DQ #1 (Week 2): Provide a brief description of each of the eight various leadership styles outlined in your readings and videos for this week and describe what type of characteristics are associated with each and which healthcare environments each of the 8 would be best suited to. Make sure to adequately support your discussion with sources. Using the tool located on the following website (see below), answer the questions truthfully and describe what type of Leadership the tool identified for you. Expand on the leadership style and describe if the tool was accurate in describing your type of leadership style (what Disney character would you be?) and why or why it was not (provide detail and supporting evidence). What leadership style or styles do you find essential for nurse leaders, explain your rationale with supporting evidence. Why is leadership style important to nursing leadership?
https://www.mindtools.com/azr30oh/whats-your-leadership-style
Send Orders for Reprints to reprints@benthamscience.ae
86
The Open Nursing Journal, 2018, 12, 86-92
The Open Nursing Journal
Content list available at: www.benthamopen.com/TONURSJ/
DOI: 10.2174/1874434601812010086
REVIEW ARTICLE
Nurse Managers’ Emotional Intelligence and Effective Leadership: A
Review of the Current Evidence
Panagiotis E Prezerakos*
Laboratory of Integrated Health Care, Nursing Department, University of Peloponnese E & St. Valioti and Plateon
Str., 23100, Sparta, Greece
Received: January 26, 2018
Revised: March 21, 2018
Accepted: May 7, 2018
Abstract:
Background:
Emotional Intelligence has made a significant contribution to effective leadership, becoming one of the key characteristics of leaders.
Objective: The aim of the present study was to review qualitative and quantitative studies concerning Emotional Intelligence of nurse
leaders and the evidence-based composition of their results.
Method:
A search was performed in the electronic databases (Pubmed, Scopus and CINAHL) for articles, which were published in the period
2000-2017 in English or Greek. Eleven studies met the inclusion criteria, of which 10 were quantitative and one was qualitative.
Results:
The results suggested that Emotional Intelligence is a useful tool for nurse leaders and contributes decisively to the achievement of
effective management in healthcare.
Conclusion:
It is necessary for nurses to improve their social and emotional skills because of the particular nature of the nursing profession, which
places the healthy or weak person at its center.
Keywords: : Emotional Intelligence, Leadership, Nurses, Nurse managers, Nurse leaders, Calcium.
1. BACKGROUND
“Emotional Intelligence: Why It Can Matter More Than IQ” was the title of Goleman’s book [1] which made the
concept of Emotional Intelligence (EI) widely known and contributed significantly to the expansion of research in this
field. Salovey& Mayer [2] define EI as, “the subset of social intelligence that involves the ability to monitor one’s own
and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and
actions”. Emotionally intelligent individuals are able to use, understand and manage their feelings in a way that benefits
themselves and others [3]. Studies conducted with children, adolescents and adults highlight the beneficial effect of EI
on the happiness of the individual [4], emotional control [5], decision making [6], job satisfaction [7], occupational
commitment [8] and Human Resources Management [9].
Recent theories emphasize that effective leadership is affected by the personality of the leader, the general
conditions in the workplace and the quality characteristics of employees [10].More specifically, Skinner and Spurgeon
*
Address correspondence to the author at the Laboratory of Integrated Health Care, Nursing Department, University of Peloponnese E & St. Valioti
and Plateon Str., 23100, Sparta, Greece, Tel. +30 6976 333 405, Fax +30 2731 89721; E-mail prezerpot@gmail.com
1874-4346/18
2018 Bentham Open
Nurse Managers’ Emotional Intelligence and Leadership
The Open Nursing Journal, 2018, Volume 12 87
[11] note that health leadership involves understanding and communicating with a wide variety of individuals in a
number of different situations and not just focusing on work results and rational processes. From this perspective, the
fact that the EI has made a significant contribution to effective leadership becomes one of the key characteristics of
leaders. As Cummings and his colleagues [12] support, emotionally intelligent nurses with an administrative position
inspire emotions, passion and motivation helping thus to achieve goals that might otherwise have not been conquered.
The aim of the present study was to systematically review qualitative and quantitative studies concerning EI of
nurse leaders and the evidence-based composition of their results. In particular, it was attempted to highlight the reasons
why EI is important for achieving effective nursing leadership
2. MATERIALS AND METHODS
A search was performed in the electronic databases (Pubmed, Scopus and CINAHL) for articles, which were
published in the period 2000-2017 in English or Greek. The literature review was carried out from September to
October 2017. The keywords used were: Emotional Intelligence, Leadership, and Nursing. The inclusion criteria that
were applied included (a) the publication date had to be between 2000 and 2017, (b) the languages were Greek or
English, (c) both qualitative and quantitative studies were included, and (d) the sample of studies reviewed included
only nurses. In order to achieve a final list of related studies, a broad literature search was conducted to identify
abstracts that met the inclusion criteria. The titles and abstracts were printed, duplicates were discarded and the
remaining abstracts were examined using the inclusion/exclusion criteria (Fig. 1).
Records identified through database
searching
(n = 467)
Additional records identified through
other sources
(n = 3)
Records after duplicates removed
(n = 289)
Records screened
(n = 289)
Full-text articles assessed for
eligibility
(n = 24)
Records excluded after title
review
(n = 198)
Reasons for exclusion:
122 articles concerned just
leadership
76 articles concerned just
emotional intelligence
Records excluded after
abstract review
(n = 78)
Reasons for exclusion:
78 articles with no
outcomes of interest
intelligence
Studies included in
qualitative synthesis
(n = 1)
Studies included in
quantitative synthesis
(metanalysis)
(n = 10)
Full-text articles excluded,
with reasons
(n = 13)
Reasons for exclusion:
13 articles with no outcomes
of interest intelligence
Fig. (1). The entire sample was then critically analyzed in order to outline the reasons why EI is important for achieving effective
nursing leadership in the health sector.
