{"id":69,"date":"2021-09-28T19:02:03","date_gmt":"2021-09-28T19:02:03","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/4-2-basic-concepts\/"},"modified":"2025-02-18T18:43:01","modified_gmt":"2025-02-18T18:43:01","slug":"4-2-basic-concepts","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/4-2-basic-concepts\/","title":{"raw":"4.2 Basic Concepts","rendered":"4.2 Basic Concepts"},"content":{"raw":"<h2>Organizational Culture<\/h2>\nThe formal leaders of an organization provide a sense of direction and overall guidance for their employees by establishing organizational vision, mission, and values statements. An organization\u2019s <strong>[pb_glossary id=\"480\"]vision statement[\/pb_glossary]<\/strong> defines why the organization exists, describes how the organization is unique from similar organizations, and specifies what the organization is striving to be. The <strong>[pb_glossary id=\"481\"]mission statement[\/pb_glossary]<\/strong> describes how the organization will fulfill its vision and establishes a common course of action for future endeavors. See Figure 4.1<sup>[footnote]\u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Mission_statement.png\" target=\"_blank\" rel=\"noopener\">Mission_statement.jpg<\/a>\u201d by <a href=\"https:\/\/en.wikipedia.org\/wiki\/User:RadioFan\" target=\"_blank\" rel=\"noopener\">RadioFan<\/a> (<a href=\"https:\/\/en.wikipedia.org\/wiki\/User_talk:RadioFan\" target=\"_blank\" rel=\"noopener\">talk<\/a>) is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en\" target=\"_blank\" rel=\"noopener\">CC BY-SA 3.0<\/a>[\/footnote]<\/sup> for an illustration of a mission statement. A <strong>[pb_glossary id=\"482\"]values statement[\/pb_glossary]<\/strong> establishes the values of an organization that assist with the achievement of its vision and mission. A values statement also provides strategic guidelines for decision-making, both internally and externally, by members of the organization. A values statement may also be reflected as the organization's \"<strong>[pb_glossary id=\"528\"]core values[\/pb_glossary]<\/strong>,\" which are the foundational ideals that guide the organization's actions and decision-making processes. The vision, mission, and values statements are expressed in a concise and clear manner that is easily understood by members of the organization and the public.<sup><span style=\"color: #000000\">[footnote]This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a>[\/footnote]<\/span><\/sup>\n\n[caption id=\"attachment_67\" align=\"aligncenter\" width=\"384\"]<img class=\"wp-image-65 \" title=\"\u201cMission_statement.jpg\u201d by RadioFan (talk) is licensed under CC BY-SA 3.0\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2021\/09\/Mission_statement.png\" alt=\"Image showing a textual mission statement\" width=\"384\" height=\"183\"> Figure 4.1 Mission Statement[\/caption]\n\n<strong>[pb_glossary id=\"483\"]Organizational culture[\/pb_glossary] <\/strong>refers to the implicit values and beliefs that reflect the norms and traditions of an organization. An organization\u2019s vision, mission, and values statements are the foundation of organizational culture. Because individual organizations have their own vision, mission, and values statements, each organization has a different culture.<span style=\"color: #ff0000\"><sup><span style=\"color: #000000\">[footnote]This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a>[\/footnote]<\/span><\/sup><sup><span style=\"color: #000000\">\u00a0<\/span><\/sup><span style=\"color: #000000\">Organizational culture helps reflect the expected norms and behaviors that are inherent to an organization. Expected conduct is comprised of the unwritten rules and standards that reflect how employees should behave in different situations. The culture also informs the common communication styles that are inherent to an organization, including both formal and informal channels. The culture may also be manifested outwardly through various symbols and artifacts that embedded within the organization. These may include specific logos, objects, or other physical manifestations of elements that represent the organization's culture. Some organizations may also reflect their cultural values through activities or ceremonies held within the community.<\/span><\/span>\n\nAs health care continues to evolve and new models of care are introduced, nursing managers must develop innovative approaches that address change while aligning with that organization\u2019s vision, mission, and values. Leaders embrace the organization\u2019s mission, identify how individuals\u2019 work contributes to it, and ensure that outcomes advance the organization\u2019s mission and purpose. Leaders use vision, mission, and values statements for guidance when determining appropriate responses to critical events and unforeseen challenges that are common in a complex health care system. Successful organizations require employees to be committed to following these strategic guidelines during the course of their work activities. Employees who understand the relationship between their own work and the mission and purpose of the organization will contribute to a stronger health care system that excels in providing quality client care. The vision, mission, and values provide a common organization-wide frame of reference for decision-making for both leaders and staff.<sup>[footnote]This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a>[\/footnote]<\/sup>\n\nIt is important for employees in health care organizations to have understanding of how their roles and responsibilities connect to the broader mission and vision of the organization. This alignment fosters a cohesive work environment where each staff member is motivated by a shared purpose, leading to more effective and high-quality client care. It is important that both the leader and employee have clarity in the underlying vision, mission, and values of an organization. This involves responsibility for both the leader and employee. Leaders must articulate the organization's vision, mission, and values clearly and consistently. This involves regular communication through meetings, written materials, etc. Employees share in the responsibility by being empowered to ask questions and seek clarification on how their daily tasks contribute to the organization's overarching goals.\n<div class=\"textbox shaded \">\n\n<strong>Learning Activity<\/strong>\n\nInvestigate the mission, vision, and values of a potential employer, as you would do prior to an interview for a job position.\n\n<strong>Reflective Questions<\/strong>\n<ol>\n \t<li style=\"font-weight: 400\">How well do the organization\u2019s vision and values align with your personal values regarding health care?<\/li>\n \t<li style=\"font-weight: 400\">How well does the organization\u2019s mission align with your professional objective in your resume?<\/li>\n<\/ol>\n<\/div>\n<h2>Followership<\/h2>\n<strong>[pb_glossary id=\"484\"]Followership[\/pb_glossary]<\/strong> is described as the upward influence of individuals on their leaders and their teams. The actions of followers have an important influence on staff performance and client outcomes. Being an effective follower requires individuals to contribute to the team not only by doing as they are told, but also by being aware and raising relevant concerns. Effective followers realize that they can initiate change and disagree or challenge their leaders if they feel their organization or unit is failing to promote wellness and deliver safe, value-driven, and compassionate care. Leaders who gain the trust and dedication of followers are more effective in their leadership role. Everybody has a voice and a responsibility to take ownership of the workplace culture, and good followership contributes to the establishment of high-functioning and safety-conscious teams.<span style=\"color: #ff0000\"><sup><span style=\"color: #000000\">[footnote]This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a>[\/footnote]<\/span><\/sup><span style=\"color: #000000\">Key elements of effective followership include proactive engagement, constructive communication, collaboration, advocacy, continuous improvement, and a supportive leadership environment.<\/span><\/span>\n\nIn order to demonstrate proactive engagement, followers must also be initiators. Effective followers do not passively wait for instruction by rather take initiative to address issues, propose solutions, and contribute to ideas. They recognize the importance of their voice in engaging in problem-solving and understand that being an effective follower does not mean being passive in their role. Effective followers also employ a keen situational awareness where they maintain vigilant assessment of the environment and potential risks, ensuring that they act in the best interests of clients. They must be confident that they can raise concerns if they identify potential problems or unsafe practices. This reflects a culture where followers feels that their feedback is welcomed and valued. Effective followership also involves communication practices in which the message is clearly conveyed, measures to confirm the message are employed, and the confirmation is received. To be an effective follower, support of the team's goals must be a central tenet of one's work. Collaboration with others involves supporting colleagues and working together toward the common goal even when viewpoints may differ. Identifying strategies that create a respectful opportunity to debate and explore different opinions is important to effective followership. Additionally, followers must take accountability for their own actions while understanding how their role and performance impacts the function of the team, as well as client outcomes. Effective followers also practice ethical advocacy, ensuring that the needs of clients are prioritized and respected. This advocacy also involves the ability to courageously challenge any decisions or actions that may jeopardize care or organizational values. Finally, effective followers engage in continuous learning to enhance their skills and knowledge. They seek feedback and use the feedback to contribute to their own performance and also the growth of the team. Effective followership is further cultivated when leaders and followers come together with mutual respect, trust, and work with a purposeful drive toward shared goals that reflect the organization's mission.\n\nTeam members impact client safety by following teamwork guidelines for good followership. For example, strategies such as closed-loop communication are important tools to promote client safety.\n<div class=\"textbox shaded \">\n<p class=\"arrow\">Read more about communication and teamwork strategies in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/7-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Collaboration Within the Interprofessional Team<\/a>\u201d chapter.<\/p>\n\n<\/div>\n<h2>Leadership and Management Characteristics<\/h2>\nLeadership and management are terms often used interchangeably, but they are two different concepts with many overlapping characteristics. <strong>[pb_glossary id=\"485\"]Leadership[\/pb_glossary] <\/strong>is the art of establishing direction and influencing and motivating others to achieve their maximum potential to accomplish tasks, objectives, or projects.<sup>[footnote]Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications.[\/footnote],[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup> See Figure 4.2<sup>[footnote]\u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:3D_Team_Leadership_Arrow_Concept.jpg\" target=\"_blank\" rel=\"noopener\">3D_Team_Leadership_Arrow_Concept.jpg<\/a>\u201d by lumaxart is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/2.0\/deed.en\" target=\"_blank\" rel=\"noopener\">CC BY-SA 2.0<\/a>[\/footnote]<\/sup> for an illustration of team leadership. There is no universally accepted definition or theory of nursing leadership, but there is increasing clarity about how it differs from management.<sup>[footnote]Scully, N. J. (2015). Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession. <em>Collegian, 22<\/em>(4), 439-444. <a href=\"https:\/\/doi.org\/10.1016\/j.colegn.2014.09.004\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.colegn.2014.09.004<\/a>[\/footnote]<\/sup> <strong>[pb_glossary id=\"486\"]Management[\/pb_glossary]<\/strong> refers to roles that focus on tasks such as planning, organizing, prioritizing, budgeting, staffing, coordinating, and reporting.<sup>[footnote]Hannaway, J. (1989). <em>Managers managing: The workings of an administrative system.<\/em> Oxford University Press, p. 39.[\/footnote]<\/sup> The overriding function of management has been described as providing order and consistency to organizations, whereas the primary function of leadership is to produce change and movement.<sup>[footnote]Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications.[\/footnote]<\/sup> View a comparison of the characteristics of management and leadership in Table 4.2a.\n\n[caption id=\"attachment_67\" align=\"aligncenter\" width=\"358\"]<img class=\"wp-image-66 \" title=\"\u201c3D_Team_Leadership_Arrow_Concept.jpg\u201d by lumaxart is licensed under CC BY-SA 2.0\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept.jpg\" alt=\"Image showing figures carrying an arrow shape, with another figure standing on top shape\" width=\"358\" height=\"358\"> Figure 4.2 Leadership[\/caption]\n\nTable 4.2a. Management and Leadership Characteristics<sup>[footnote]Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications.