Differing approaches of nursing leaders and managers

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Describe the selected issue. Discuss how it impacts quality of care and patient safety in the setting in which it occurs.
Discuss how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct.
Explain the differing roles of nursing leaders and nursing managers in this instance and discuss the different approaches they take to address the selected issue and promote patient safety and quality care. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.
Discuss what additional aspects mangers and leaders would need to initiate in order to ensure professionalism throughout diverse health care settings while addressing the selected issue.
Describe a leadership style that would best address the chosen issue. Explain why this style could be successful in this setting.

Sample Solution

Differing approaches of nursing leaders and managers

Nursing leadership and management are healthcare fields that require a high level of knowledge and expertise. Although this quality and others are similar between nursing leadership and nursing management, these two roles differ in several aspects. Nurse leaders and nurse managers differ in the tasks they perform on the job, the roles they take on in their organizations, and the credentials they possess. For instance, in today`s healthcare environment, the issues of nurse shortage and nurse turnover have the capacity to alter the healthcare field. Nurses who serve management positions are expected to carry out the recruitment of nurses and by doing this they would need strong communication and leadership skills.

There was a three level prompt system with a stimulus fading strategy where the teacher presented the word card(s) between the child and the item, after the child made an initiation (McGee et al., 1986). Generalization probes occurred throughout the baseline and after every fifth session, along with changes in the types of stimuli (McGee et al., 1986). For example, changes in the font style and font size were made on the card (McGee et al., 1986). The results exhibited that incidental teaching yields generalization to functional reading and comprehension skills; therefore, indicating that incidental teaching is a valid procedure to use for other skills other than vocal communication (McGee et al., 1986). McGee et al. (1983) discussed that incidental teaching is a procedure that can teach language skills and other adaptive skills concurrently. These skills could include meal preparation, leisure activities, or self-care skills (McGee et al., 1983).

Incidental teaching is a very popular procedure among communication and has been proven very effective. It expands on the child initiation, so it is a good method for the child to understand the context of the word and/or phrase. However, not all children with autism make initiations that show clearly what they prefer or want, so it is difficult to use incidental teaching. Therefore, McGee et al. (1983) developed a modified incidental teaching procedure that is based on the principles of the standard incidental procedure, but it is aimed to increase the receptive language skills of autistic children who have severe language delays. The children who have severe language delays do not initiate interaction by language or gestures (McGee et al., 1983).

Two children were both in a Teaching Family Model group home and both have been institutionalized there for a little over seven years (McGee et al., 1983). One of the participants was fifteen years old, and the other participant was twelve years old (McGee et al., 1983). Incidental teaching occurred daily in the kitchen for a 45-minute session in the kitchen during preparation for lunches (McGee et al., 1983). The teacher would ask the student, “Are you ready to make sandwiches?” or a similar q

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