88 The Open Nursing Journal, 2018, Volume 12
Panagiotis E Prezerakos
3. RESULTS
The literature review included 470 articles. Of these, 300 abstracts were evaluated by the author with regard to their
compatibility with the inclusion criteria in the analysis (Flowchart). Finally, eleven (11) studies met the inclusion
criteria Table 1, of which seven (7) were conducted in the United States of America [13 – 19], one (1) in Turkey [20],
one (1) in Australia [22] and one (1) in Canada [23]. Only one (1) of the selected studies was qualitative [22], in which
the researchers used focus groups to investigate the research question. In the remaining studies [13 – 21, 23] data
collection was carried out using structured questionnaires. With regard to the sampling method, only two studies [20,
23] were randomly sampled.
Table 1. An overview of studies’ characteristics, aims and main findings
Authors (Year of
Publication)
Title
Type of Research
Country
-Number of participants)
Emotional Intelligence and
Spano-Szekely, Transformational Leadership
Griffin, Clavelle, (TL) in Nurse Managers
Fitzpatrick, (2016) (Cross-sectional,
[17]
quantitative, 148 nurse
managers)
Emotional Intelligence (EI)
and Nursing Leadership
Styles
Tyczkowski et al.,
Among Nurse Managers
(2015) [18]
(Cross-sectional,
quantitative, 142 nurse
managers)
Aim
Results
USA
EI
was
significantly
positively
correlated with TL and outcome
To determine the relationship between EI and measures of extra-effort, effectiveness,
TL in frontline acute care NMs.
and satisfaction and significantly
negatively correlated with laissez-faire
leadership
USA
Statistically
significant
positive
relationships were noted between EI
To examine the relationships among and transformational leadership and the
education, leadership experience, emotional outcomes of leadership (extra effort,
intelligence and transformational leadership of effectiveness, and satisfaction). No
nurse managers.
statistically significant relationships
were noted between EI and transactional
or laissez-faire leadership styles.
To present the results of a qualitative study
Achieving organizational
with clinicians and clinician managers to
Only four individual factors, comprising
competence for clinical
gather opinions on the appropriate content of
emotional intelligence, resilience, selfLeggat & Balding, leadership: The role of high
an educational initiative being planned to
Australia
awareness and understanding of other
(2013) [22]
performance work systems
improve clinical leadership in quality and
clinical disciplines, were identified as
(Qualitative, 28 clinicians
safety among medical, nursing and allied
being important for clinical leaders.
and clinician managers)
health professionals working in primary,
community and secondary care.
The impact of emotional
To test a model linking nurses perceptions of
intelligent leadership on staff
their nurse manager s emotionally intelligent Span of control was a significant
Lucas, Spence- nurse empowerment: the
leadership style and nurses structural moderator of the relationship between
Laschinger &
moderating effect of span of Canada empowerment, and the impact of nurse nurses’ perceptions of their managers’
Wong, (2008) [23] control
manager span of control (number of direct emotionally intelligent behavior and
(Cross-sectional,
reports)
on
the
emotional feelings of workplace empowerment.
quantitative, 230 nurses)
intelligence/empowerment relations
The effect of follower
regulatory
focus
and
extraversion on leadership
Moss, Ritossa, & behavior: The role of
Ngu, (2006) [19] emotional intelligence.
(Cross-sectional,
quantitative, 66 pairs of
nurses and their supervisors)
Emotional Leadership: a
survey on the emotional
skills expressed by nursing
Spagnuolo et al.,
management
(2014) [21]
(Cross-sectional,
quantitative, 130 managers,
head nurses and nurses)
Ability
emotional
intelligence
of
nurse
Ohlson &
managers in the Midwestern
Anderson, (2014) United States
[13]
(Cross-sectional,
quantitative,
87
nurse
managers)
USA
Emotional intelligence might enhance
Emotional intelligence should enhance the
the capacity of managers to adapt their
capacity of managers to adapt their leadership
leadership style appropriately, but only
style.
in some contexts
Italy
It is essential for managerial roles, be
This study investigates knowledge about the
aware and able to manage their own and
emotional
leadership
and
emotional
others’ emotions to generate wellbeing
competence in nursing management.
at work.
USA
To describe the emotional
What is interesting is the significant
intelligence
(EI)
and
examine
the
difference in EI between nurses who are
corresponding demographic characteristics of
certified in any specialty versus those
front-line Nurse Managers in acute care
who are not certified at all.
settings
Nurse Managers’ Emotional Intelligence and Leadership
The Open Nursing Journal, 2018, Volume 12 89
(Table 1) contd…..
Authors (Year of
Publication)
Title
Type of Research
Country
-Number of participants)
Echevarria,
Patterson &
Krouse, (2016)
[14]
Predictors of
transformational leadership
of nurse managers
(Cross-sectional,
quantitative, 148 nurse
managers)
USA
Aim
Results
Statistically significant relationship was
To examine the relationships among
found between emotional intelligence
education, leadership experience, emotional
and transformational leadership (r =
intelligence and transformational leadership of
0.59, P < 0.001) explaining 34%
nurse managers.
variance in transformational leadership.
The impact of team
Proactivity is positively associated with
empowerment on proactivity
team empowerment. In addition, team
The moderating roles of
leader’s EI and team members’
To investigate the relationship between team
leader’s emotional
proactive personality influence the
empowerment and team proactivity and the
Erkutlu &Chafra,
intelligence and proactive
relationship
between
team
Turkey moderating roles of a team leader’s emotional
(2012) [20]
personality
empowerment and team proactivity.
intelligence (EI) and a team member’s
(Cross-sectional,
Specifically, teams exhibit the highest
proactive personality
quantitative, 910 certified
proactivity when team leaders’ EI and
nurses in 82 teams from 12
team members’ proactive personality
university hospitals)
are high.