[\/footnote]<\/sup>\n<div align=\"left\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" style=\"text-align: center\" scope=\"col\"><strong>MANAGEMENT<\/strong><\/th>\n<th class=\"shaded\" style=\"text-align: center\" scope=\"col\"><strong>LEADERSHIP<\/strong><\/th>\n<\/tr>\n<tr>\n<td><strong>Planning, Organizing, and Prioritizing<\/strong>\n<ul>\n \t<li style=\"font-weight: 400\">Establish agenda<\/li>\n \t<li style=\"font-weight: 400\">Set goals and time frames<\/li>\n \t<li style=\"font-weight: 400\">Prioritize tasks<\/li>\n \t<li style=\"font-weight: 400\">Establish policies and procedures<\/li>\n<\/ul>\n<\/td>\n<td><strong>Establishing Direction<\/strong>\n<ul>\n \t<li style=\"font-weight: 400\">Create a shared vision<\/li>\n \t<li style=\"font-weight: 400\">Identify issues requiring change<\/li>\n \t<li style=\"font-weight: 400\">Set strategies<\/li>\n \t<li style=\"font-weight: 400\">Implement evidence-based practices<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Budgeting and Staffing<\/strong>\n<ul>\n \t<li style=\"font-weight: 400\">Allocate resources<\/li>\n \t<li style=\"font-weight: 400\">Hire and terminate employees<\/li>\n \t<li style=\"font-weight: 400\">Make assignments<\/li>\n<\/ul>\n<\/td>\n<td><strong>Influencing Others<\/strong>\n<ul>\n \t<li style=\"font-weight: 400\">Listen to team members\u2019 concerns<\/li>\n \t<li style=\"font-weight: 400\">Communicate effectively<\/li>\n \t<li style=\"font-weight: 400\">Advocate for clients, family members, communities, and the nursing profession<\/li>\n \t<li style=\"font-weight: 400\">Build effective teamwork<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Coordinating and Problem-Solving<\/strong>\n<ul>\n \t<li style=\"font-weight: 400\">Generate solutions<\/li>\n \t<li style=\"font-weight: 400\">Develop incentives<\/li>\n \t<li style=\"font-weight: 400\">Take corrective actions<\/li>\n \t<li style=\"font-weight: 400\">Participate in quality improvement initiatives<\/li>\n<\/ul>\n<\/td>\n<td><strong>Motivating<\/strong>\n<ul>\n \t<li style=\"font-weight: 400\">Inspire, energize, and empower team members<\/li>\n \t<li style=\"font-weight: 400\">Promote professional growth<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox shaded \">\n\n<strong>Leader Vs. Manager Case Activity<\/strong>\n\nUtilizing the information from the table above, review the following cases and identify whether the individual is serving as a leader or manager based upon the actions taken within the case scenario. Include supportive rationale for your decision regarding the role.\n\n<strong>Case 1:<\/strong> Sima, the head nurse, reviews the upcoming schedule and allocates resources to ensure each shift is adequately staffed. She also makes assignments for the nursing staff based on their skills and client needs. Additionally, she is responsible for hiring new staff and, when necessary, terminating employees who do not meet performance standards.\n\n<strong>Case 2:<\/strong> Juan, a senior nurse, is passionate about improving client care. He identifies an issue with the current handoff process between shifts and proposes a new strategy that incorporates evidence-based practices to enhance communication and reduce errors. He reaches out to his team at their monthly department meetings in order to develop a shared vision for this change and encourages them to partner with him on the new process.\n\n<strong>Case 3:<\/strong> Maria, a unit supervisor, holds a meeting to set specific goals and time frames for the department\u2019s upcoming projects. She prioritizes tasks for the team and establishes policies and procedures to ensure these tasks are completed efficiently and within the given deadlines.\n\n<strong>Case 4:<\/strong> Emily, the nurse director, is tasked with preparing the budget for the upcoming fiscal year. She allocates resources effectively to ensure all departments are adequately funded. Emily also manages the staffing needs, ensuring that the hiring and termination processes are handled efficiently.\n\n<strong>Case 5:<\/strong> Rachel, an experienced nurse, takes the time to build effective teamwork within her unit. She advocates for her clients, their families, and the nursing profession as a whole. Rachel communicates openly and listens to her team\u2019s concerns, ensuring everyone feels valued and heard.\n\n<\/div>\nNot all nurses are managers, but all nurses are leaders because they encourage individuals to achieve their goals. The American Nurses Association (ANA) established <em>Leadership<\/em> as a Standard of Professional Performance for all registered nurses. Standards of Professional Performance are \u201cauthoritative statements of action and behaviors that all registered nurses, regardless of role, population, specialty, and setting, are expected to perform competently.\u201d<sup>[footnote]American Nurses Association. (2021). <em>Nursing: Scope and standards of practice<\/em> (4th ed.). American Nurses Association.[\/footnote]<\/sup> See the competencies of the ANA <em>Leadership<\/em> standard in the following box and additional content in other chapters of this book.\n<div class=\"textbox shaded \">\n\n<strong>Competencies of ANA\u2019s Leadership Standard of Professional Performance<\/strong>\n<ul>\n \t<li style=\"font-weight: 400\">Promotes effective relationships to achieve quality outcomes and a culture of safety<\/li>\n \t<li style=\"font-weight: 400\">Leads decision-making groups<\/li>\n \t<li style=\"font-weight: 400\">Engages in creating an interprofessional environment that promotes respect, trust, and integrity<\/li>\n \t<li style=\"font-weight: 400\">Embraces practice innovations and role performance to achieve lifelong personal and professional goals<\/li>\n \t<li style=\"font-weight: 400\">Communicates to lead change, influence others, and resolve conflict<\/li>\n \t<li style=\"font-weight: 400\">Implements evidence-based practices for safe, quality health care and health care consumer satisfaction<\/li>\n \t<li style=\"font-weight: 400\">Demonstrates authority, ownership, accountability, and responsibility for appropriate delegation of nursing care<\/li>\n \t<li style=\"font-weight: 400\">Mentors colleagues and others to embrace their knowledge, skills, and abilities<\/li>\n \t<li style=\"font-weight: 400\">Participates in professional activities and organizations for professional growth and influence<\/li>\n \t<li style=\"font-weight: 400\">Advocates for all aspects of human and environmental health in practice and policy<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox shaded \">\n\nRead additional content related to leadership and management activities in corresponding chapters of this book:\n<ul>\n \t<li style=\"font-weight: 400\">Read about the culture of safety in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/5-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Legal Implications<\/a>\u201d chapter.<\/li>\n \t<li style=\"font-weight: 400\">Read about effective interprofessional teamwork and resolving conflict in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/7-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Collaboration Within the Interprofessional Team<\/a>\u201d chapter.<\/li>\n \t<li style=\"font-weight: 400\">Read about quality improvement and implementing evidence-based practices in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/9-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Quality and Evidence-Based Practice<\/a>\u201d chapter.<\/li>\n \t<li style=\"font-weight: 400\">Read more about delegation, supervision, and accountability in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/3-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Delegation and Supervision<\/a>\u201d chapter.<\/li>\n \t<li style=\"font-weight: 400\">Read about professional organizations and advocating for clients, communities, and their environments in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/10-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Advocacy<\/a>\u201d chapter.<\/li>\n \t<li style=\"font-weight: 400\">Read about budgets and staffing in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/8-1-economics-introduction\/\" target=\"_blank\" rel=\"noopener\">Health Care Economics<\/a>\u201d chapter.<\/li>\n \t<li style=\"font-weight: 400\">Read about prioritization in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/2-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Prioritization<\/a>\u201d chapter.<\/li>\n<\/ul>\n<\/div>\n<h2>Leadership Theories and Styles<\/h2>\nIn the 1930s Kurt Lewin, the father of social psychology, originally identified three leadership styles: authoritarian, democratic, and laissez-faire.<sup>[footnote]Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you?<em> Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a>[\/footnote],[footnote]Lewin, K., Lippitt, R., &amp; White, R. K. (1939). Patterns of aggressive behavior in experimentally created \u201csocial climates.\u201d <em>Journal of Social Psychology, 10<\/em>(2), 271-301. <a href=\"https:\/\/doi.org\/10.1080\/00224545.1939.9713366\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/00224545.1939.9713366<\/a>[\/footnote]<\/sup>\n\n<strong>Authoritarian leadership<\/strong> means the leader has full power. Authoritarian leaders tell team members what to do and expect team members to execute their plans. When fast decisions must be made in emergency situations, such as when a client \u201ccodes,\u201d the authoritarian leader makes quick decisions and provides the group with direct instructions. However, there are disadvantages to authoritarian leadership. Authoritarian leaders are more likely to disregard creative ideas of other team members, causing resentment and stress.<sup>[footnote]Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? <em>Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a>[\/footnote]<\/sup>\n\n<strong>Democratic leadership<\/strong> balances decision-making responsibility between team members and the leader. Democratic leaders actively participate in discussions, but also make sure to listen to the views of others. For example, a nurse supervisor may hold a meeting regarding an increased incidence of client falls on the unit and ask team members to share their observations regarding causes and potential solutions. The democratic leadership style often leads to positive, inclusive, and collaborative work environments that encourage team members\u2019 creativity. Under this style, the leader still retains responsibility for the final decision.<sup>[footnote]Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? <em>Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a>[\/footnote]<\/sup>\n\n<strong>Laissez-faire<\/strong> is a French word that translates to English as, \u201cleave alone.\u201d Laissez-faire leadership gives team members total freedom to perform as they please. Laissez-faire leaders do not participate in decision-making processes and rarely offer opinions. The laissez-faire leadership style can work well if team members are highly skilled and highly motivated to perform quality work. However, without the leader\u2019s input, conflict and a culture of blame may occur as team members disagree on roles, responsibilities, and policies. By not contributing to the decision-making process, the leader forfeits control of team performance.<sup>[footnote]Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? <em>Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a>[\/footnote]<\/sup>\n\nOver the decades, Lewin\u2019s original leadership styles have evolved into many styles of leadership in health care, such as passive-avoidant, transactional, transformational, servant, resonant, and authentic.<sup>[footnote]Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications.[\/footnote],[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup> Many of these leadership styles have overlapping characteristics. See Figure 4.3<sup>[footnote]\u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Full_Range_Leadership_model.jpg\" target=\"_blank\" rel=\"noopener\">Full_Range_Leadership_model.jpg<\/a>\u201d by <a href=\"https:\/\/commons.wikimedia.org\/w\/index.php?title=User:John_Pons&amp;action=edit&amp;redlink=1\" target=\"_blank\" rel=\"noopener\">John Pons<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/deed.en\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a>[\/footnote]<\/sup> for a comparison of various leadership styles in terms of engagement.\n\n[caption id=\"attachment_67\" align=\"aligncenter\" width=\"509\"]<img class=\"wp-image-67 \" title=\"&quot;Full_Range_Leadership_model.jpg&quot; by John Pons is in the Public Domain, CCO\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling.png\" alt=\"Image showing various leadership styles on a graph based on effort and engagement\" width=\"509\" height=\"562\"> Figure 4.3 Leadership Styles[\/caption]\n\n<strong>Passive-avoidant leadership<\/strong> is similar to laissez-faire leadership and is characterized by a leader who avoids taking responsibility and confronting others. Employees perceive the lack of control over the environment resulting from the absence of clear directives. Organizations with this type of leader have high staff turnover and low retention of employees. These types of leaders tend to react and take corrective action only after problems have become serious and often avoid making any decisions at all.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup>\n\n<strong>Transactional leadership<\/strong> involves both the leader and the follower receiving something for their efforts; the leader gets the job done and the follower receives pay, recognition, rewards, or punishment based on how well they perform the tasks assigned to them.<sup>[footnote]Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications.[\/footnote] <\/sup>Staff generally work independently with no focus on cooperation among employees or commitment to the organization.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup>\n\n<strong>Transformational leadership<\/strong> involves leaders motivating followers to perform beyond expectations by creating a sense of ownership in reaching a shared vision.<sup>[footnote]Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications.[\/footnote] <\/sup>It is characterized by a leader\u2019s charismatic influence over team members and includes effective communication, valued relationships, and consideration of team member input. Transformational leaders know how to convey a sense of loyalty through shared goals, resulting in increased productivity, improved morale, and increased employees\u2019 job satisfaction.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup> They often motivate others to do more than originally intended by inspiring them to look past individual self-interest and perform to promote team and organizational interests.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup>\n\n<strong>Servant leadership<\/strong> focuses on the professional growth of employees while simultaneously promoting improved quality care through a combination of interprofessional teamwork and shared decision-making. Servant leaders assist team members to achieve their personal goals by listening with empathy and committing to individual growth and community-building. They share power, put the needs of others first, and help individuals optimize performance while forsaking their own personal advancement and rewards.