Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
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Chapter 1: Conceptual Base for Leadership and Management
LEARNING OUTCOMES AND SUGGESTED CLASSROOM AND CLINICAL
ACTIVITIES
LEARNING OUTCOME 1
Examine The Future of Nursing report and its relevance to nursing leadership.
Suggestions and Strategies for Classroom Experience
• Ask the students to review The Future of Nursing report and its recommendations.
Divide students into teams and assign the recommendations to each team (due to
class size there may be teams that have the same recommendation). What is the
relevance to each recommendation to nursing leadership?
Suggestions and Strategies for Clinical Experience
LEARNING OUTCOME 2
Interpret the implications of change in the healthcare delivery system on nurse leadership.
Suggestions and Strategies for Classroom Experience
• Ask students to describe how they react to change. Then have them apply this
information about themselves to how they might respond in the workplace.
Suggestions and Strategies for Clinical Experience
• Students can be asked to identify areas of change; how they see staff responding
or areas that they think need changing in their clinical experiences.
LEARNING OUTCOME 3
Analyze the key modern leadership theories compared to older theories and implications
for nursing leadership and management.
Suggestions and Strategies for Classroom Experience
• Prepare 3 × 5 cards, each with a name of a theory on it. Have students work in
Suggestions and Strategies for Clinical Experience
• Ask students to identify types of leadership that they see demonstrated in clinical
areas and have them provide examples.
Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
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LEARNING OUTCOME 4
Explain the importance of transformational leadership today and the relationship to the
Institute of Medicine recommendations.
Suggestions and Strategies for Classroom Experience
• Select two of the competencies needed to be an effective leader and discuss how
each one is relevant to nursing. This can be done in teams, during class, or as a
Suggestions and Strategies for Clinical Experience
• Ask students to determine if the factors described as important to developing a
LEARNING OUTCOME 5
Compare and contrast characteristics, roles, and responsibilities of leaders and managers.
Suggestions and Strategies for Classroom Experience
• Have students develop a list of critical manager and leader descriptors to use
when reviewing the descriptions of nurse manager positions. Ask students to get a
Suggestions and Strategies for Clinical Experience
• Clinical faculty can ask students for feedback about key persons on the units; e.g.,
nurse manager, team leader, and others. Compare and contrast management and
LEARNING OUTCOME 6
Compare and contrast the leadership and management competencies described by AONE,
ANA, and AACN.
Suggestions and Strategies for Classroom Experience
• Ask students to compare and contrast AONE, ANA, and AACN competencies in
a written assignment.
Suggestions and Strategies for Clinical Experience
• Discuss what types of competencies the HCO uses for its nurse managers.
LEARNING OUTCOME 7
Discuss the implications of the image of nurses on the nursing profession.
Suggestions and Strategies for Classroom Experience
• Students can collect examples of how the image of nursing is portrayed in the
media to the public; e.g., newspapers, magazines, television, radio, print ads, film.
What is the image portrayed? Why is image important to the nursing profession
and to healthcare delivery?
Suggestions and Strategies for Clinical Experience
• Ask students for examples of comments they have heard from patients and their
LEARNING OUTCOME 8
Analyze the need for more nursing leaders.
Suggestions and Strategies for Classroom Experience
• Students can write a brief response to the following question: What is your
opinion of new graduates in management positions?
• Ask students if managing care is the same as being a nurse manager and to
explain their rationale.
Suggestions and Strategies for Clinical Experience
• Observe how one staff nurse demonstrates leadership in practice. Discuss in
clinical conference.
KEY CHAPTER CONCEPTS
1. The Future of Nursing report emphasizes need for more nursing leadership and makes
3. Nurse leaders might or might not be in formal management positions. To accomplish
leadership competency, nurses need to have an understanding of relevant leadership, and
4. Typically, the theories of the past emphasized control, competition, and getting the job
completed; creativity was not a key part. The modern leadership theories and styles have
5. Deming’s theory emphasizes groups and teamwork and team ownership of work.
6. Drucker’s theory emphasizes participatory management and that leadership can be
8. Management Grid theory emphasizes five styles that focus on production and concern
9. Connective Leadership theory focuses on caring. Interconnectedness is a key element
10. Theory of Emotional Intelligence emphasizes feelings, self-awareness, and emotional
11. Knowledge Management theory emphasizes the importance of knowledge work,
12. Leadership 2.0 is a more current theory, combining many elements from other
theories.