Emotional Intelligence of
Nurse Managers
(Cross-sectional,
quantitative, 38 nurse
managers)
USA
Mean EI scores among NMs were
average. Nurse managers with less than
2 years of experience had statistically
To determine the level of emotional
significant lower busing emotions
intelligence (EI) among nurse managers
branch score and strategic EI. Nurse
(NMs) in an academic medical center and
managers with a master’s_ degree in
determine the relationship of EI and
nursing scored significantly higher in
demographic variables.
using emotions branch score than did
those with a master’s degree in a related
field.
Nurse Manager Emotional
Intelligence as a Predictor to
Registered Nurse Job
Satisfaction and RN
Perceptions of the Practice
Environment and the
Munro, (2011) [16]
Relationship to Patient,
Nursing and Hospital
Outcomes
(Cross-sectional,
quantitative, 38 nurse
managers & 659 RNs)
USA
To investigate if the level of Nurse Manager
(NM) emotional intelligence (EI) predicted NM EI was significantly correlate and
registered nurse (RN) job satisfaction and RN patient satisfaction with nursing care.
perceptions of the practice environment.
Prufeta, (2017)
[15]
Three of the eleven studies included in the review explored the leadership style applied by emotionally intelligent
nurses holding an administrative position [14, 17, 18]. The critical analysis of their results revealed the positive
correlation between the Emotional Inelegance and the transformational leadership in which the leader works with
subordinates to increase their motivation and promote their commitment to the organization [24]. In two studies [17,
18], there was a statistically significant positive correlation of the EI with the outcome of the leadership on the extra
effort, effectiveness and satisfaction of EI, Spano-Szekely and her colleagues [17] underline the negative relationship
between the EI and the laissez-faire leadership, in the course of which, according to Harms and Credé [25], leaders are
avoiding decision making, are reluctant to take action and their role is typical. In contrast, in the study conducted by
Tyczkowski and her associates [18], the above negative relationship is not confirmed. Furthermore, no significant
correlation observed between EI and transactional leadership styles [18].
Erkutlu and Chafra’s [20] study, on a sample of 910 nurses, revealed that high nurse leaders’ EI have a strong
positive impact on the pro-activity and empowerment of the team [23]. The results of Munro’s study [16] pointed out
that the high EI of nurses performing administrative tasks is associated with increased patient satisfaction with the care
provided. In addition, EI along with resilience, self-awareness and understanding of other clinical disciplines were
revealed as important qualifications for nurse managers. Moreover, emotionally intelligent leadership, through the skills
of good emotional management, promotes well-being at the workplace [21]. Regarding the relationship of EI and
demographic characteristics, it was noticed that nurses, who exercised administrative duties and had not received any
specialization, showed modest emotional intelligence in contrast to their colleagues, who were specialized [13]. In
addition, nurses, who held a post-graduate degree in nursing science, had enhanced their skills in the proper use of
90 The Open Nursing Journal, 2018, Volume 12
Panagiotis E Prezerakos
emotions, compared to nurses who had specialized in another field [15]. Equally important was the experience in
management positions, as managers with less than two years of experience experienced the less successful use of their
feelings than those with longer seniority in management positions [15].
4. DISCUSSION
The results of this study suggest that EI is a useful tool for nurse leaders and contributes decisively to the
achievement of effective management in healthcare. The nature of the nursing profession itself, aimed at health
promotion, disease prevention and care of physically and mentally ill and disabled people of any age [26], requires
nurses to be emotionally intelligent in order to respond to their multifarious duties. The anthropocentric nature of
nursing requires Emotional Intelligence as a high-level skill that contributes to effective patient centered care [27].
More specifically, with regard to the exercise of management functions, EI becomes an important “virtue” in the hands
of nurse-leaders who must be equipped with skills to successfully meet the growing demands of the modern health care
system. Management skills, such as negotiating resources, building trust relationships, encouraging partnership
development, and making evidence-based decisions, require a strong foundation of perceiving, using, understanding and
managing feelings [13]. Analysis of a number of the studies selected [14, 17, 18] revealed that EI was associated with
the exercise of the transformational leadership. According to Bass and Avolio [28] transformational leadership refers to
the idealized influence that the leader exercises on his/her subordinates, the feeling of pride which he/she inculcates as
well as the feeling of safety and confidence that they can cope with the organization’s goals and vision. The high ability
to understand, regulate and manage emotions that transformational leaders have, contributes decisively to the
cultivation of corresponding skills in their followers [29]. EI’s strong association with transformational leadership is not
present only in the health sector but also in a variety of other organizations [30 – 33]. Barling, Slater and Kelloway’s
study [34], which deals with a large pulp and paper industry, revealed a positive correlation between the EI and the
three aspects of transformational leadership: idealized influence, inspirational motivation, and individualized
consideration. Similarly, in Sivanathan and Fekken’s [35] study, in the university community, established that high
levels of emotional intelligence were associated with transformational leadership model. Furthermore, the same analysis
revealed that the emotionally intelligent management “triggers» proactivity [20], the team empowerment [20, 23],
patient satisfaction of care provided [16], wellbeing at work [21] and contributes decisively to pay extra effort on the
part of subordinates, efficiency and job satisfaction [17, 18]. Developed emotional skills of leaders and followers, are
instrumental in achieving a healthy work environment, not only in the healthcare field but also in ministries, public
services, security bodies, private companies, industries, schools, reinforce organizational commitment [36 – 39], job
satisfaction [36 – 38, 40, 41] and wellbeing in the workplace [38].