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup>\n<div class=\"textbox shaded \">\n<p class=\"arrow\">Visit the Greenleaf Center site to learn more about <a href=\"https:\/\/www.greenleaf.org\/what-is-servant-leadership\/\" target=\"_blank\" rel=\"noopener\">What is Servant Leadership<\/a>?<\/p>\n\n<\/div>\n<strong>Resonant leaders<\/strong> are in tune with the emotions of those around them, use empathy, and manage their own emotions effectively. Resonant leaders build strong, trusting relationships and create a climate of optimism that inspires commitment even in the face of adversity. They create an environment where employees are highly engaged, making them willing and able to contribute with their full potential.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup>\n\n<strong>Authentic leaders<\/strong> have an honest and direct approach with employees, demonstrating self-awareness, internalized moral perspective, and relationship transparency. They strive for trusting, symmetrical, and close leader\u2013follower relationships; promote the open sharing of information; and consider others\u2019 viewpoints.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup>\n\nTable 4.2b. Characteristics of Leadership Styles\n<div align=\"left\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" scope=\"col\"><strong>Authoritarian<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Democratic<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Laissez-Faire or Passive-Avoidant<\/strong><\/th>\n<\/tr>\n<tr>\n<td>\n<ul>\n \t<li style=\"font-weight: 400\">Demonstrate centralized decision-making<\/li>\n \t<li style=\"font-weight: 400\">Use power to control others<\/li>\n \t<li style=\"font-weight: 400\">Motivate through fear or reward<\/li>\n \t<li style=\"font-weight: 400\">Disregard needs of group members<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n \t<li style=\"font-weight: 400\">Demonstrate participatory decision-making<\/li>\n \t<li style=\"font-weight: 400\">Display multidirectional communication<\/li>\n \t<li style=\"font-weight: 400\">Build close, personal relationships<\/li>\n \t<li style=\"font-weight: 400\">Encourage goal attainment<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n \t<li style=\"font-weight: 400\">Demonstrate passive, permissive, or absent decision-making<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div align=\"left\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" scope=\"col\"><strong>Transactional<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Transformational<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Servant<\/strong><\/th>\n<\/tr>\n<tr>\n<td>\n<ul>\n \t<li style=\"font-weight: 400\">Promote both parties receiving something for efforts<\/li>\n \t<li style=\"font-weight: 400\">Motivate with external rewards<\/li>\n \t<li style=\"font-weight: 400\">Reward good performance and penalize low performance<\/li>\n \t<li style=\"font-weight: 400\">Do not focus on team cooperation or commitment to the organization<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n \t<li style=\"font-weight: 400\">Create ownership with shared, inspiring vision<\/li>\n \t<li style=\"font-weight: 400\">Demonstrate effective communication<\/li>\n \t<li style=\"font-weight: 400\">Value relationships<\/li>\n \t<li style=\"font-weight: 400\">Consider individuals\u2019 needs and abilities<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n \t<li style=\"font-weight: 400\">Focus on growth and well-being of team members<\/li>\n \t<li style=\"font-weight: 400\">Share in decision-making<\/li>\n \t<li style=\"font-weight: 400\">Develop team members to their highest potential<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div align=\"left\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" style=\"width: 446.667px\" scope=\"col\"><strong>Resonant Leaders<\/strong><\/th>\n<th class=\"shaded\" style=\"width: 400.139px\" scope=\"col\"><strong>Authentic Leaders<\/strong><\/th>\n<\/tr>\n<tr>\n<td style=\"width: 446.667px\">\n<ul>\n \t<li style=\"font-weight: 400\">Build strong, trusting relationships<\/li>\n \t<li style=\"font-weight: 400\">Tune into the emotions of those around them, use empathy, and manage their own emotions effectively<\/li>\n \t<li style=\"font-weight: 400\">Create a climate of optimism<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 400.139px\">\n<ul>\n \t<li style=\"font-weight: 400\">Use an honest and direct approach<\/li>\n \t<li style=\"font-weight: 400\">Develop close leader\u2013follower relationships<\/li>\n \t<li style=\"font-weight: 400\">Promote the open sharing of information<\/li>\n \t<li style=\"font-weight: 400\">Consider others\u2019 viewpoints<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<h2>Outcomes of Various Leadership Styles<\/h2>\nLeadership styles affect team members, client outcomes, and the organization. A systematic review of the literature published in 2021 showed significant correlations between leadership styles and nurses\u2019 job satisfaction. Transformational leadership style had the greatest positive correlation with nurses\u2019 job satisfaction, followed by authentic, resonant, and servant leadership styles. Passive-avoidant and laissez-faire leadership styles showed a negative correlation with nurses\u2019 job satisfaction.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup> In this challenging health care environment, managers and nurse leaders must promote technical and professional competencies of their staff, but they must also act to improve staff satisfaction and morale by using appropriate leadership styles with their team.<sup>[footnote]Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a>[\/footnote]<\/sup>\n<h2>Systems Theory<\/h2>\n<strong>[pb_glossary id=\"489\"]Systems theory[\/pb_glossary]<\/strong> is based on the concept that systems do not function in isolation but rather there is an interdependence that exists between their parts. Systems theory assumes that most individuals strive to do good work but are affected by diverse influences within the system. Efficient and functional systems account for these diverse influences and improve outcomes by studying patterns and behaviors across the system.<sup>[footnote]Anderson, B. R. (2016). Improving health care by embracing systems theory. <em>The Journal of Thoracic and Cardiovascular Surgery, 152<\/em>(2), 593-594. <a href=\"https:\/\/www.jtcvs.org\/article\/S0022-5223(16)30001-0\/pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.jtcvs.org\/article\/S0022-5223(16)30001-0\/pdf<\/a>[\/footnote]<\/sup>\n\nMany health care agencies have adopted a culture of safety based on systems theory. A <strong>[pb_glossary id=\"383\"]culture of safety[\/pb_glossary]<\/strong> is an organizational culture that embraces error reporting by employees with the goal of identifying systemic causes of problems that can be addressed to improve client safety. According to The Joint Commission, a culture of safety includes the following components<sup>[footnote]The Joint Commission. (2017, March 1). The essential role of leadership in developing a safety culture. <em>Sentinel Event Alert<\/em>, Issue 57. <a href=\"https:\/\/www.jointcommission.org\/-\/media\/tjc\/documents\/resources\/patient-safety-topics\/sentinel-event\/sea_57_safety_culture_leadership_0317pdf.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.jointcommission.org\/-\/media\/tjc\/documents\/resources\/patient-safety-topics\/sentinel-event\/sea_57_safety_culture_leadership_0317pdf.pdf<\/a>[\/footnote]<\/sup>:\n<ul>\n \t<li style=\"font-weight: 400\"><strong>[pb_glossary id=\"487\"]Just Culture[\/pb_glossary]:<\/strong> A culture where people feel safe raising questions and concerns and report safety events in an environment that emphasizes a nonpunitive response to errors and near misses. Clear lines are drawn by managers between human error, at-risk, and reckless employee behaviors. See Figure 4.4<sup>[footnote]\u201cJust Culture Infographic.png\u201d by Valeria Palarski 2020. Used with permission.[\/footnote]<\/sup> for an illustration of Just Culture.<\/li>\n \t<li style=\"font-weight: 400\"><strong>Reporting Culture:<\/strong> People realize errors are inevitable and are encouraged to speak up for client safety by reporting errors and near misses. For example, nurses complete an \u201cincident report\u201d according to agency policy when a medication error occurs, or a client falls. Error reporting helps the agency manage risk and reduce potential liability.<\/li>\n \t<li style=\"font-weight: 400\"><strong>Learning Culture:<\/strong> People regularly collect information and learn from errors and successes while openly sharing data and information and applying best evidence to improve work processes and client outcomes.<\/li>\n<\/ul>\n<h2>Just Culture<\/h2>\nThe American Nurses Association (ANA) officially endorses the Just Culture model. In 2019 the ANA published a position statement on Just Culture, stating, \u201cTraditionally, healthcare\u2019s culture has held individuals accountable for all errors or mishaps that befall clients under their care. By contrast, a Just Culture recognizes that individual practitioners should not be held accountable for system failings over which they have no control. A Just Culture also recognizes many individual or \u2018active\u2019 errors represent predictable interactions between human operators and the systems in which they work. However, in contrast to a culture that touts \u2018no blame\u2019 as its governing principle, a Just Culture does not tolerate conscious disregard of clear risks to clients or gross misconduct (e.g., falsifying a record or performing professional duties while intoxicated).\u201d\n\nThe Just Culture model categorizes human behavior into three causes of errors. Consequences of errors are based on whether the error is a simple human error or caused by at-risk or reckless behavior.\n<ul>\n \t<li style=\"font-weight: 400\"><strong>Simple human error:<\/strong> A simple human error occurs when an individual inadvertently does something other than what should have been done. Most medical errors are the result of human error due to poor processes, programs, education, environmental issues, or situations. These errors are managed by correcting the cause, looking at the process, and fixing the deviation. For example, a nurse appropriately checks the rights of medication administration three times, but due to the similar appearance and names of two different medications stored next to each other in the medication dispensing system, administers the incorrect medication to a client. In this example, a root cause analysis reveals a system issue that must be modified to prevent future client errors (e.g., change the labelling and storage of look alike-sound alike medication).<\/li>\n \t<li style=\"font-weight: 400\"><strong>At-risk behavior:<\/strong> An error due to at-risk behavior occurs when a behavioral choice is made that increases risk where the risk is not recognized or is mistakenly believed to be justified. For example, a nurse scans a client\u2019s medication with a barcode scanner prior to administration, but an error message appears on the scanner. The nurse mistakenly interprets the error to be a technology problem and proceeds to administer the medication instead of stopping the process and further investigating the error message, resulting in the wrong dosage of a medication being administered to the client. In this case, ignoring the error message on the scanner can be considered \u201cat-risk behavior\u201d because the behavioral choice was considered justified by the nurse at the time.<\/li>\n \t<li style=\"font-weight: 400\"><strong>Reckless behavior:<\/strong> Reckless behavior is an error that occurs when an action is taken with conscious disregard for a substantial and unjustifiable risk.<sup>[footnote]American Nursing Association. (2010). <em>Position statement: Just culture<\/em>. <a href=\"https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf<\/a>[\/footnote]<\/sup> For example, a nurse arrives at work intoxicated and administers the wrong medication to the wrong client. This error is considered due to reckless behavior because the decision to arrive intoxicated was made with conscious disregard for substantial risk.<\/li>\n<\/ul>\nThese examples show three different causes of medication errors that would result in different consequences to the employee based on the Just Culture model. Under the Just Culture model, after root cause analysis is completed, system-wide changes are made to decrease factors that contributed to the error. Managers appropriately hold individuals accountable for errors if they were due to simple human error, at-risk behavior, or reckless behaviors.\n\nIf an individual commits a simple human error, managers console the individual and consider changes in training, procedures, and processes. In the \u201csimple human error\u201d above, system-wide changes would be made to change the label and location of the medication to prevent future errors from occurring with the same medication.\n\nIndividuals committing at-risk behavior are held accountable for their behavioral choice and often require coaching with incentives for less risky behaviors and situational awareness. In the \u201cat-risk behavior\u201d example above where the nurse ignored an error message on the barcode scanner, mandatory training on using a barcode scanner and responding to errors would be implemented, and the manager would track the employee\u2019s correct usage of the barcode scanner for several months following training.\n\nIf an individual demonstrates reckless behavior, remedial action and\/or punitive action is taken.<sup>[footnote]American Nursing Association. (2010). <em>Position statement: Just culture<\/em>. <a href=\"https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf<\/a>[\/footnote] <\/sup>In the \u201creckless behavior\u201d example above, the manager would report the nurse\u2019s behavior to the state's Board of Nursing with mandatory substance abuse counseling to maintain their nursing license. Employment may be terminated with consideration of patterns of behavior.\n\nA Just Culture in which employees aren't afraid to report errors is a highly successful way to enhance client safety, increase staff and client satisfaction, and improve outcomes. Success is achieved through good communication, effective management of resources, and an openness to changing processes to ensure the safety of clients and employees. The infographic in Figure 4.4<sup>[footnote]\u201cJust Culture Infographic.png\u201d by Valeria Palarski 2020. Used with permission.