Collaborative Leadership Reflection

The academic nurse educator “functions as a member or leader of collaborative

interprofessional care teams” (Ferris State University, 2013). The role of the academic nurse

educator requires the skills and knowledge of collaboration and teamwork (National League for

Nursing [NLN], 2012). I have selected two NLN standards and three school artifacts that

embody the components of the Collaborative Leadership program outcome.

According to the NLN (2012), the first competency of the academic nurse educator role

is to Facilitate Learning. This standard can be achieved by "develop[ing] collegial working

relationships with students, faculty, colleagues, and clinical agency personnel to promote

positive learning environments" (NLN, 2012, p. 15). Artifact one, Integrating Verbal Handoffs

into Nursing Education: A Quality Improvement Project, exhibits the findings of an academic-

based quality improvement project completed in conjunction with the practice environment. A

multidisciplinary team was assembled including members from both the practice and academic

setting. During the planning, implementation, and evaluation phases of the project, professors of

nursing, hospital administrators, clinical staff, and students worked in collaboration towards the

common goal of integrating verbal handoffs into clinical education. The collegial relationship

established with the participating clinical agency allowed for increased opportunities for verbal

handoff mastery and created a learning environment that was supportive and positive for both

students and clinical instructors.

Competency V: Function as a Change Agent and Leader, can be accomplished by

"...developing leadership skills [needed] to shape and implement change" (NLN, 2012, p.

19). Artifact two, Quality Improvement Plan: NURS 711, describes the details of a quality

improvement project designed to address an identified curriculum gap in nursing education. As

the project leader, I was required to coordinate the efforts of multiple disciplines from the

practice and academic setting. Executing a project of this scale required the demonstration of

specific leadership skills such as organization, strong communication skills, and the ability to

seek and receive feedback. The project plan provides examples of various change theories and

leadership styles that were utilized in the project leader role as well as, how transformational

leadership principles were applied throughout the planning process.

Artifact three, Group Three: Professional Scenario Report, provides an example of nurse

leaders from various disciplines (administration, education, etc.) coming together to discuss key

issues that affect the profession of nursing as a whole. Presenters were expected to provide

compelling evidence, use effective communication skills, and respond to interprofessional-

related concerns in a fair and just manner. A portion of the meeting required group members to

work in a collaborative fashion while assembling issue-specific interprofessional teams that

could provide the best possible solutions to the identified problems. The artifact demonstrates

how I served in the role of change agent with the goal of "...creat[ing] a preferred future for

nursing education and nursing practice" (NLN, 2012, p. 19).

The Collaborative Leadership program outcome has been met through these three

artifacts. Artifact one taught the importance of continuous quality improvement, interdisciplinary

relationships, and the sharing of key results with peers and stakeholders. Artifact two helped me

understand the importance of using leadership styles that promote change and facilitate

collaborative relationships between the practice and academic environments. Finally, artifact

three showed me the importance of utilizing effective communication skills and being a good

listener when leading an issue-specific interprofessional discussion.

 References

Ferris State University. (2013). Ferris State University School of Nursing organizational

framework. Retrieved from https://ferris.edu/HTMLS/colleges/alliedhe/Nursing/pdfs-

docs/SON-Organizing-Framework-2013.pdf

National League for Nursing [NLN]. (2012). The scope of practice for academic nurse educators

(2nd ed.). New York, NY: National League for Nursing.