CONCLUSION
EI is important for achieving effective leadership in healthcare organizations and contributes decisively to their
good-functioning and successful operation. Individuals have the ability to identify and experience a wide range of
emotions in everyday life. However, some of them are not able to use, understand and manage these emotions. That fact
suggests that it is necessary to improve their social and emotional skills. As regards nurses, at every level, the above
need is considered imperative because of the particular nature of the nursing profession, which places the healthy or
weak person at its center. By implementing social and emotional learning programs, nurses can acquire knowledge,
attitudes and skills that are necessary for understanding and managing emotions, achieving positive goals, and
maintaining positive relations and accountable decisions.
LIST OF ABBREVIATION
EI
=
Emotional Intelligence
CONSENT FOR PUBLICATION
Not applicable.
CONFLICT OF INTEREST
The author declares no conflict of interest, financial or otherwise.
ACKNOWLEDGEMENTS
Declared none
Nurse Managers’ Emotional Intelligence and Leadership
The Open Nursing Journal, 2018, Volume 12 91
REFERENCES
[1]
Goleman D. Emotional Intelligence: Why It Can Matter More Than IQ. London: Bloomsbury 1995.
[2]
Salovery P, Mayer J. Emotional Intelligence. Imagin Cogn Pers 1990; 9: 85-211.
[3]
Mayer JD, Salovey P, Caruso DR. Emotional intelligence: new ability or eclectic traits? Am Psychol 2008; 63(6): 503-17.
[http://dx.doi.org/10.1037/0003-066X.63.6.503] [PMID: 18793038]
[4]
Chamorro-Premuzic T, Bennett E, Furnham A. The happy personality: Mediational role of trait emotional intelligence. Pers Individ Dif 2007;
42: 1633-9.
[http://dx.doi.org/10.1016/j.paid.2006.10.029]
[5]
Mikolajczak M, Nelis D, Hansenne M, Quoidbach J. If you can regulate sadness, you can probably regulate shame: Associations between trait
emotional intelligence, emotion regulation and coping efficiency across discrete emotions. Pers Individ Dif 2008; 44: 1356-68.
[http://dx.doi.org/10.1016/j.paid.2007.12.004]
[6]
Sevdalis N, Petrides KV, Harvey N. Trait emotional intelligence and decision-related emotions. Pers Individ Dif 2007; 42: 1347-58.
[http://dx.doi.org/10.1016/j.paid.2006.10.012]
[7]
Coladonato AR, Manning ML. Nurse leader emotional intelligence: How does it affect clinical nurse job satisfaction? Nurs Manage 2017;
48(9): 26-32.
[http://dx.doi.org/10.1097/01.NUMA.0000522174.00393.f2] [PMID: 28857835]
[8]
Akhtar R, Boustani L, Tsivrikos D, Chamorro-Premuzic T. The engageable personality: Personality and trait EI as predictors of work
engagement. Pers Individ Dif 2015; 73: 44-9.
[http://dx.doi.org/10.1016/j.paid.2014.08.040]
[9]
Villanueva JJ, Sánchez JC. Trait emotional intelligence and leadership self-efficacy: their relationship with collective efficacy. Span J Psychol
2007; 10(2): 349-57.
[http://dx.doi.org/10.1017/S1138741600006612] [PMID: 17992961]
[10]
Grossman S, Valiga T. The new leadership challenge: Creating the future of nursing. 3rd ed. Philadelphia: FA Davis 2009.
[11]
Skinner C, Spurgeon P. Valuing empathy and emotional intelligence in health leadership: A study of empathy, leadership behaviour and
outcome effectiveness. Health Serv Manage Res 2005; 18(1): 1-12.
[http://dx.doi.org/10.1258/0951484053051924] [PMID: 15807976]
[12]
Cummings G, Hayduk L, Estabrooks C. Mitigating the impact of hospital restructuring on nurses: The responsibility of emotionally intelligent
leadership. Nurs Res 2005; 54(1): 2-12.
[http://dx.doi.org/10.1097/00006199-200501000-00002] [PMID: 15695934]
[13]
Ohlson SM, Anderson MA. Ability emotional intelligence of nurse managers in the Midwestern United States. Asia Pac J Oncol Nurs 2015;
2(2): 82-8.
[http://dx.doi.org/10.4103/2347-5625.155733] [PMID: 27981098]
[14]
Echevarria IM, Patterson BJ, Krouse A. Predictors of transformational leadership of nurse managers. J Nurs Manag 2017; 25(3): 167-75.
[http://dx.doi.org/10.1111/jonm.12452] [PMID: 27910229]
[15]
Prufeta P. Emotional Intelligence of Nurse Managers: An Exploratory Study. J Nurs Adm 2017; 47(3): 134-9.
[http://dx.doi.org/10.1097/NNA.0000000000000455] [PMID: 28198761]
[16]
Munro JC. Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice
Environment and the Relationship to Patient, Nursing and Hospital Outcomes. PhD Dissertation. Tampa, Florida, USA: University of South
Florida 2011.
[17]
Spano-Szekely L, Quinn Griffin MT, Clavelle J, Fitzpatrick JJ. Emotional intelligence and transformational leadership in nurse managers. J
Nurs Adm 2016; 46(2): 101-8.
[http://dx.doi.org/10.1097/NNA.0000000000000303] [PMID: 26796823]
[18]
Tyczkowski B, Vandenhouten C, Reilly J, Bansal G, Kubsch SM, Jakkola R. Emotional intelligence (EI) and nursing leadership styles among
nurse managers. Nurs Adm Q 2015; 39(2): 172-80.