[\/footnote] <\/sup>illustrates the components of a culture of safety and Just Culture.\n\n[caption id=\"attachment_67\" align=\"aligncenter\" width=\"586\"]<img class=\"wp-image-1169 \" title=\"&quot;Just Culture Infographic.png&quot; by Valeria Palarski 2020. Used with permission.\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2025\/02\/Just-Culture-Infographic-791x1024-1.png\" alt=\"Image showing Just Culture infographic\" width=\"586\" height=\"759\"> Figure 4.4 Just Culture. Used with permission.[\/caption]\n\nThe principles of culture of safety, including Just Culture, Reporting Culture, and Learning Culture are also being adopted in nursing education. It\u2019s understood that mistakes are part of learning and that a shared accountability model promotes individual- and system-level learning for improved client safety. Under a shared accountability model, students are responsible for the following<sup>[footnote]Barnsteiner, J., &amp; Disch, J. (2017). Creating a fair and just culture in schools of nursing. <em>American Journal of Nursing, 117<\/em>(11), 42-48. <a href=\"https:\/\/journals.lww.com\/ajnonline\/abstract\/2017\/11000\/creating_a_fair_and_just_culture_in_schools_of.28.aspx\" target=\"_blank\" rel=\"noopener\">https;\/\/doi.org\/10.1097\/01.NAJ.0000526747.84173.97.<\/a>[\/footnote]<\/sup>:\n<ul>\n \t<li style=\"font-weight: 400\">Being fully prepared for clinical experiences, including laboratory and simulation assignments<\/li>\n \t<li style=\"font-weight: 400\">Being rested and mentally ready for a challenging learning environment<\/li>\n \t<li style=\"font-weight: 400\">Accepting accountability for their part in contributing to a safe learning environment<\/li>\n \t<li style=\"font-weight: 400\">Behaving professionally<\/li>\n \t<li style=\"font-weight: 400\">Reporting their own errors and near mistakes<\/li>\n \t<li style=\"font-weight: 400\">Keeping up-to-date with current evidence-based practice<\/li>\n \t<li style=\"font-weight: 400\">Adhering to ethical and legal standards<\/li>\n<\/ul>\nStudents know they will be held accountable for their actions but will not be blamed for system faults that lie beyond their control. They can trust that a fair process will be used to determine what went wrong if a client care error or near miss occurs. Student errors and near misses are addressed based on an investigation determining if it was simple human error, an at-risk behavior, or reckless behavior. For example, a simple human error by a student can be addressed with coaching and additional learning opportunities to remedy the knowledge deficit. However, if a student acts with recklessness (for example, repeatedly arrives to clinical unprepared despite previous faculty feedback or falsely documents an assessment or procedure), they are appropriately and fairly disciplined, which may include dismissal from the program.<sup>[footnote]Barnsteiner, J., &amp; Disch, J. (2017). Creating a fair and just culture in schools of nursing. <em>American Journal of Nursing, 117<\/em>(11), 42-48. <a href=\"https:\/\/journals.lww.com\/ajnonline\/abstract\/2017\/11000\/creating_a_fair_and_just_culture_in_schools_of.28.aspx\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/ 10.1097\/01.NAJ.0000526747.84173.97.<\/a>[\/footnote]<\/sup>\n\nSee Table 4.2c describing classifications of errors using the Just Culture model.\n\nTable 4.2c. Classification of Errors Using the Just Culture Model\n<div align=\"left\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" scope=\"col\"><strong>Human Error<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>At-Risk Behavior<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Reckless Behavior<\/strong><\/th>\n<\/tr>\n<tr>\n<td>The caregiver made an error while working appropriately and focusing on the client\u2019s best interests.<\/td>\n<td>The caregiver made a potentially unsafe choice resulting from faulty or self-serving decision-making.<\/td>\n<td>The caregiver knowingly violated a rule and\/or made a dangerous or unsafe choice.<\/td>\n<\/tr>\n<tr>\n<td>Investigation reveals system factors contributing to similar errors by others with similar knowledge and skills.<\/td>\n<td>Investigation reveals the system supports risky action and the caregiver requires coaching.<\/td>\n<td>Investigation reveals the caregiver is accountable and needs retraining.<\/td>\n<\/tr>\n<tr>\n<td>Manage by fixing system errors in processes, procedures, training, design, or environment.<\/td>\n<td>Manage by coaching the caregiver and fixing any system issues:\n<ul>\n \t<li style=\"font-weight: 400\">Remove incentives for at-risk behaviors<\/li>\n \t<li style=\"font-weight: 400\">Create incentives for safe behaviors<\/li>\n \t<li style=\"font-weight: 400\">Increase situational awareness<\/li>\n<\/ul>\n<\/td>\n<td>Manage by disciplining the caregiver. If the system supports reckless behavior, it requires fixing.<\/td>\n<\/tr>\n<tr>\n<td>CONSOLE<\/td>\n<td>COACH<\/td>\n<td>PUNISH<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<strong>[pb_glossary id=\"488\"]Systems leadership<\/strong><strong>[\/pb_glossary] <\/strong>refers to a set of skills used to catalyze, enable, and support the process of systems-level change that is encouraged by the Just Culture Model. Systems leadership is comprised of three interconnected elements:<sup>[footnote]Dreier, L., Nabarro, D., &amp; Nelson, J. (2019). <em>Systems leadership for sustainable development: Strategies for achieving system change.<\/em> CR Initiative at Harvard Kennedy School. <a href=\"https:\/\/www.hks.harvard.edu\/sites\/default\/files\/centers\/mrcbg\/files\/Systems%20Leadership.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.hks.harvard.edu\/sites\/default\/files\/centers\/mrcbg\/files\/Systems%20Leadership.pdf<\/a>[\/footnote]<\/sup>\n<ul>\n \t<li style=\"font-weight: 400\"><strong>The Individual:<\/strong> The skills of collaborative leadership to enable learning, trust-building, and empowered action among stakeholders who share a common goal<\/li>\n \t<li style=\"font-weight: 400\"><strong>The Community:<\/strong> The tactics of coalition building and advocacy to develop alignment and mobilize action among stakeholders in the system, both within and between organizations<\/li>\n \t<li style=\"font-weight: 400\"><strong>The System:<\/strong> An understanding of the complex systems shaping the challenge to be addressed<\/li>\n<\/ul>\n&nbsp;\n<div class=\"textbox shaded \">\n\n<strong>Just Culture Cases\u00a0<\/strong>\n\n<strong>Review the following case descriptions. Identify the classification of error that has occurred and the recommended actions that should occur.<\/strong>\n\nA chief nursing officer receives a daily report of organization incident reports and reviews the following incident:\n\nIncident Description\n\nClient Mr. Joe Doden, Room 13067, Medical-Surgical floor\n\nOn the afternoon of May 15, 2024, Nurse Sarah was responsible for administering Mr. Joe Doden's insulin dose. The insulin vials used by the hospital had recently been redesigned by the manufacturer, which led to changes in the labeling. The client was scheduled to receive ten units of regular insulin at 14:30. However, at 1450 the client turns on his call light, reports feeling unwell. He is shaky, confused, and sweating profusely. The client's glucose is checked, and he is found to be hypoglycemic. He is treated based upon the hypoglycemia protocol and recovers without further complication.\n\n<strong>Case Investigation A<\/strong>\n\nAction: Sarah RN who administered the insulin was following the protocol but mistakenly read the dosage due to a poorly designed label on the insulin vial. The nurse was focused on the clients best interests and followed all required steps.\n\nFindings: The investigation revealed that the labeling on the insulin vials was confusing and had led to similar errors by other nurses in the past. The system's design flaw contributed significantly to the error.\n\n<strong>Question A: How would you classify this error? What actions should be taken?<\/strong>\n\n<strong>Case Investigation B<\/strong>\n\nAction: Sarah RN, due to time pressure and a high client load, decided to skip the double-check protocol for administering the same insulin dose, believing it would save time without causing harm.\n\nFindings: The investigation revealed that the hospital\u2019s workload and time pressures often led to shortcuts in following safety protocols.\n\n<strong>Question B: How would you classify this error? What actions should be taken?<\/strong>\n\n<strong>Case Investigation C<\/strong>\n\nAction: Sarah RN, is familiar with the protocol and knowingly bypassed the double check system, dismissing its importance and administering a medication dose on her own.\n\nFindings: The investigation found that the nurse had a history of disregarding safety protocols, showing a pattern of reckless behavior. This behavior was not supported by the hospital\u2019s policies or environment.\n\n<strong>Question C: How would you classify this error? What actions should be taken?<\/strong>\n\n<\/div>","rendered":"<h2>Organizational Culture<\/h2>\n<p>The formal leaders of an organization provide a sense of direction and overall guidance for their employees by establishing organizational vision, mission, and values statements. An organization\u2019s <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_480\">vision statement<\/a><\/strong> defines why the organization exists, describes how the organization is unique from similar organizations, and specifies what the organization is striving to be. The <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_481\">mission statement<\/a><\/strong> describes how the organization will fulfill its vision and establishes a common course of action for future endeavors. See Figure 4.1<sup><a class=\"footnote\" title=\"\u201cMission_statement.jpg\u201d by RadioFan (talk) is licensed under CC BY-SA 3.0\" id=\"return-footnote-69-1\" href=\"#footnote-69-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/sup> for an illustration of a mission statement. A <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_482\">values statement<\/a><\/strong> establishes the values of an organization that assist with the achievement of its vision and mission. A values statement also provides strategic guidelines for decision-making, both internally and externally, by members of the organization. A values statement may also be reflected as the organization&#8217;s &#8220;<strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_528\">core values<\/a><\/strong>,&#8221; which are the foundational ideals that guide the organization&#8217;s actions and decision-making processes. The vision, mission, and values statements are expressed in a concise and clear manner that is easily understood by members of the organization and the public.<sup><span style=\"color: #000000\"><a class=\"footnote\" title=\"This work is a derivative of Leadership and Influencing Change in Nursing by Joan Wagner and is licensed under CC BY 4.0\" id=\"return-footnote-69-2\" href=\"#footnote-69-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/span><\/sup><\/p>\n<figure id=\"attachment_67\" aria-describedby=\"caption-attachment-67\" style=\"width: 384px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-65\" title=\"\u201cMission_statement.jpg\u201d by RadioFan (talk) is licensed under CC BY-SA 3.0\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2021\/09\/Mission_statement.png\" alt=\"Image showing a textual mission statement\" width=\"384\" height=\"183\" srcset=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/09\/Mission_statement.png 474w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/09\/Mission_statement-300x143.png 300w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/09\/Mission_statement-65x31.png 65w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/09\/Mission_statement-225x107.png 225w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/09\/Mission_statement-350x167.png 350w\" sizes=\"auto, (max-width: 384px) 100vw, 384px\" \/><figcaption id=\"caption-attachment-67\" class=\"wp-caption-text\">Figure 4.1 Mission Statement<\/figcaption><\/figure>\n<p><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_483\">Organizational culture<\/a> <\/strong>refers to the implicit values and beliefs that reflect the norms and traditions of an organization. An organization\u2019s vision, mission, and values statements are the foundation of organizational culture. Because individual organizations have their own vision, mission, and values statements, each organization has a different culture.<span style=\"color: #ff0000\"><sup><span style=\"color: #000000\"><a class=\"footnote\" title=\"This work is a derivative of Leadership and Influencing Change in Nursing by Joan Wagner and is licensed under CC BY 4.0\" id=\"return-footnote-69-3\" href=\"#footnote-69-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/span><\/sup><sup><span style=\"color: #000000\">\u00a0<\/span><\/sup><span style=\"color: #000000\">Organizational culture helps reflect the expected norms and behaviors that are inherent to an organization. Expected conduct is comprised of the unwritten rules and standards that reflect how employees should behave in different situations. The culture also informs the common communication styles that are inherent to an organization, including both formal and informal channels. The culture may also be manifested outwardly through various symbols and artifacts that embedded within the organization. These may include specific logos, objects, or other physical manifestations of elements that represent the organization&#8217;s culture. Some organizations may also reflect their cultural values through activities or ceremonies held within the community.<\/span><\/span><\/p>\n<p>As health care continues to evolve and new models of care are introduced, nursing managers must develop innovative approaches that address change while aligning with that organization\u2019s vision, mission, and values. Leaders embrace the organization\u2019s mission, identify how individuals\u2019 work contributes to it, and ensure that outcomes advance the organization\u2019s mission and purpose. Leaders use vision, mission, and values statements for guidance when determining appropriate responses to critical events and unforeseen challenges that are common in a complex health care system. Successful organizations require employees to be committed to following these strategic guidelines during the course of their work activities. Employees who understand the relationship between their own work and the mission and purpose of the organization will contribute to a stronger health care system that excels in providing quality client care. The vision, mission, and values provide a common organization-wide frame of reference for decision-making for both leaders and staff.