Ethical Leadership Role Transition

Ethical Leadership Role Transition

Ethical Leadership Roles in Perspective

Today’s world is changing and influenced by technological, political, economic, demographic, and social advances. In this new era, the nursing profession requires leadership that empowers nurses. Developing an appropriate leadership model will ensure that nurses play a pivotal role in reshaping the future healthcare system.

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Olivet Nazarene University’s (ONU) Master of Science in Nursing (MSN) program has taught me valuable personal, professional, and spiritual lessons. Each course in the MSN program has provided essential building blocks in shaping this writer’s vision for the future. As this writer begins to integrate all of the information taught thus far, it is critical to reflect on the characteristics of good teaching that will place this writer in a confident position to become a nurse educator.

Competence in the Professional Field

Educators who provide accurate information and continuously expand their knowledge through research, clinical practice, and continuing education will build trust with their students by being trustworthy (DeYoung, 2009). Another aspect of developing trust in an educator is admitting mistakes and weaknesses. A teacher who demonstrates excellent clinical skills, judgment, and honesty is a positive role model for students (DeYoung). According to this author, professional competence is a true hallmark of leadership.

Student Interpersonal Relationships

As a teacher, seeing students as valuable individuals with something to contribute to the nursing profession helps you keep positive relationships in perspective. Teacher-student relationships are strengthened by maintaining self-esteem and reducing anxieties through empathetic listening, acceptance, and open communication (DeYoung, 2009). Students feel more at ease and learn more effectively when their teachers have strong interpersonal skills (DeYoung).

Teaching Methods

An effective educator must present subject matter engagingly that inspires students. Each student learns best in their way. A leader in education must be able to articulate subject matter in an organized manner, stimulating the student’s unique ability to absorb information (Shirley, 2005).

Dimensions of Ethics

As this writer approaches becoming a teacher, the importance of incorporating an ethical dimension into nursing education becomes more apparent. Integrity, justice, grappling with decisions in light of consequences, and the power of information are all important components of ethical leadership in education (Gray, 2008). Knowledge has been gained from a better understanding of the nature of moral leadership as it is lived in nursing education through this MSN program.

Many believe that ethical failure in organizations and institutions has become the norm. Government agencies, both branches of Congress, the stock exchange, oil companies, and savings and loan institutions have all had ethical problems. Nurse leaders must foster an environment in which ethical behaviour is expected and the norm (Marquis & Huston, 2009).

Modelling ethical behaviour is critical for creating an ethical environment. The MSN program’s experience and knowledge have allowed recognition of the importance of collaborative, ethical decision-making, which improves positive outcomes (Marquis & Huston, 2009). Creating an ethical environment necessitates a thorough understanding of ethical principles, rights, legal considerations, and the application of the nurse’s code of ethics (Dinc & Gorgulu, 2002). Creating an ethical environment by modelling ethical behaviour encourages ethical decision-making (Stagg, 2010). Ethical nursing practice can be defined as doing what is best for those who receive their services, as determined by the recipient (Stagg). Because nurses frequently encounter situations that necessitate ethical judgment, creating an ethical environment encourages students to develop ethical decision-making skills that can be applied in nursing practice (Stagg).

Nursing as a profession is evolving, and nurses are constantly redefining their role in health care delivery. The implications of this challenge affect all aspects of practice, not least ethical decision-making, which is an essential component of nursing (Mathes, 2005). This writer has recognized the importance of being involved in the MSN program, and this has increased awareness of ethical issues in both clinical and educational settings. The fact that nurses encounter clinical situations that necessitate ethical judgment emphasizes the need for nursing staff to gain knowledge and expertise in providing ethical care (Park, 2009). This writer is eager to put her previous experience and knowledge from this MSN program to use as an ethical leader in the transitional role of an educator.