[http://dx.doi.org/10.1097/NAQ.0000000000000094] [PMID: 25714956]
[19]
Moss S, Ritossa D, Ngu S. The effect of follower regulatory focus and extraversion on leadership behavior: The role of emotional
intelligence. J Individ Differ 2006; 27: 93-107.
[http://dx.doi.org/10.1027/1614-0001.27.2.93]
[20]
Erkutlu H, Chafra J. The impact of team empowerment on proactivity: the moderating roles of leader’s emotional intelligence and proactive
personality. J Health Organ Manag 2012; 26(4-5): 560-77.
[http://dx.doi.org/10.1108/14777261211256918] [PMID: 23115905]
[21]
Spagnuolo A, De Santis M, Torretta C, Filippi M, Talucci C. [Emotional Leadership: a survey on the emotional skills expressed by nursing
management]. Prof Inferm 2014; 67(4): 203-10.
[PMID: 25837475]
[22]
Leggat SG, Balding C. Achieving organisational competence for clinical leadership: the role of high performance work systems. J Health
Organ Manag 2013; 27(3): 312-29.
92 The Open Nursing Journal, 2018, Volume 12
Panagiotis E Prezerakos
[http://dx.doi.org/10.1108/JHOM-Jul-2012-0132] [PMID: 23885396]
[23]
Lucas V, Laschinger HK, Wong CA. The impact of emotional intelligent leadership on staff nurse empowerment: The moderating effect of
span of control. J Nurs Manag 2008; 16(8): 964-73.
[http://dx.doi.org/10.1111/j.1365-2834.2008.00856.x] [PMID: 19094109]
[24]
Burns JM. Leadership. NY, USA: Harper and Row 1978.
[25]
Harms PD, Crede M. Emotional intelligence and transformational and transactional leadership: A meta-analysis. J Leadersh Organ Stud 2010;
17: 5-17.
[http://dx.doi.org/10.1177/1548051809350894]
[26]
American Nurses Association (ANA). Nursing: A social policy statement. Kansas City, MO 1980.
[27]
Cadman C, Brewer J. Emotional intelligence: A vital prerequisite for recruitment in nursing. J Nurs Manag 2001; 9(6): 321-4.
[http://dx.doi.org/10.1046/j.0966-0429.2001.00261.x] [PMID: 11879479]
[28]
Bass BM, Avolio BJ. Improving Organizational Effectiveness through Transformational Leadership. CA 91320, USA: Sage Publications
Thousand Oaks 1994.
[29]
Kumar S. Establishing linkages between emotional intelligence and transformational leadership. Ind Psychiatry J 2014; 23(1): 1-3.
[http://dx.doi.org/10.4103/0972-6748.144934] [PMID: 25535436]
[30]
Gardner L, Stough C. Examining the relationship between leadership and emotional intelligence in senior level managers. Leadersh Organ
Dev J 2002; 23: 68-78.
[http://dx.doi.org/10.1108/01437730210419198]
[31]
Palmer B, Walls M, Burgess Z, Stough C. Emotional intelligence and effective leadership. Leadersh Organ Dev J 2001; 22: 5-10.
[http://dx.doi.org/10.1108/01437730110380174]
[32]
Esfahani N, Soflu HG. Relationship between emotional intelligence and transformational leadership in physical education managers. Procedia
Soc Behav Sci 2011; 30: 2384-93.
[http://dx.doi.org/10.1016/j.sbspro.2011.10.465]
[33]
Lowe KB, Kroeck KG, Sivasubramaniam N. Effectiveness correlates of transformation and transactional leadership: A meta-analytic review
of the MLQ literature. Leadersh Q 1996; 7: 385-425.
[http://dx.doi.org/10.1016/S1048-9843(96)90027-2]
[34]
Barling J, Slater F, Kelloway EK. Transformational leadership and emotional intelligence: An exploratory study. Leadersh Organ Dev J 2000;
21: 157-61.
[http://dx.doi.org/10.1108/01437730010325040]
[35]
Sivanathan N, Fekken GC. Emotional intelligence, moral reasoning and transformational leadership. Leadersh Organ Dev J 2002; 23:
198-204.
[http://dx.doi.org/10.1108/01437730210429061]
[36]
Webb K. How Managers’ Emotional Intelligence Impacts Employees’ Satisfaction and Commitment: A Structural Equation Model. IUP J
Organ Behav 2014; 13: 7-24.
[37]
Güleryüz G, Güney S, Aydin EM, Aşan O. The mediating effect of job satisfaction between emotional intelligence and organisational
commitment of nurses: a questionnaire survey. Int J Nurs Stud 2008; 45(11): 1625-35.
[http://dx.doi.org/10.1016/j.ijnurstu.2008.02.004] [PMID: 18394625]
[38]
Brunetto Y, Teo S, Shacklock K, Wharton R. Emotional intelligence, job satisfaction, well-being and engagement: Explaining organizational
commitment and turnover intentions in policing. Hum Resour Manage 2012; 22: 428-41.
[http://dx.doi.org/10.1111/j.1748-8583.2012.00198.x]
[39]
Salami SO. Demographic and Psychological factors predicting Organizational Commitment among Industrial workers. Anthropologist 2008;
10: 31-8.
[http://dx.doi.org/10.1080/09720073.2008.11891026]
[40]
Zampetakis LA, Moustakis V. Managers’ Trait Emotional Intelligence and Group Outcomes: The Case of Group Job Satisfaction. Small
Group Res 2011; 42: 77-102.
[http://dx.doi.org/10.1177/1046496410373627]
[41]
Sy T, Tram S, O’Hara A. Relation of employee and manager emotional intelligence to job satisfaction and performance. J Vocat Behav 2006;
68: 461-73.
[http://dx.doi.org/10.1016/j.jvb.2005.10.003]
© 2018 Panagiotis E Prezerakos.