<sup><a class=\"footnote\" title=\"This work is a derivative of Leadership and Influencing Change in Nursing by Joan Wagner and is licensed under CC BY 4.0\" id=\"return-footnote-69-4\" href=\"#footnote-69-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/sup><\/p>\n<p>It is important for employees in health care organizations to have understanding of how their roles and responsibilities connect to the broader mission and vision of the organization. This alignment fosters a cohesive work environment where each staff member is motivated by a shared purpose, leading to more effective and high-quality client care. It is important that both the leader and employee have clarity in the underlying vision, mission, and values of an organization. This involves responsibility for both the leader and employee. Leaders must articulate the organization&#8217;s vision, mission, and values clearly and consistently. This involves regular communication through meetings, written materials, etc. Employees share in the responsibility by being empowered to ask questions and seek clarification on how their daily tasks contribute to the organization&#8217;s overarching goals.<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Learning Activity<\/strong><\/p>\n<p>Investigate the mission, vision, and values of a potential employer, as you would do prior to an interview for a job position.<\/p>\n<p><strong>Reflective Questions<\/strong><\/p>\n<ol>\n<li style=\"font-weight: 400\">How well do the organization\u2019s vision and values align with your personal values regarding health care?<\/li>\n<li style=\"font-weight: 400\">How well does the organization\u2019s mission align with your professional objective in your resume?<\/li>\n<\/ol>\n<\/div>\n<h2>Followership<\/h2>\n<p><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_484\">Followership<\/a><\/strong> is described as the upward influence of individuals on their leaders and their teams. The actions of followers have an important influence on staff performance and client outcomes. Being an effective follower requires individuals to contribute to the team not only by doing as they are told, but also by being aware and raising relevant concerns. Effective followers realize that they can initiate change and disagree or challenge their leaders if they feel their organization or unit is failing to promote wellness and deliver safe, value-driven, and compassionate care. Leaders who gain the trust and dedication of followers are more effective in their leadership role. Everybody has a voice and a responsibility to take ownership of the workplace culture, and good followership contributes to the establishment of high-functioning and safety-conscious teams.<span style=\"color: #ff0000\"><sup><span style=\"color: #000000\"><a class=\"footnote\" title=\"This work is a derivative of Leadership and Influencing Change in Nursing by Joan Wagner and is licensed under CC BY 4.0\" id=\"return-footnote-69-5\" href=\"#footnote-69-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a><\/span><\/sup><span style=\"color: #000000\">Key elements of effective followership include proactive engagement, constructive communication, collaboration, advocacy, continuous improvement, and a supportive leadership environment.<\/span><\/span><\/p>\n<p>In order to demonstrate proactive engagement, followers must also be initiators. Effective followers do not passively wait for instruction by rather take initiative to address issues, propose solutions, and contribute to ideas. They recognize the importance of their voice in engaging in problem-solving and understand that being an effective follower does not mean being passive in their role. Effective followers also employ a keen situational awareness where they maintain vigilant assessment of the environment and potential risks, ensuring that they act in the best interests of clients. They must be confident that they can raise concerns if they identify potential problems or unsafe practices. This reflects a culture where followers feels that their feedback is welcomed and valued. Effective followership also involves communication practices in which the message is clearly conveyed, measures to confirm the message are employed, and the confirmation is received. To be an effective follower, support of the team&#8217;s goals must be a central tenet of one&#8217;s work. Collaboration with others involves supporting colleagues and working together toward the common goal even when viewpoints may differ. Identifying strategies that create a respectful opportunity to debate and explore different opinions is important to effective followership. Additionally, followers must take accountability for their own actions while understanding how their role and performance impacts the function of the team, as well as client outcomes. Effective followers also practice ethical advocacy, ensuring that the needs of clients are prioritized and respected. This advocacy also involves the ability to courageously challenge any decisions or actions that may jeopardize care or organizational values. Finally, effective followers engage in continuous learning to enhance their skills and knowledge. They seek feedback and use the feedback to contribute to their own performance and also the growth of the team. Effective followership is further cultivated when leaders and followers come together with mutual respect, trust, and work with a purposeful drive toward shared goals that reflect the organization&#8217;s mission.<\/p>\n<p>Team members impact client safety by following teamwork guidelines for good followership. For example, strategies such as closed-loop communication are important tools to promote client safety.<\/p>\n<div class=\"textbox shaded\">\n<p class=\"arrow\">Read more about communication and teamwork strategies in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/7-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Collaboration Within the Interprofessional Team<\/a>\u201d chapter.<\/p>\n<\/div>\n<h2>Leadership and Management Characteristics<\/h2>\n<p>Leadership and management are terms often used interchangeably, but they are two different concepts with many overlapping characteristics. <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_485\">Leadership<\/a> <\/strong>is the art of establishing direction and influencing and motivating others to achieve their maximum potential to accomplish tasks, objectives, or projects.<sup><a class=\"footnote\" title=\"Northhouse, P. (2004). Leadership: Theory and practice (9th ed.). Sage Publications.\" id=\"return-footnote-69-6\" href=\"#footnote-69-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a>,<a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-7\" href=\"#footnote-69-7\" aria-label=\"Footnote 7\"><sup class=\"footnote\">[7]<\/sup><\/a><\/sup> See Figure 4.2<sup><a class=\"footnote\" title=\"\u201c3D_Team_Leadership_Arrow_Concept.jpg\u201d by lumaxart is licensed under CC BY-SA 2.0\" id=\"return-footnote-69-8\" href=\"#footnote-69-8\" aria-label=\"Footnote 8\"><sup class=\"footnote\">[8]<\/sup><\/a><\/sup> for an illustration of team leadership. There is no universally accepted definition or theory of nursing leadership, but there is increasing clarity about how it differs from management.<sup><a class=\"footnote\" title=\"Scully, N. J. (2015). Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession. Collegian, 22(4), 439-444. https:\/\/doi.org\/10.1016\/j.colegn.2014.09.004\" id=\"return-footnote-69-9\" href=\"#footnote-69-9\" aria-label=\"Footnote 9\"><sup class=\"footnote\">[9]<\/sup><\/a><\/sup> <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_486\">Management<\/a><\/strong> refers to roles that focus on tasks such as planning, organizing, prioritizing, budgeting, staffing, coordinating, and reporting.<sup><a class=\"footnote\" title=\"Hannaway, J. (1989). Managers managing: The workings of an administrative system. Oxford University Press, p. 39.\" id=\"return-footnote-69-10\" href=\"#footnote-69-10\" aria-label=\"Footnote 10\"><sup class=\"footnote\">[10]<\/sup><\/a><\/sup> The overriding function of management has been described as providing order and consistency to organizations, whereas the primary function of leadership is to produce change and movement.<sup><a class=\"footnote\" title=\"Northhouse, P. (2004). Leadership: Theory and practice (9th ed.). Sage Publications.\" id=\"return-footnote-69-11\" href=\"#footnote-69-11\" aria-label=\"Footnote 11\"><sup class=\"footnote\">[11]<\/sup><\/a><\/sup> View a comparison of the characteristics of management and leadership in Table 4.2a.<\/p>\n<figure id=\"attachment_67\" aria-describedby=\"caption-attachment-67\" style=\"width: 358px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-66\" title=\"\u201c3D_Team_Leadership_Arrow_Concept.jpg\u201d by lumaxart is licensed under CC BY-SA 2.0\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept.jpg\" alt=\"Image showing figures carrying an arrow shape, with another figure standing on top shape\" width=\"358\" height=\"358\" srcset=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept.jpg 500w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept-300x300.jpg 300w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept-150x150.jpg 150w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept-65x65.jpg 65w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept-225x225.jpg 225w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/3D_Team_Leadership_Arrow_Concept-350x350.jpg 350w\" sizes=\"auto, (max-width: 358px) 100vw, 358px\" \/><figcaption id=\"caption-attachment-67\" class=\"wp-caption-text\">Figure 4.2 Leadership<\/figcaption><\/figure>\n<p>Table 4.2a. Management and Leadership Characteristics<sup><a class=\"footnote\" title=\"Northhouse, P. (2004). Leadership: Theory and practice (9th ed.). Sage Publications.\" id=\"return-footnote-69-12\" href=\"#footnote-69-12\" aria-label=\"Footnote 12\"><sup class=\"footnote\">[12]<\/sup><\/a><\/sup><\/p>\n<div style=\"text-align: left;\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" style=\"text-align: center\" scope=\"col\"><strong>MANAGEMENT<\/strong><\/th>\n<th class=\"shaded\" style=\"text-align: center\" scope=\"col\"><strong>LEADERSHIP<\/strong><\/th>\n<\/tr>\n<tr>\n<td><strong>Planning, Organizing, and Prioritizing<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Establish agenda<\/li>\n<li style=\"font-weight: 400\">Set goals and time frames<\/li>\n<li style=\"font-weight: 400\">Prioritize tasks<\/li>\n<li style=\"font-weight: 400\">Establish policies and procedures<\/li>\n<\/ul>\n<\/td>\n<td><strong>Establishing Direction<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Create a shared vision<\/li>\n<li style=\"font-weight: 400\">Identify issues requiring change<\/li>\n<li style=\"font-weight: 400\">Set strategies<\/li>\n<li style=\"font-weight: 400\">Implement evidence-based practices<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Budgeting and Staffing<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Allocate resources<\/li>\n<li style=\"font-weight: 400\">Hire and terminate employees<\/li>\n<li style=\"font-weight: 400\">Make assignments<\/li>\n<\/ul>\n<\/td>\n<td><strong>Influencing Others<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Listen to team members\u2019 concerns<\/li>\n<li style=\"font-weight: 400\">Communicate effectively<\/li>\n<li style=\"font-weight: 400\">Advocate for clients, family members, communities, and the nursing profession<\/li>\n<li style=\"font-weight: 400\">Build effective teamwork<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Coordinating and Problem-Solving<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Generate solutions<\/li>\n<li style=\"font-weight: 400\">Develop incentives<\/li>\n<li style=\"font-weight: 400\">Take corrective actions<\/li>\n<li style=\"font-weight: 400\">Participate in quality improvement initiatives<\/li>\n<\/ul>\n<\/td>\n<td><strong>Motivating<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Inspire, energize, and empower team members<\/li>\n<li style=\"font-weight: 400\">Promote professional growth<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox shaded\">\n<p><strong>Leader Vs. Manager Case Activity<\/strong><\/p>\n<p>Utilizing the information from the table above, review the following cases and identify whether the individual is serving as a leader or manager based upon the actions taken within the case scenario. Include supportive rationale for your decision regarding the role.<\/p>\n<p><strong>Case 1:<\/strong> Sima, the head nurse, reviews the upcoming schedule and allocates resources to ensure each shift is adequately staffed. She also makes assignments for the nursing staff based on their skills and client needs. Additionally, she is responsible for hiring new staff and, when necessary, terminating employees who do not meet performance standards.<\/p>\n<p><strong>Case 2:<\/strong> Juan, a senior nurse, is passionate about improving client care. He identifies an issue with the current handoff process between shifts and proposes a new strategy that incorporates evidence-based practices to enhance communication and reduce errors. He reaches out to his team at their monthly department meetings in order to develop a shared vision for this change and encourages them to partner with him on the new process.<\/p>\n<p><strong>Case 3:<\/strong> Maria, a unit supervisor, holds a meeting to set specific goals and time frames for the department\u2019s upcoming projects. She prioritizes tasks for the team and establishes policies and procedures to ensure these tasks are completed efficiently and within the given deadlines.<\/p>\n<p><strong>Case 4:<\/strong> Emily, the nurse director, is tasked with preparing the budget for the upcoming fiscal year. She allocates resources effectively to ensure all departments are adequately funded. Emily also manages the staffing needs, ensuring that the hiring and termination processes are handled efficiently.<\/p>\n<p><strong>Case 5:<\/strong> Rachel, an experienced nurse, takes the time to build effective teamwork within her unit. She advocates for her clients, their families, and the nursing profession as a whole. Rachel communicates openly and listens to her team\u2019s concerns, ensuring everyone feels valued and heard.