. This implies that for an individual to be a competent transformational leader in the nursing profession, he must bring the best out of himself and in persons working under him and motivate them towards achieving a common goal. Relating Gallup’s StrengthsFinder program with my personal leadership attributes, I believe I am a transformational leader for the following five reasons. Firstly, I am a responsible person by nature. Persons close to me, especially my classmates, constantly accuse me of having a “big appetite for precision” and “taking group failures personally” whenever we fail to deliver on a classwork assignment. Secondly, I exhibit the communication skills of a transformational leader. This trait is evidenced by my desire to attend and participate in class discussions, seminars, and conferences. Additionally, this trait is demonstrated by my unselfish desire to teach my colleagues new concepts using phrases or words they easily understand or relate with. Thirdly, I must admit that I am an arranger. This attribute is exemplified by my tendency to bestow much thought to my limitations whenever confronted by defeat or failure. Instead of succumbing to my limitations, I always compliment myself by partnering with individuals that possess talents that I lack. Fourthly, I am lucky to have an analytical mind. Academically, I approach my assignments in a levelheaded manner to be able to attain satisfactory results. Generally, I do not hurry to accomplish tasks but think through first before taking action. Evaluation and revision outcomes work for me. Finally, I have good social skills. You will rarely find me by myself unless I am sick or tired. Additionally, I am naturally likable. Therefore, my friends confide in me, for they find me resourceful at offering solutions to both their personal and professional problems. In fact, I am considering becoming a life coach upon the attainment of my doctorate.
2(b). Three Specific Strategies of How to Utilize the Aforementioned Personal Strengths in 2(a) To Become a Transformational Leader in the Provision of Quality Patient-Centered Care (PCC)
To become a transformational leader in providing quality patient-centered care, I would apply the following three strategies, based on the description of my personal strengths in 2(a). Firstly, I would advocate for commitment to PCC. It is noteworthy that having leaders who serve as role models by actively engaging the staff in the local PCC campaigns can significantly improve the provision of quality patient care. To achieve this, I would encourage nurse leaders, including the DNPs, to consistently and openly express their support for PCC programs and encourage staff to venture into risk-taking activities, in addition to getting their feedback. Secondly, I would institute and promote patient and family engagement programs. Obtaining patients’ suggestions and responding to their woes are important in formulating and implementing patient-centered care initiatives. To achieve this, I’d install formal patient feedback-collection mechanisms. For instance, I would conduct surveys to enquire from patients what they’d love to see renovated within the facility. Finally, I would get my staff engaged in patient-centered care innovations. To achieve this, I would conduct an enculturation process to change staff priorities and attitudes towards the PCC initiative. Additionally, for this strategy to work, I would conduct frequent messaging and explicit training on PCC. After all, staff training is among feasible change-infusing strategies for promoting cultural change. However, I would ensure PCC training only complements the existing practices, rather than completely replacing them.
References
Kaplan, L., & Brown, M.-A. (, 2009). Doctor of Nursing Practice- Program evaluation and beyond: capturing the professions’ transition to the DNP. Nursing Education Perspectives, 30 (6), 362-366.
Medicine, I. O. (2010). The future of nursing: leading change, advancing health.
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Merwe, T. v. Transformational Leadership- a practical application. Nursing Saudization Department.
Robbins, B., & Davidhizar, R. (2007). Transformational Leadership in health care today.
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Smith, M. A. (2011, September). Are you a transformational leader? Nursing Management, 44-50.
Swider, S., Levin, P., Cowell, J., Breakwell, S., Holland, P., & Wallinder, J. (2009). Community/ Public Health Nursing Practice Leaders’ View of the Doctorate of Nursing Practice.
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Thomas, C. (2016). Transformational Leadership as a Means of improving Patient Care and Nursing Retention. Scholarworks.waldenu.edu. Retrieved 20 October 2020, from https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3565&context=dissertations.