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a
copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and
reproduction in any medium, provided the original author and source are credited.
POWERPOINTS TO ACCOMPANY
Nurse Leadership and Management
Foundations for Effective Administration
Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, FNAP, FAANP(H)
Celeste M. Alfes, DNP, MSN, MBA, RN, CNE, CHSE-A, FAAN
Editors
Chapter 4: The Importance of Relationships
Mary Beth Modic and Amy Windover
© Springer Publishing Company, LLC.
1
Learning Objectives
• Summarize the relationship between “sense of belonging” and the development of flourishing
relationships.
• Assess the impact of person-centered, strength-based, empathic language on relationships.
• Evaluate behaviors that nurture relationships.
• Plan rituals that foster communities of caregivers.
© Springer Publishing Company, LLC.
2
Introduction
• Nurses work diligently to foster relationships with patients, colleagues, and communities they serve.
• Relationships are supportive, affirming, and nurturing.
• Leaders are challenged to create communities.
© Springer Publishing Company, LLC.
3
Belonging
• Nurse leaders have a role in nurturing a flourishing community
• A community’s core values must be clearly articulated and embraced by its members
• Shared values attract people to an organization
• Critical behavior that indicates a sense of belonging:
• Exchange of help—not only in offering help but displaying comfort with requesting it
• Behaviors that support a sense of belonging:
• Listening, collaborating, strong work ethics
• Soft skills: Behaviors, personality traits, and work habits that help individuals flourish at work
• Impeding behaviors:
• Organizational change, lack of cooperation, lack of communication
• Impeding behaviors can be overcome by soft skills
© Springer Publishing Company, LLC.
4
Maslow’s Hierarchy of Needs
• All behaviors are predicated on needs (Maslow)
•
•
•
•
•
Physiological
Safety and security
Love and belonging
Self-esteem
Self-actualization
• Radha Agrawal (2018) suggested that Maslow’s Hierarchy be updated to reflect four major needs:
•
•
•
•
Basic human needs
Physical and mental well-being
Purpose
Joy
• Peplau
• Nurses and patients pass through three phases to experience a therapeutic relationship: Orientation, working, and
termination
• The new nurse to a unit or to a leadership team goes through similar phases
Agrawal, R. (2018). Belonging. Workman Publishing.
© Springer Publishing Company, LLC.
5
Multigenerational Workforce
• Traditionalist, Boomers, Generation X, Millennials, and Gen Z
• Baby boomers are the largest generation in the workforce
• 500,000 nurses will retire by 2022, including 75% of nurse leaders
• Millennials will represent 75% of workforce by 2025
• Connected through digital technology since infancy
• Most interested in community building and fostering sense of belonging
• Diversity, equity, and inclusion (DEI)
• Belonging for everyone
• Gender identities, preferred pronouns
• Workforce should reflect the composition of society at large
© Springer Publishing Company, LLC.
6
Professional Citizenship
• Membership in professional nursing organizations
• Expands professional relationships and current networks
• Impacts patient outcomes
• Promotes collegiality with nurses outside of one’s organization
• “Ubunto” means “I am because you are”
• Popularized by Nelson Mandela and Archbishop Desmond Tutu
• Represents the principles of caring and belonging
– The organization is recognized as a community filled with deep relationships
– The good of all an organization’s members should be recognized
– All members of the community thrive
© Springer Publishing Company, LLC.
7
Language: Most Powerful Form of Communication
• Person-centered, strength-based language
• Strength-based vocabulary heals and empowers
• Empathic language
• S.A.V.E.:
– Support
– Acknowledge
– Validate
– Emotion naming
• The language of apology
• Apologies are necessary to repair and preserve collegial relationship
• Lazare’s four components of an effective apology
© Springer Publishing Company, LLC.
8
Feedforward
• Rather than debriefing about a performance or decision, feedforward concentrates on solutions for the
future
• By using feedforward language and concepts, the leader can explore growth opportunities for the future
• REPAIR
•
•
•
•
•
•
Recognize talent
Expand possibilities
Is particular
Is authentic
Has impact
Refines group dynamics
© Springer Publishing Company, LLC.
9
Rituals to Foster Belonging and Community
• Check-ins
• Provide a safe place to briefly connect with people on a personal or emotional level
• Deliberate process to elicit meaningful responses
• Settling practices
• Mindfulness meditation
• Grounding (bringing in awareness to the five senses)
• Warm-up activities
•
•
•
•
Polarities
Spectragrams
Locograms
Step-in circles
(cont.)
© Springer Publishing Company, LLC.
10
Rituals to Foster Belonging and Community (cont.)
• Minute Matrix (like speed dating)
• Stepping stones (promotes self-reflection)
• Inside scoop (sharing personal aspects)
• “If you knew me”
• Team charters
• Align everyone in dialogue about what success would look like if the team worked optimally
• The Failure Bow
• Public acknowledgment of failure followed by validation and support
© Springer Publishing Company, LLC.
11
Nurturing Behaviors
• Be present
• Listen
• Express empathy
• Apologize
• Forgive
• Break bread together
• Express gratitude
• Give gifts
© Springer Publishing Company, LLC.
12
POWERPOINTS TO ACCOMPANY
Nurse Leadership and Management
Foundations for Effective Administration
Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, FNAP, FAANP(H)
Celeste M. Alfes, DNP, MSN, MBA, RN, CNE, CHSE-A, FAAN
Editors
Chapter 6: Relationship-Based Leadership
Theories
Rosanne Raso and Rae Jean Hemway
© Springer Publishing Company, LLC.
1
Learning Objectives
• Compare relationship-based leadership theories including outcomes and measurement.
• Apply relationship-based leadership principles to case scenarios in nursing professional practice.