<\/p>\n<\/div>\n<p>Not all nurses are managers, but all nurses are leaders because they encourage individuals to achieve their goals. The American Nurses Association (ANA) established <em>Leadership<\/em> as a Standard of Professional Performance for all registered nurses. Standards of Professional Performance are \u201cauthoritative statements of action and behaviors that all registered nurses, regardless of role, population, specialty, and setting, are expected to perform competently.\u201d<sup><a class=\"footnote\" title=\"American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association.\" id=\"return-footnote-69-13\" href=\"#footnote-69-13\" aria-label=\"Footnote 13\"><sup class=\"footnote\">[13]<\/sup><\/a><\/sup> See the competencies of the ANA <em>Leadership<\/em> standard in the following box and additional content in other chapters of this book.<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Competencies of ANA\u2019s Leadership Standard of Professional Performance<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400\">Promotes effective relationships to achieve quality outcomes and a culture of safety<\/li>\n<li style=\"font-weight: 400\">Leads decision-making groups<\/li>\n<li style=\"font-weight: 400\">Engages in creating an interprofessional environment that promotes respect, trust, and integrity<\/li>\n<li style=\"font-weight: 400\">Embraces practice innovations and role performance to achieve lifelong personal and professional goals<\/li>\n<li style=\"font-weight: 400\">Communicates to lead change, influence others, and resolve conflict<\/li>\n<li style=\"font-weight: 400\">Implements evidence-based practices for safe, quality health care and health care consumer satisfaction<\/li>\n<li style=\"font-weight: 400\">Demonstrates authority, ownership, accountability, and responsibility for appropriate delegation of nursing care<\/li>\n<li style=\"font-weight: 400\">Mentors colleagues and others to embrace their knowledge, skills, and abilities<\/li>\n<li style=\"font-weight: 400\">Participates in professional activities and organizations for professional growth and influence<\/li>\n<li style=\"font-weight: 400\">Advocates for all aspects of human and environmental health in practice and policy<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox shaded\">\n<p>Read additional content related to leadership and management activities in corresponding chapters of this book:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Read about the culture of safety in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/5-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Legal Implications<\/a>\u201d chapter.<\/li>\n<li style=\"font-weight: 400\">Read about effective interprofessional teamwork and resolving conflict in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/7-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Collaboration Within the Interprofessional Team<\/a>\u201d chapter.<\/li>\n<li style=\"font-weight: 400\">Read about quality improvement and implementing evidence-based practices in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/9-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Quality and Evidence-Based Practice<\/a>\u201d chapter.<\/li>\n<li style=\"font-weight: 400\">Read more about delegation, supervision, and accountability in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/3-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Delegation and Supervision<\/a>\u201d chapter.<\/li>\n<li style=\"font-weight: 400\">Read about professional organizations and advocating for clients, communities, and their environments in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/10-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Advocacy<\/a>\u201d chapter.<\/li>\n<li style=\"font-weight: 400\">Read about budgets and staffing in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/8-1-economics-introduction\/\" target=\"_blank\" rel=\"noopener\">Health Care Economics<\/a>\u201d chapter.<\/li>\n<li style=\"font-weight: 400\">Read about prioritization in the \u201c<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/2-1-introduction\/\" target=\"_blank\" rel=\"noopener\">Prioritization<\/a>\u201d chapter.<\/li>\n<\/ul>\n<\/div>\n<h2>Leadership Theories and Styles<\/h2>\n<p>In the 1930s Kurt Lewin, the father of social psychology, originally identified three leadership styles: authoritarian, democratic, and laissez-faire.<sup><a class=\"footnote\" title=\"Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? Forbes. https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" id=\"return-footnote-69-14\" href=\"#footnote-69-14\" aria-label=\"Footnote 14\"><sup class=\"footnote\">[14]<\/sup><\/a>,<a class=\"footnote\" title=\"Lewin, K., Lippitt, R., &amp; White, R. K. (1939). Patterns of aggressive behavior in experimentally created \u201csocial climates.\u201d Journal of Social Psychology, 10(2), 271-301. https:\/\/doi.org\/10.1080\/00224545.1939.9713366\" id=\"return-footnote-69-15\" href=\"#footnote-69-15\" aria-label=\"Footnote 15\"><sup class=\"footnote\">[15]<\/sup><\/a><\/sup><\/p>\n<p><strong>Authoritarian leadership<\/strong> means the leader has full power. Authoritarian leaders tell team members what to do and expect team members to execute their plans. When fast decisions must be made in emergency situations, such as when a client \u201ccodes,\u201d the authoritarian leader makes quick decisions and provides the group with direct instructions. However, there are disadvantages to authoritarian leadership. Authoritarian leaders are more likely to disregard creative ideas of other team members, causing resentment and stress.<sup><a class=\"footnote\" title=\"Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? Forbes. https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" id=\"return-footnote-69-16\" href=\"#footnote-69-16\" aria-label=\"Footnote 16\"><sup class=\"footnote\">[16]<\/sup><\/a><\/sup><\/p>\n<p><strong>Democratic leadership<\/strong> balances decision-making responsibility between team members and the leader. Democratic leaders actively participate in discussions, but also make sure to listen to the views of others. For example, a nurse supervisor may hold a meeting regarding an increased incidence of client falls on the unit and ask team members to share their observations regarding causes and potential solutions. The democratic leadership style often leads to positive, inclusive, and collaborative work environments that encourage team members\u2019 creativity. Under this style, the leader still retains responsibility for the final decision.<sup><a class=\"footnote\" title=\"Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? Forbes. https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" id=\"return-footnote-69-17\" href=\"#footnote-69-17\" aria-label=\"Footnote 17\"><sup class=\"footnote\">[17]<\/sup><\/a><\/sup><\/p>\n<p><strong>Laissez-faire<\/strong> is a French word that translates to English as, \u201cleave alone.\u201d Laissez-faire leadership gives team members total freedom to perform as they please. Laissez-faire leaders do not participate in decision-making processes and rarely offer opinions. The laissez-faire leadership style can work well if team members are highly skilled and highly motivated to perform quality work. However, without the leader\u2019s input, conflict and a culture of blame may occur as team members disagree on roles, responsibilities, and policies. By not contributing to the decision-making process, the leader forfeits control of team performance.<sup><a class=\"footnote\" title=\"Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? Forbes. https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" id=\"return-footnote-69-18\" href=\"#footnote-69-18\" aria-label=\"Footnote 18\"><sup class=\"footnote\">[18]<\/sup><\/a><\/sup><\/p>\n<p>Over the decades, Lewin\u2019s original leadership styles have evolved into many styles of leadership in health care, such as passive-avoidant, transactional, transformational, servant, resonant, and authentic.<sup><a class=\"footnote\" title=\"Northhouse, P. (2004). Leadership: Theory and practice (9th ed.). Sage Publications.\" id=\"return-footnote-69-19\" href=\"#footnote-69-19\" aria-label=\"Footnote 19\"><sup class=\"footnote\">[19]<\/sup><\/a>,<a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-20\" href=\"#footnote-69-20\" aria-label=\"Footnote 20\"><sup class=\"footnote\">[20]<\/sup><\/a><\/sup> Many of these leadership styles have overlapping characteristics. See Figure 4.3<sup><a class=\"footnote\" title=\"\u201cFull_Range_Leadership_model.jpg\u201d by John Pons is licensed under Public Domain, CC0\" id=\"return-footnote-69-21\" href=\"#footnote-69-21\" aria-label=\"Footnote 21\"><sup class=\"footnote\">[21]<\/sup><\/a><\/sup> for a comparison of various leadership styles in terms of engagement.<\/p>\n<figure id=\"attachment_67\" aria-describedby=\"caption-attachment-67\" style=\"width: 509px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-67\" title=\"&quot;Full_Range_Leadership_model.jpg&quot; by John Pons is in the Public Domain, CCO\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling.png\" alt=\"Image showing various leadership styles on a graph based on effort and engagement\" width=\"509\" height=\"562\" srcset=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling.png 928w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling-272x300.png 272w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling-768x847.png 768w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling-65x72.png 65w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling-225x248.png 225w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2025\/02\/Full_Range_Leadership_model-updated-spelling-350x386.png 350w\" sizes=\"auto, (max-width: 509px) 100vw, 509px\" \/><figcaption id=\"caption-attachment-67\" class=\"wp-caption-text\">Figure 4.3 Leadership Styles<\/figcaption><\/figure>\n<p><strong>Passive-avoidant leadership<\/strong> is similar to laissez-faire leadership and is characterized by a leader who avoids taking responsibility and confronting others. Employees perceive the lack of control over the environment resulting from the absence of clear directives. Organizations with this type of leader have high staff turnover and low retention of employees. These types of leaders tend to react and take corrective action only after problems have become serious and often avoid making any decisions at all.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-22\" href=\"#footnote-69-22\" aria-label=\"Footnote 22\"><sup class=\"footnote\">[22]<\/sup><\/a><\/sup><\/p>\n<p><strong>Transactional leadership<\/strong> involves both the leader and the follower receiving something for their efforts; the leader gets the job done and the follower receives pay, recognition, rewards, or punishment based on how well they perform the tasks assigned to them.<sup><a class=\"footnote\" title=\"Northhouse, P. (2004). Leadership: Theory and practice (9th ed.). Sage Publications.\" id=\"return-footnote-69-23\" href=\"#footnote-69-23\" aria-label=\"Footnote 23\"><sup class=\"footnote\">[23]<\/sup><\/a> <\/sup>Staff generally work independently with no focus on cooperation among employees or commitment to the organization.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-24\" href=\"#footnote-69-24\" aria-label=\"Footnote 24\"><sup class=\"footnote\">[24]<\/sup><\/a><\/sup><\/p>\n<p><strong>Transformational leadership<\/strong> involves leaders motivating followers to perform beyond expectations by creating a sense of ownership in reaching a shared vision.<sup><a class=\"footnote\" title=\"Northhouse, P. (2004). Leadership: Theory and practice (9th ed.). Sage Publications.\" id=\"return-footnote-69-25\" href=\"#footnote-69-25\" aria-label=\"Footnote 25\"><sup class=\"footnote\">[25]<\/sup><\/a> <\/sup>It is characterized by a leader\u2019s charismatic influence over team members and includes effective communication, valued relationships, and consideration of team member input. Transformational leaders know how to convey a sense of loyalty through shared goals, resulting in increased productivity, improved morale, and increased employees\u2019 job satisfaction.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-26\" href=\"#footnote-69-26\" aria-label=\"Footnote 26\"><sup class=\"footnote\">[26]<\/sup><\/a><\/sup> They often motivate others to do more than originally intended by inspiring them to look past individual self-interest and perform to promote team and organizational interests.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-27\" href=\"#footnote-69-27\" aria-label=\"Footnote 27\"><sup class=\"footnote\">[27]<\/sup><\/a><\/sup><\/p>\n<p><strong>Servant leadership<\/strong> focuses on the professional growth of employees while simultaneously promoting improved quality care through a combination of interprofessional teamwork and shared decision-making. Servant leaders assist team members to achieve their personal goals by listening with empathy and committing to individual growth and community-building. They share power, put the needs of others first, and help individuals optimize performance while forsaking their own personal advancement and rewards.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-28\" href=\"#footnote-69-28\" aria-label=\"Footnote 28\"><sup class=\"footnote\">[28]<\/sup><\/a><\/sup><\/p>\n<div class=\"textbox shaded\">\n<p class=\"arrow\">Visit the Greenleaf Center site to learn more about <a href=\"https:\/\/www.greenleaf.org\/what-is-servant-leadership\/\" target=\"_blank\" rel=\"noopener\">What is Servant Leadership<\/a>?<\/p>\n<\/div>\n<p><strong>Resonant leaders<\/strong> are in tune with the emotions of those around them, use empathy, and manage their own emotions effectively. Resonant leaders build strong, trusting relationships and create a climate of optimism that inspires commitment even in the face of adversity. They create an environment where employees are highly engaged, making them willing and able to contribute with their full potential.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-29\" href=\"#footnote-69-29\" aria-label=\"Footnote 29\"><sup class=\"footnote\">[29]<\/sup><\/a><\/sup><\/p>\n<p><strong>Authentic leaders<\/strong> have an honest and direct approach with employees, demonstrating self-awareness, internalized moral perspective, and relationship transparency. They strive for trusting, symmetrical, and close leader\u2013follower relationships; promote the open sharing of information; and consider others\u2019 viewpoints.