14. Transformational Leadership theory focuses on the need for leaders to embrace
15. Transformational leadership is the leadership style recommended by the Institute Of
Medicine.
16. Qualities that have been identified in transformation leaders are self-confidence, self-
direction, honesty, energy, loyalty, commitment, and the ability to develop and
18. Constant change in the healthcare delivery system requires nurses to be flexible in
their role—to step outside the box.
20. Management levels are first, middle, and upper.
22. Managers maintain equilibrium; leaders manage change.
25. Myths about leadership persist; such as everyone can be a leader, leaders deliver
business results, and leaders are coaches.
26. The image of nursing is improving, and along with this comes greater visibility of
27. Nurses become leaders through a variety of methods. Simple promotion, as noted in
28. Leaders need to be developed by other nurse leaders through methods such as
29. Some key skills and competencies that make for effective managers and leaders
30. Managers who are leaders need to care for their staff and develop trust.
31. The AACN recognizes the need to incorporate more leadership development in
33. AONE states that nursing leadership plays a very important role in creating the work
34. Multiple strategies are needed to develop nursing leadership.
APPLYING LEADERSHIP AND MANAGEMENT
BSN and Master’s Essentials: Application to Content
Chapter identifies which Essentials apply to the chapter content. This information is
primarily for the instructor, but students should understand the how these nursing
education standards apply to the chapter content and the nursing profession.
My Hospital Unit: An Evolving Case Experience
The following is the description of the My Hospital feature found in the front of the
textbook:
Before you begin this book and the related course, you will need to take the first step to
engage yourself in this topic by creating your own virtual clinical unit. What type of unit
would you want to serve as a nurse manager? Within this unit you will reflect on content
Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
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professions core competencies. You will be the nurse manager on the unit. Once you
create the framework for your unit you cannot make changes in the information that
describes your unit unless you are doing so in response to a specific learning activity.
You have to work within this description just as you would if you were nurse manager on
a real unit instead of a virtual unit.
How do you create your own virtual unit? First, you need to put your description in
writing. Respond to the following questions as you describe your unit. Keep a record of
the description and then your responses per chapter as you manage your unit.
Name your unit.
What services are provided in the unit? (Can be acute care or ambulatory care, e.g.,
medical [may be sub-specialty such as respiratory], surgical [may be a sub-specialty such
as orthopedics], OR, ER, ICU, obstetrics, pediatrics, behavioral health, and so on]
What is the size of the unit (number of beds)? What is the size of the hospital (fewer than
100, 100–200, 200–300, more than 300 beds)?
Is it an urban or rural hospital? Academic-teaching hospital, private, or government
owned?
How long have you been the nurse manager?
What types of shifts do you have currently on the unit (8-, 10-, or 12-hour shifts, mix)?
What hours/days do you typically work?
Briefly describe at least four registered nurses (RN) and four unlicensed assistive
personnel (UAP. Decide if you have licensed practical/vocational nurses (LPN/LVN); if
The Chapter Features: Case Study and Applying Evidence-Based Practice features may
be used in both classroom and online formats. The last slides in the PPT include the
ADDITIONAL CASE
This case is not found in the textbook. It may be used for individual or team assignments:
written assignment and classroom or online team discussions. It may also be used as an
essay question for exams.
Case:
The Director of Staff Education in an acute care hospital is meeting with the nurse
managers and nurse executives to discuss the need to develop additional staff
development focused on leadership and management. During the discussion the group
disagreed on the statement made by one of the nurse manager: “Nurse managers serve as
Questions
1. What is leadership, and why is it important?
2. Is a nurse manager a leader? (Rationale)
3. What might be examples of problems related to having managers who are not leaders?
4. What is the impact of the Peter Principle?
5. Do all nursing staff need to demonstrate leadership? (Rationale)