• Differentiate relationship-based leadership from traditional leadership theories and models.
• Construct relational leader development strategies for future applications.
© Springer Publishing Company, LLC.
2
Terminology
• Authentic Leadership: Emphasizes a leader's transparency, genuineness, honesty, self-awareness, and moral
courage within the workplace
• Authentic Nurse Leadership: Adds altruism/caring to the authentic leadership definition
• Emotional Intelligence: Ability to recognize and manage one’s emotions and recognize and influence the
emotions of others
• Engagement: Emotional state where individuals feel passionate, enthusiastic, and dedicated to their work
• Followership: The capacity or willingness to follow a leader
(cont.)
© Springer Publishing Company, LLC.
3
Terminology (cont.)
• Healthy Work Environment: A practice environment that promotes staff engagement and positive outcomes for
patients and nurses
• Human-Centered Leadership: A nursing leadership theory that puts people first, recognizing the importance of
the leader’s needs such as self-care, self-compassion, self-awareness, and mindfulness
• Laissez-faire Leadership: Characterized by nonparticipation from the leader, a hands-off approach
• Relational Leadership: Embodies an inclusive and positive leadership philosophy, creating a culture where
people feel empowered and supported, bringing innovation, belonging, collaboration, and diversity of thought
(cont.)
© Springer Publishing Company, LLC.
4
Terminology (cont.)
• Resonant Leadership: Founded on emotional intelligence, whereby managers exhibit self-awareness, selfmanagement, social awareness, and relationship management
• Servant Leadership: A “people-first” approach manifested through one-on-one prioritizing of follower needs and
interests, and concern for others within the organization and the larger community
• Transactional Leadership: Focuses on the role of supervision, group performance, and specific tasks
• Transformational Leadership: Focuses on leader behaviors that create a vision for change and inspire and
influence followers to perform at higher levels
© Springer Publishing Company, LLC.
5
Introduction
• True relational leaders have solid attributes such as shared decision-making and purposefulness that
result in effective leadership and outcomes.
• Relational leaders develop trusting relationships with their followers to influence behavior, as reflected in
the American Organization of Nursing Leadership (AONL) nurse executive and manager competencies.
• Development of related competencies is a lifelong journey of professional growth at every level and is
foundational to demonstration of this type of leadership.
© Springer Publishing Company, LLC.
6
Relational Leadership
• Leadership styles based on relationships and social connections
• Relationship-based leadership is based on positive psychology, the branch of psychology science that
focuses on helping people to find meaning and purpose, live meaningful lives, and search for personal
strength and value.
• Positive workforce and practice environment provides the foundation for positive patient outcomes
• Inclusion, empowerment, purposefulness, ethical behaviors, and process orientation
© Springer Publishing Company, LLC.
7
Transformational Leadership
• Florence Nightingale considered the first nursing transformational leader
• Bases of the American Nurses Credentialing Center (ANCC) Magnet Recognition Program
• “Four I’s”: Individualized consideration, Intellectual stimulation, Inspirational motivation, and Idealized
influence
• Personalized connections the leader makes with followers
• The leader is open-minded and promotes creativity and innovation
• The leader’s ability to communicate a compelling vision and high standards with subsequent follower enthusiasm and
motivation to exceed expectations
• The role modeling and follower respect the leader generates from their behaviors
© Springer Publishing Company, LLC.
8
Authentic Leadership
• Described as having high moral character, acting in alignment with their personal values, building
credibility and the positive emotions of respect, hope and trust of followers, resulting in positive
behaviors such as satisfaction, motivation, and performance
• Four core elements of authentic leadership:
•
•
•
•
Self-awareness
Balanced processing
Relational transparency
An internalized moral perspective
• ANCC Standards for Establishing and Sustaining Healthy Work Environments based on authentic
leadership
• Authentic leadership linked to job satisfaction, turnover, work attitudes and behaviors, and staff
empowerment
© Springer Publishing Company, LLC.
9
Servant Leadership
• “The servant-leader is servant first…. focus[ing] primarily on the growth and well-being of people and
communities to which they belong” (Greenleaf Center for Servant Leadership, n.d., paras. 2, 4)
• Shares power, places the needs of others first, and helps people grow and perform as highly as possible
• Characteristics: Authentic, valuing others, growing people, sharing power, providing leadership, and building
community by developing strong collaborative and personal relationships
• Attributes can be seen at all levels of nursing leadership (from charge nurse to chief nurse executive)
Greenleaf Center for Servant Leadership. (n.d.). What is servant leadership? https://www.greenleaf.org/what-is-servant-leadership
© Springer Publishing Company, LLC.
10
Key Points
• Relational leadership: A positive workforce and practice environment and nurse engagement, providing the
foundation for positive patient outcomes
• Transformational leadership practices: Model the way, inspire a shared vision, challenge the process, enable
others to act and encourage the heart. Transformational leaders may need complementary detail-oriented
partners for the “management” aspects of their role
• Authentic leadership is anchored by inner core values. Attributes of authentic leaders include
self-awareness, moral courage, balanced processing, and relational transparency.
• Servant leaders put people first, prioritizing and nurturing the needs of others in their professional
development.
• Nurses need to be prepared for leadership roles at every level. Structured curriculum, peer support,
self-reflection, experiential learning, coaching, mentoring, and supportive practice environments are
needed for leadership development.
© Springer Publishing Company, LLC.
11
Summary
• The Future of Nursing 2020–2030 recommends implementing structures and systems to ensure nurses’
health, well-being, and competency in interprofessional teamwork to advance health equity.
• Transformational leaders: Model the way
• Authentic leaders: Inner core values
• Servant leaders: Put people first
• Leadership is a lifelong journey and nurses need to be prepared for leadership roles at every level.