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-30\" href=\"#footnote-69-30\" aria-label=\"Footnote 30\"><sup class=\"footnote\">[30]<\/sup><\/a><\/sup><\/p>\n<p>Table 4.2b. Characteristics of Leadership Styles<\/p>\n<div style=\"text-align: left;\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" scope=\"col\"><strong>Authoritarian<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Democratic<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Laissez-Faire or Passive-Avoidant<\/strong><\/th>\n<\/tr>\n<tr>\n<td>\n<ul>\n<li style=\"font-weight: 400\">Demonstrate centralized decision-making<\/li>\n<li style=\"font-weight: 400\">Use power to control others<\/li>\n<li style=\"font-weight: 400\">Motivate through fear or reward<\/li>\n<li style=\"font-weight: 400\">Disregard needs of group members<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\">Demonstrate participatory decision-making<\/li>\n<li style=\"font-weight: 400\">Display multidirectional communication<\/li>\n<li style=\"font-weight: 400\">Build close, personal relationships<\/li>\n<li style=\"font-weight: 400\">Encourage goal attainment<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\">Demonstrate passive, permissive, or absent decision-making<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div style=\"text-align: left;\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" scope=\"col\"><strong>Transactional<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Transformational<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Servant<\/strong><\/th>\n<\/tr>\n<tr>\n<td>\n<ul>\n<li style=\"font-weight: 400\">Promote both parties receiving something for efforts<\/li>\n<li style=\"font-weight: 400\">Motivate with external rewards<\/li>\n<li style=\"font-weight: 400\">Reward good performance and penalize low performance<\/li>\n<li style=\"font-weight: 400\">Do not focus on team cooperation or commitment to the organization<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\">Create ownership with shared, inspiring vision<\/li>\n<li style=\"font-weight: 400\">Demonstrate effective communication<\/li>\n<li style=\"font-weight: 400\">Value relationships<\/li>\n<li style=\"font-weight: 400\">Consider individuals\u2019 needs and abilities<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li style=\"font-weight: 400\">Focus on growth and well-being of team members<\/li>\n<li style=\"font-weight: 400\">Share in decision-making<\/li>\n<li style=\"font-weight: 400\">Develop team members to their highest potential<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div style=\"text-align: left;\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" style=\"width: 446.667px\" scope=\"col\"><strong>Resonant Leaders<\/strong><\/th>\n<th class=\"shaded\" style=\"width: 400.139px\" scope=\"col\"><strong>Authentic Leaders<\/strong><\/th>\n<\/tr>\n<tr>\n<td style=\"width: 446.667px\">\n<ul>\n<li style=\"font-weight: 400\">Build strong, trusting relationships<\/li>\n<li style=\"font-weight: 400\">Tune into the emotions of those around them, use empathy, and manage their own emotions effectively<\/li>\n<li style=\"font-weight: 400\">Create a climate of optimism<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 400.139px\">\n<ul>\n<li style=\"font-weight: 400\">Use an honest and direct approach<\/li>\n<li style=\"font-weight: 400\">Develop close leader\u2013follower relationships<\/li>\n<li style=\"font-weight: 400\">Promote the open sharing of information<\/li>\n<li style=\"font-weight: 400\">Consider others\u2019 viewpoints<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<h2>Outcomes of Various Leadership Styles<\/h2>\n<p>Leadership styles affect team members, client outcomes, and the organization. A systematic review of the literature published in 2021 showed significant correlations between leadership styles and nurses\u2019 job satisfaction. Transformational leadership style had the greatest positive correlation with nurses\u2019 job satisfaction, followed by authentic, resonant, and servant leadership styles. Passive-avoidant and laissez-faire leadership styles showed a negative correlation with nurses\u2019 job satisfaction.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-31\" href=\"#footnote-69-31\" aria-label=\"Footnote 31\"><sup class=\"footnote\">[31]<\/sup><\/a><\/sup> In this challenging health care environment, managers and nurse leaders must promote technical and professional competencies of their staff, but they must also act to improve staff satisfaction and morale by using appropriate leadership styles with their team.<sup><a class=\"footnote\" title=\"Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https:\/\/doi.org\/10.3390\/ijerph18041552\" id=\"return-footnote-69-32\" href=\"#footnote-69-32\" aria-label=\"Footnote 32\"><sup class=\"footnote\">[32]<\/sup><\/a><\/sup><\/p>\n<h2>Systems Theory<\/h2>\n<p><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_489\">Systems theory<\/a><\/strong> is based on the concept that systems do not function in isolation but rather there is an interdependence that exists between their parts. Systems theory assumes that most individuals strive to do good work but are affected by diverse influences within the system. Efficient and functional systems account for these diverse influences and improve outcomes by studying patterns and behaviors across the system.<sup><a class=\"footnote\" title=\"Anderson, B. R. (2016). Improving health care by embracing systems theory. The Journal of Thoracic and Cardiovascular Surgery, 152(2), 593-594. https:\/\/www.jtcvs.org\/article\/S0022-5223(16)30001-0\/pdf\" id=\"return-footnote-69-33\" href=\"#footnote-69-33\" aria-label=\"Footnote 33\"><sup class=\"footnote\">[33]<\/sup><\/a><\/sup><\/p>\n<p>Many health care agencies have adopted a culture of safety based on systems theory. A <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_383\">culture of safety<\/a><\/strong> is an organizational culture that embraces error reporting by employees with the goal of identifying systemic causes of problems that can be addressed to improve client safety. According to The Joint Commission, a culture of safety includes the following components<sup><a class=\"footnote\" title=\"The Joint Commission. (2017, March 1). The essential role of leadership in developing a safety culture. Sentinel Event Alert, Issue 57. https:\/\/www.jointcommission.org\/-\/media\/tjc\/documents\/resources\/patient-safety-topics\/sentinel-event\/sea_57_safety_culture_leadership_0317pdf.pdf\" id=\"return-footnote-69-34\" href=\"#footnote-69-34\" aria-label=\"Footnote 34\"><sup class=\"footnote\">[34]<\/sup><\/a><\/sup>:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_487\">Just Culture<\/a>:<\/strong> A culture where people feel safe raising questions and concerns and report safety events in an environment that emphasizes a nonpunitive response to errors and near misses. Clear lines are drawn by managers between human error, at-risk, and reckless employee behaviors. See Figure 4.4<sup><a class=\"footnote\" title=\"\u201cJust Culture Infographic.png\u201d by Valeria Palarski 2020. Used with permission.\" id=\"return-footnote-69-35\" href=\"#footnote-69-35\" aria-label=\"Footnote 35\"><sup class=\"footnote\">[35]<\/sup><\/a><\/sup> for an illustration of Just Culture.<\/li>\n<li style=\"font-weight: 400\"><strong>Reporting Culture:<\/strong> People realize errors are inevitable and are encouraged to speak up for client safety by reporting errors and near misses. For example, nurses complete an \u201cincident report\u201d according to agency policy when a medication error occurs, or a client falls. Error reporting helps the agency manage risk and reduce potential liability.<\/li>\n<li style=\"font-weight: 400\"><strong>Learning Culture:<\/strong> People regularly collect information and learn from errors and successes while openly sharing data and information and applying best evidence to improve work processes and client outcomes.<\/li>\n<\/ul>\n<h2>Just Culture<\/h2>\n<p>The American Nurses Association (ANA) officially endorses the Just Culture model. In 2019 the ANA published a position statement on Just Culture, stating, \u201cTraditionally, healthcare\u2019s culture has held individuals accountable for all errors or mishaps that befall clients under their care. By contrast, a Just Culture recognizes that individual practitioners should not be held accountable for system failings over which they have no control. A Just Culture also recognizes many individual or \u2018active\u2019 errors represent predictable interactions between human operators and the systems in which they work. However, in contrast to a culture that touts \u2018no blame\u2019 as its governing principle, a Just Culture does not tolerate conscious disregard of clear risks to clients or gross misconduct (e.g., falsifying a record or performing professional duties while intoxicated).\u201d<\/p>\n<p>The Just Culture model categorizes human behavior into three causes of errors. Consequences of errors are based on whether the error is a simple human error or caused by at-risk or reckless behavior.<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>Simple human error:<\/strong> A simple human error occurs when an individual inadvertently does something other than what should have been done. Most medical errors are the result of human error due to poor processes, programs, education, environmental issues, or situations. These errors are managed by correcting the cause, looking at the process, and fixing the deviation. For example, a nurse appropriately checks the rights of medication administration three times, but due to the similar appearance and names of two different medications stored next to each other in the medication dispensing system, administers the incorrect medication to a client. In this example, a root cause analysis reveals a system issue that must be modified to prevent future client errors (e.g., change the labelling and storage of look alike-sound alike medication).<\/li>\n<li style=\"font-weight: 400\"><strong>At-risk behavior:<\/strong> An error due to at-risk behavior occurs when a behavioral choice is made that increases risk where the risk is not recognized or is mistakenly believed to be justified. For example, a nurse scans a client\u2019s medication with a barcode scanner prior to administration, but an error message appears on the scanner. The nurse mistakenly interprets the error to be a technology problem and proceeds to administer the medication instead of stopping the process and further investigating the error message, resulting in the wrong dosage of a medication being administered to the client. In this case, ignoring the error message on the scanner can be considered \u201cat-risk behavior\u201d because the behavioral choice was considered justified by the nurse at the time.<\/li>\n<li style=\"font-weight: 400\"><strong>Reckless behavior:<\/strong> Reckless behavior is an error that occurs when an action is taken with conscious disregard for a substantial and unjustifiable risk.<sup><a class=\"footnote\" title=\"American Nursing Association. (2010). Position statement: Just culture. https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf\" id=\"return-footnote-69-36\" href=\"#footnote-69-36\" aria-label=\"Footnote 36\"><sup class=\"footnote\">[36]<\/sup><\/a><\/sup> For example, a nurse arrives at work intoxicated and administers the wrong medication to the wrong client. This error is considered due to reckless behavior because the decision to arrive intoxicated was made with conscious disregard for substantial risk.<\/li>\n<\/ul>\n<p>These examples show three different causes of medication errors that would result in different consequences to the employee based on the Just Culture model. Under the Just Culture model, after root cause analysis is completed, system-wide changes are made to decrease factors that contributed to the error. Managers appropriately hold individuals accountable for errors if they were due to simple human error, at-risk behavior, or reckless behaviors.<\/p>\n<p>If an individual commits a simple human error, managers console the individual and consider changes in training, procedures, and processes. In the \u201csimple human error\u201d above, system-wide changes would be made to change the label and location of the medication to prevent future errors from occurring with the same medication.<\/p>\n<p>Individuals committing at-risk behavior are held accountable for their behavioral choice and often require coaching with incentives for less risky behaviors and situational awareness. In the \u201cat-risk behavior\u201d example above where the nurse ignored an error message on the barcode scanner, mandatory training on using a barcode scanner and responding to errors would be implemented, and the manager would track the employee\u2019s correct usage of the barcode scanner for several months following training.<\/p>\n<p>If an individual demonstrates reckless behavior, remedial action and\/or punitive action is taken.<sup><a class=\"footnote\" title=\"American Nursing Association. (2010). Position statement: Just culture. https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf\" id=\"return-footnote-69-37\" href=\"#footnote-69-37\" aria-label=\"Footnote 37\"><sup class=\"footnote\">[37]<\/sup><\/a> <\/sup>In the \u201creckless behavior\u201d example above, the manager would report the nurse\u2019s behavior to the state&#8217;s Board of Nursing with mandatory substance abuse counseling to maintain their nursing license. Employment may be terminated with consideration of patterns of behavior.<\/p>\n<p>A Just Culture in which employees aren&#8217;t afraid to report errors is a highly successful way to enhance client safety, increase staff and client satisfaction, and improve outcomes. Success is achieved through good communication, effective management of resources, and an openness to changing processes to ensure the safety of clients and employees. The infographic in Figure 4.4<sup><a class=\"footnote\" title=\"\u201cJust Culture Infographic.png\u201d by Valeria Palarski 2020. Used with permission.\" id=\"return-footnote-69-38\" href=\"#footnote-69-38\" aria-label=\"Footnote 38\"><sup class=\"footnote\">[38]<\/sup><\/a> <\/sup>illustrates the components of a culture of safety and Just Culture.