Concepts of Leadership

Ethical Models

Using an ethical decision-making model as an educational leader is critical to the future of nursing. Nursing ethics in education reflects the belief that nursing is ethical (Gastmans, 2002). The fundamental ethical perspective on nursing is compatible with a virtue ethics approach (Gastmans). This model considers the implications of attitude versus action-oriented ethics education, integral versus rationalistic ethics education, and a contextual model of ethics education. The virtue ethics approach shifts the paradigm away from a traditional ethical model and toward one that emphasizes a caring mission (Gastmans).

Values

Nurses must recognize the importance of ethics in their work. To become a value-instilling educator, one must understand that ethics is relevant to clinical, practice-based issues and affects all aspects of the professional nursing role (Chaloner, 2007). To effectively apply ethics, nurses must develop reasoning skills and an understanding of the concepts and principles that aid in ethical analysis (Chaloner). The process of becoming more conscious of and naming what we value or consider worthy becomes apparent through values clarification (Burkhardt & Nathaniel, 2008). Incorporating value clarification into daily classroom and clinical activities will be critical in transforming nursing’s future into an ethical work environment (Shirley, 2005).

Morals

Morality concerns a person’s cognitive examination of right and wrong, good and evil (Burkhardt & Nathaniel, 2008). Several characteristics must be followed to provide ethical leadership as an educator of nursing students, including moral conduct and adherence to ethical standards; moral vision and commitment to achieving moral ends; achieving desirable moral outcomes; fulfilling moral responsibility and obligations; moral knowing; moral cooperation; and moral role modelling (Fornasier, 2008). By exhibiting these characteristics in all settings, the student will feel more confident in the right course of action and the ethical and legal obligations of being a registered nurse (Fornasier).

Personal Development

This writer has been involved in program development throughout the organization where this writer works. This has been rewarding, but being a part of the MSN program at ONU has given me a more mature perspective on how diversity and other people’s perspectives affect what nurses achieve daily. Effective verbal and written communication that meets the needs of all those with whom this writer interacts must be prioritized to provide a continuous commitment to life-long learning. This writer will assist others in classroom and clinical settings by caring for others and sharing the experience and knowledge gained thus far.

Professional Development

With over 25 years of nursing experience, this writer has had numerous opportunities to further their knowledge and career goals. The MSN program provides an additional opportunity to share clinical expertise and leadership in nursing. The MSN program has shifted this writer’s focus away from a narrow view of the professional community and toward a more comprehensive understanding of the role of nursing in healthcare. Becoming a nursing student educator lays the groundwork for fostering a positive ethical climate in the healthcare workplace (Shirley, 2005).

Spiritual Development

The MSN program has enabled this writer to investigate the relationship between spirituality and nursing practice. It will be critical to continue to provide perspectives on the critical role of spirituality in nursing, such as nursing assessment of patient’s spiritual needs, the nurse’s role in spiritual care provision, the spiritual nature of the nurse-patient relationship, the spiritual history of the nursing profession, and current interest in spirituality within the nursing profession (O’Brien, 2008). Being spiritually guided in the nursing profession adds an entirely new dimension to caring health care, and emphasizing the importance of spirituality as an educator will play an essential role in the ethical leadership position.

Characteristics of the Program Outcome

Leader

The MSN program has provided a framework to ensure alignment with the ethical principles inherent in nurse leaders. The ethical principles learned, developed, and enhanced throughout the MSN program will guide moral decision-making and moral action in professional practice as this writer assumes the role of educator for nursing students. As a leader, this writer envisions playing a pivotal role in healthcare transformation, which will revitalize healthcare and shape the future of nursing toward a more proactive rather than reactive style of care. The MSN program has given me the foundation to view leadership as a multidimensional concept constantly being revitalized to impact those who benefit from leadership skills. This author is excited about systemizing ethical, moral, and professional concepts in the advanced nursing role to reshape the future of nursing and healthcare in general.

Agent of Change

Nurses are responsible for their practice and should lead and direct it (Grossman & Valiga, 2009). Opportunities to facilitate change professionally, personally, and spiritually have arisen throughout the MSN program, and this writer has embraced the ability to effect positive change. The ability to think differently and try new approaches, although potential barriers to change, has given this writer a better understanding of the critical role of a change agent. By becoming an educator willing to commit to the vision of transforming health care to a preventive style of care and challenging traditional concepts to empower future nurses in society, this writer hopes to influence change in the nursing profession and society. The MSN program taught this writer to embrace chaos as a fertile ground for change and seize opportunities for disruption to become an effective change agent.