© Springer Publishing Company, LLC.
12
POWERPOINTS TO ACCOMPANY
Nurse Leadership and Management
Foundations for Effective Administration
Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, FNAP, FAANP(H)
Celeste M. Alfes, DNP, MSN, MBA, RN, CNE, CHSE-A, FAAN
Editors
Chapter 7: The Coaching and Mentoring
Process
M. Lisa Hedenstrom and Susan M. Dyess
© Springer Publishing Company, LLC.
1
Learning Objectives
• Identify principles of coaching and mentoring within a relational-based leadership model.
• Examine the context of relationships for coaching and mentoring.
• Investigate opportunities for coaching and mentoring to promote the career development of nurse
leaders.
• Plan for coaching and mentoring utilization to lead peak performance within nurses and nursing teams.
© Springer Publishing Company, LLC.
2
Terminology
• Coaching: A proactive collaborative process that supports goal achievement and high performance through
discourse and action
• Coach: An individual who supports the coached achieve peak performance within a defined and committed
relationship
• Coached: An individual meeting with a coach to meet goals maximizing their own expertise
• Mentoring: A process that supports and develops people to help them reach their potential
• Mentor: An experienced nursing leader who is willing to support the development of the mentee through support
and guidance
• Mentee: Someone who seeks to find help and support from a mentor to help themselves with professional
development and future career goals
© Springer Publishing Company, LLC.
3
Introduction: Coaching and Mentoring
• Deliberate nurse leader strategies for tapping into the existing expertise, developing the potential, and
shaping necessary peak performance for individual nurses and nursing teams
• Coaching and mentoring are not euphemistic for performance improvement action plans that may be
associated with human resources
• Coaching—formal relationship
• Mentoring—formal or informal relationship
© Springer Publishing Company, LLC.
4
Requirements of Successful Coaching and
Mentoring by Nurse Leaders
• Resource support: Investment of time and talent
• Senior leadership buy-in for sponsorship, collaboration, and facilitation of barrier removal
• Executive presence: Portray poise and a dignified demeanor
• Inspire confidence, engender trust, and build workplace culture that promotes enjoyment and success for
individuals and team
• Commitment to culture of coaching/mentoring leads to development and retention
© Springer Publishing Company, LLC.
5
Coaching Process
• Three stages:
• Pre-coaching
• Active coaching
• Follow-up coaching
• Improves results for individual and team performance, job satisfaction, retention, conflict resolution,
and goal alignment
• Coached individuals: Gain insight to acknowledge their unique potential, to strengthen their expression of
expertise, to identify and take action
© Springer Publishing Company, LLC.
6
Mentoring
• Can be formal or informal
• Mutual goals are established between mentee and mentor
• Ongoing communication to allow relationships to be formed and developed
• Relationship might evolve to peer-to-peer
• Mentee drives the relationship
© Springer Publishing Company, LLC.
7
Mentoring Process
• Outlined mentoring up a nurse-to-nurse mentoring theory that includes the following phases:
•
•
•
•
•
Seeding
Opening
Laddering
Equalizing
Reframing
• Nonlinear process; relationship-based interaction
• Mentee develops improved role performance, increased job satisfaction, and improving role effectiveness
• Allows for succession planning; leader leans in to be a mentor to a mentee to develop skills and provide
career development
© Springer Publishing Company, LLC.
8
Coaching and Mentoring:
What Every Nurse Manager Needs to Know
• Will need to invest time and energy in beginning their professional relationships to support themselves as
a new leader to continue their professional development and growth
• Scope of their oversight and long-term vision will vary for each position and utilization for coaching and
mentoring, but relationships are crucially important
• Honor the professional wisdom and clinical expertise held by the coach and mentor
• Will need to validate the professional wisdom that others hold, as well as celebrate, and nurture the
wisdom for it to be expressed fully
• Coaching and mentoring require thoughtful, targeted, and timely development questions
• Recognize that coaching and mentoring unlock potential in others and the universe
© Springer Publishing Company, LLC.
9
Coaching and Mentoring:
What Every Nurse Executive Needs to Know
• Nurse executive one must not only seek out these coaching and mentoring opportunities
• Guide their team into these relationships to support leader development and succession planning
• Throughout your career take initiative for your own development
• Once you find a coach and a mentor, have a formal mechanism to set goals and track progress
• Learn from the coaching and mentoring process
• You can be a mentor and a mentee simultaneously to help others develop their skills
© Springer Publishing Company, LLC.
10
Key Points
• Coaching is often a formal, short-term skill development process and relationship. Coaching is goal
oriented, has a specific time frame for achieving the goals identified. Coaches seek to highlight the
wisdom that the person they are coaching must help the person being coached identify solutions.
• Mentoring is information with direct access to expertise, driven by the mentee through goal setting.
Mentoring roles and goals are mutually identified in the relationship. Most often mentees drive the
relationship as they seek guidance from their mentors.
• Coaching and mentoring might overlap in some situations as both involve collaborative directed
relationships to help develop skills. Both are safe positive methods for leaders to collaborate with experts
to share opportunities for their growth and development as a leader.
• It is important to define roles when entering coaching/mentoring relationships.
© Springer Publishing Company, LLC.
11
Summary
• Coaching and mentoring are adaptive to the uniqueness of whomever is involved.
• Inherent to relational leadership approaches for a nurse leader/executive to authentically listen, seek to
understand and probe each member of the team to appreciate their goals
• Coaching and mentoring are enhanced with effective nursing leadership that is generally complemented
by emotional intelligence
• Being emotionally intelligent contributes to the transformational possibilities attained through coaching
and mentoring for peak performance of individuals, groups, and teams.
© Springer Publishing Company, LLC.
12
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