Learner for Life

A commitment to life-long learning is essential in the rapidly expanding world of healthcare. Every day brings new learning opportunities. This writer has learned throughout the MSN program that self-evaluation and appreciation for acquiring knowledge beyond professional information enrich the mind, body, and spirit. To promote learning, this writer envisions a continuous commitment to embrace education in all forms, human interaction, professional seminars, virtual courses, online, and critical self-analysis.

As an educator, it is critical to recognize that education is being downsized and outsourced in healthcare facilities, so maximizing the opportunity to access education in any way possible will aid in pursuing knowledge in the quest for lifelong learning (Billings & Halstead, 2009). This writer must be involved in every opportunity to obtain evidence-based knowledge to provide leadership throughout the dynamic healthcare environment and influence students to become enthusiastic about learning. A visionary healthcare leader understands that success entails more than simply following prescribed procedures and implementing the necessary technologies. To inspire students to meet high standards of quality care, a genuine commitment to the positive aspects of life-long learning is required (Gustafson, 2001).

Conclusion

The MSN program provided a conceptual framework that promoted professional, personal, and spiritual growth by preparing students to be change agents and lifelong learners. This writer envisions ethical leadership in the role transition of a professional nurse to the enthusiastic educator of nursing students through service in local and global communities, a personal philosophy of nursing practice grounded in ethical values and morals. A consistent commitment to developing leadership skills and understanding the dynamic healthcare environment will result in a positive shift in healthcare (MSN Student Handbook, 2009).

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References

Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A Guide for Faculty (3rd ed.). St. Louis, MO: Saunders/Elsevier.

Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.). Albany, NY: Delmar Cengage Learning.

Chaloner, C. (2007). An introduction to ethics in nursing. Nursing Standard, 21(32), 42–46.

DeYoung, S. (2009). Teaching strategies for nurse educators (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Dinc, L., & Gorgulu, R. S. (2002). Teaching ethics in nursing. Nursing Ethics, 9(3), 259- 268.

Fornasier, D. (2008). Teaching ethical leadership through the use of critical incident analysis. Creative Nursing, 14(3), 116-121.

Gastmans, C. (2002). Some proposals for ethics education. Nursing ethics, 9(5), 494-507.

Gray, M. T. (2008). Nursing leaders’ experiences with the ethical dimensions of nursing education. Nursing Ethics, 15(3), 332–345.

Grossman, S. C., & Valiga, T. M. (2009). The new leadership challenge: Creating the future of nursing (3rd ed.). Philadelphia, PA: F. A. Davis Company.

Gustafson, B. M. (2001). Setting the highest ethical leadership standards ensures a higher standard of results. Healthcare Financial Management, 55(1), 76-77.

Marquis, B. L., & Huston, C. J. (2009). Leadership roles and management functions in nursing: Theory and application (6th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.

MSN Student Handbook [Handbook]. (2009). Olivet Nazarene University.

Mathes, M. (2005). Ethical decision making and nursing. Dermatology Nursing, 17(6), 444–446.

O’Brien, M. E. (2008). Spirituality in nursing: Standing on holy ground (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers.

Park, M. (2009). Ethical issues in nursing practice. Journal of Nursing Law, 13(3), 68–77. Shirley, M. R. (2005). Ethical climate in nursing practice. Journal of Nursing Administration, 7(2), 59–67.

Stagg, D. (2010). Promoting ethical development in nursing education and beyond. Journal of Christian Nursing, 27(2), 96–99.

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Describe a change you have either participated in or observed in your organization. Using the eight-step model of change, analyze which suggested strategies were employed and which were not.

Was the change sustained successfully? If yes. Why? If not, why not? What could have been done differently?

FYI: I work as a registered nurse.