<\/p>\n<figure id=\"attachment_67\" aria-describedby=\"caption-attachment-67\" style=\"width: 586px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1169\" title=\"&quot;Just Culture Infographic.png&quot; by Valeria Palarski 2020. Used with permission.\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2025\/02\/Just-Culture-Infographic-791x1024-1.png\" alt=\"Image showing Just Culture infographic\" width=\"586\" height=\"759\" \/><figcaption id=\"caption-attachment-67\" class=\"wp-caption-text\">Figure 4.4 Just Culture. Used with permission.<\/figcaption><\/figure>\n<p>The principles of culture of safety, including Just Culture, Reporting Culture, and Learning Culture are also being adopted in nursing education. It\u2019s understood that mistakes are part of learning and that a shared accountability model promotes individual- and system-level learning for improved client safety. Under a shared accountability model, students are responsible for the following<sup><a class=\"footnote\" title=\"Barnsteiner, J., &amp; Disch, J. (2017). Creating a fair and just culture in schools of nursing. American Journal of Nursing, 117(11), 42-48. https;\/\/doi.org\/10.1097\/01.NAJ.0000526747.84173.97.\" id=\"return-footnote-69-39\" href=\"#footnote-69-39\" aria-label=\"Footnote 39\"><sup class=\"footnote\">[39]<\/sup><\/a><\/sup>:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Being fully prepared for clinical experiences, including laboratory and simulation assignments<\/li>\n<li style=\"font-weight: 400\">Being rested and mentally ready for a challenging learning environment<\/li>\n<li style=\"font-weight: 400\">Accepting accountability for their part in contributing to a safe learning environment<\/li>\n<li style=\"font-weight: 400\">Behaving professionally<\/li>\n<li style=\"font-weight: 400\">Reporting their own errors and near mistakes<\/li>\n<li style=\"font-weight: 400\">Keeping up-to-date with current evidence-based practice<\/li>\n<li style=\"font-weight: 400\">Adhering to ethical and legal standards<\/li>\n<\/ul>\n<p>Students know they will be held accountable for their actions but will not be blamed for system faults that lie beyond their control. They can trust that a fair process will be used to determine what went wrong if a client care error or near miss occurs. Student errors and near misses are addressed based on an investigation determining if it was simple human error, an at-risk behavior, or reckless behavior. For example, a simple human error by a student can be addressed with coaching and additional learning opportunities to remedy the knowledge deficit. However, if a student acts with recklessness (for example, repeatedly arrives to clinical unprepared despite previous faculty feedback or falsely documents an assessment or procedure), they are appropriately and fairly disciplined, which may include dismissal from the program.<sup><a class=\"footnote\" title=\"Barnsteiner, J., &amp; Disch, J. (2017). Creating a fair and just culture in schools of nursing. American Journal of Nursing, 117(11), 42-48. https:\/\/doi.org\/ 10.1097\/01.NAJ.0000526747.84173.97.\" id=\"return-footnote-69-40\" href=\"#footnote-69-40\" aria-label=\"Footnote 40\"><sup class=\"footnote\">[40]<\/sup><\/a><\/sup><\/p>\n<p>See Table 4.2c describing classifications of errors using the Just Culture model.<\/p>\n<p>Table 4.2c. Classification of Errors Using the Just Culture Model<\/p>\n<div style=\"text-align: left;\">\n<table class=\"grid\">\n<tbody>\n<tr>\n<th class=\"shaded\" scope=\"col\"><strong>Human Error<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>At-Risk Behavior<\/strong><\/th>\n<th class=\"shaded\" scope=\"col\"><strong>Reckless Behavior<\/strong><\/th>\n<\/tr>\n<tr>\n<td>The caregiver made an error while working appropriately and focusing on the client\u2019s best interests.<\/td>\n<td>The caregiver made a potentially unsafe choice resulting from faulty or self-serving decision-making.<\/td>\n<td>The caregiver knowingly violated a rule and\/or made a dangerous or unsafe choice.<\/td>\n<\/tr>\n<tr>\n<td>Investigation reveals system factors contributing to similar errors by others with similar knowledge and skills.<\/td>\n<td>Investigation reveals the system supports risky action and the caregiver requires coaching.<\/td>\n<td>Investigation reveals the caregiver is accountable and needs retraining.<\/td>\n<\/tr>\n<tr>\n<td>Manage by fixing system errors in processes, procedures, training, design, or environment.<\/td>\n<td>Manage by coaching the caregiver and fixing any system issues:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Remove incentives for at-risk behaviors<\/li>\n<li style=\"font-weight: 400\">Create incentives for safe behaviors<\/li>\n<li style=\"font-weight: 400\">Increase situational awareness<\/li>\n<\/ul>\n<\/td>\n<td>Manage by disciplining the caregiver. If the system supports reckless behavior, it requires fixing.<\/td>\n<\/tr>\n<tr>\n<td>CONSOLE<\/td>\n<td>COACH<\/td>\n<td>PUNISH<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_69_488\">Systems leadership<\/strong><strong><\/a> <\/strong>refers to a set of skills used to catalyze, enable, and support the process of systems-level change that is encouraged by the Just Culture Model. Systems leadership is comprised of three interconnected elements:<sup><a class=\"footnote\" title=\"Dreier, L., Nabarro, D., &amp; Nelson, J. (2019). Systems leadership for sustainable development: Strategies for achieving system change. CR Initiative at Harvard Kennedy School. https:\/\/www.hks.harvard.edu\/sites\/default\/files\/centers\/mrcbg\/files\/Systems%20Leadership.pdf\" id=\"return-footnote-69-41\" href=\"#footnote-69-41\" aria-label=\"Footnote 41\"><sup class=\"footnote\">[41]<\/sup><\/a><\/sup><\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>The Individual:<\/strong> The skills of collaborative leadership to enable learning, trust-building, and empowered action among stakeholders who share a common goal<\/li>\n<li style=\"font-weight: 400\"><strong>The Community:<\/strong> The tactics of coalition building and advocacy to develop alignment and mobilize action among stakeholders in the system, both within and between organizations<\/li>\n<li style=\"font-weight: 400\"><strong>The System:<\/strong> An understanding of the complex systems shaping the challenge to be addressed<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Just Culture Cases\u00a0<\/strong><\/p>\n<p><strong>Review the following case descriptions. Identify the classification of error that has occurred and the recommended actions that should occur.<\/strong><\/p>\n<p>A chief nursing officer receives a daily report of organization incident reports and reviews the following incident:<\/p>\n<p>Incident Description<\/p>\n<p>Client Mr. Joe Doden, Room 13067, Medical-Surgical floor<\/p>\n<p>On the afternoon of May 15, 2024, Nurse Sarah was responsible for administering Mr. Joe Doden&#8217;s insulin dose. The insulin vials used by the hospital had recently been redesigned by the manufacturer, which led to changes in the labeling. The client was scheduled to receive ten units of regular insulin at 14:30. However, at 1450 the client turns on his call light, reports feeling unwell. He is shaky, confused, and sweating profusely. The client&#8217;s glucose is checked, and he is found to be hypoglycemic. He is treated based upon the hypoglycemia protocol and recovers without further complication.<\/p>\n<p><strong>Case Investigation A<\/strong><\/p>\n<p>Action: Sarah RN who administered the insulin was following the protocol but mistakenly read the dosage due to a poorly designed label on the insulin vial. The nurse was focused on the clients best interests and followed all required steps.<\/p>\n<p>Findings: The investigation revealed that the labeling on the insulin vials was confusing and had led to similar errors by other nurses in the past. The system&#8217;s design flaw contributed significantly to the error.<\/p>\n<p><strong>Question A: How would you classify this error? What actions should be taken?<\/strong><\/p>\n<p><strong>Case Investigation B<\/strong><\/p>\n<p>Action: Sarah RN, due to time pressure and a high client load, decided to skip the double-check protocol for administering the same insulin dose, believing it would save time without causing harm.<\/p>\n<p>Findings: The investigation revealed that the hospital\u2019s workload and time pressures often led to shortcuts in following safety protocols.<\/p>\n<p><strong>Question B: How would you classify this error? What actions should be taken?<\/strong><\/p>\n<p><strong>Case Investigation C<\/strong><\/p>\n<p>Action: Sarah RN, is familiar with the protocol and knowingly bypassed the double check system, dismissing its importance and administering a medication dose on her own.<\/p>\n<p>Findings: The investigation found that the nurse had a history of disregarding safety protocols, showing a pattern of reckless behavior. This behavior was not supported by the hospital\u2019s policies or environment.<\/p>\n<p><strong>Question C: How would you classify this error? What actions should be taken?<\/strong><\/p>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-69-1\">\u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Mission_statement.png\" target=\"_blank\" rel=\"noopener\">Mission_statement.jpg<\/a>\u201d by <a href=\"https:\/\/en.wikipedia.org\/wiki\/User:RadioFan\" target=\"_blank\" rel=\"noopener\">RadioFan<\/a> (<a href=\"https:\/\/en.wikipedia.org\/wiki\/User_talk:RadioFan\" target=\"_blank\" rel=\"noopener\">talk<\/a>) is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en\" target=\"_blank\" rel=\"noopener\">CC BY-SA 3.0<\/a> <a href=\"#return-footnote-69-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-69-2\">This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a> <a href=\"#return-footnote-69-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-69-3\">This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a> <a href=\"#return-footnote-69-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-69-4\">This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a> <a href=\"#return-footnote-69-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-69-5\">This work is a derivative of <a href=\"https:\/\/leadershipandinfluencingchangeinnursing.pressbooks.com\/chapter\/chapter-5-providing-nursing-leadership-within-the-health-care-system\/\" target=\"_blank\" rel=\"noopener\">Leadership and Influencing Change in Nursing<\/a> by Joan Wagner and is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a> <a href=\"#return-footnote-69-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-69-6\">Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications. <a href=\"#return-footnote-69-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><li id=\"footnote-69-7\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-7\" class=\"return-footnote\" aria-label=\"Return to footnote 7\">&crarr;<\/a><\/li><li id=\"footnote-69-8\">\u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:3D_Team_Leadership_Arrow_Concept.jpg\" target=\"_blank\" rel=\"noopener\">3D_Team_Leadership_Arrow_Concept.jpg<\/a>\u201d by lumaxart is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/2.0\/deed.en\" target=\"_blank\" rel=\"noopener\">CC BY-SA 2.0<\/a> <a href=\"#return-footnote-69-8\" class=\"return-footnote\" aria-label=\"Return to footnote 8\">&crarr;<\/a><\/li><li id=\"footnote-69-9\">Scully, N. J. (2015). Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession. <em>Collegian, 22<\/em>(4), 439-444. <a href=\"https:\/\/doi.org\/10.1016\/j.colegn.2014.09.004\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.colegn.2014.09.004<\/a> <a href=\"#return-footnote-69-9\" class=\"return-footnote\" aria-label=\"Return to footnote 9\">&crarr;<\/a><\/li><li id=\"footnote-69-10\">Hannaway, J. (1989). <em>Managers managing: The workings of an administrative system.<\/em> Oxford University Press, p. 39. <a href=\"#return-footnote-69-10\" class=\"return-footnote\" aria-label=\"Return to footnote 10\">&crarr;<\/a><\/li><li id=\"footnote-69-11\">Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications. <a href=\"#return-footnote-69-11\" class=\"return-footnote\" aria-label=\"Return to footnote 11\">&crarr;<\/a><\/li><li id=\"footnote-69-12\">Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications. <a href=\"#return-footnote-69-12\" class=\"return-footnote\" aria-label=\"Return to footnote 12\">&crarr;<\/a><\/li><li id=\"footnote-69-13\">American Nurses Association. (2021). <em>Nursing: Scope and standards of practice<\/em> (4th ed.). American Nurses Association. <a href=\"#return-footnote-69-13\" class=\"return-footnote\" aria-label=\"Return to footnote 13\">&crarr;<\/a><\/li><li id=\"footnote-69-14\">Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you?<em> Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a> <a href=\"#return-footnote-69-14\" class=\"return-footnote\" aria-label=\"Return to footnote 14\">&crarr;<\/a><\/li><li id=\"footnote-69-15\">Lewin, K., Lippitt, R., &amp; White, R. K. (1939). Patterns of aggressive behavior in experimentally created \u201csocial climates.\u201d <em>Journal of Social Psychology, 10<\/em>(2), 271-301. <a href=\"https:\/\/doi.org\/10.1080\/00224545.1939.9713366\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/00224545.1939.9713366<\/a> <a href=\"#return-footnote-69-15\" class=\"return-footnote\" aria-label=\"Return to footnote 15\">&crarr;<\/a><\/li><li id=\"footnote-69-16\">Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? <em>Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a> <a href=\"#return-footnote-69-16\" class=\"return-footnote\" aria-label=\"Return to footnote 16\">&crarr;<\/a><\/li><li id=\"footnote-69-17\">Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? <em>Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a> <a href=\"#return-footnote-69-17\" class=\"return-footnote\" aria-label=\"Return to footnote 17\">&crarr;<\/a><\/li><li id=\"footnote-69-18\">Carlin, D. (2019, October 18). Democratic, authoritarian, laissez-faire: What type of leader are you? <em>Forbes.<\/em> <a href=\"https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b\" target=\"_blank\" rel=\"noopener\">https:\/\/www.forbes.com\/sites\/davidcarlin\/2019\/10\/18\/democratic-authoritarian-laissez-faire-what-type-of-leader-are-you\/?sh=618359422a6b<\/a> <a href=\"#return-footnote-69-18\" class=\"return-footnote\" aria-label=\"Return to footnote 18\">&crarr;<\/a><\/li><li id=\"footnote-69-19\">Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications. <a href=\"#return-footnote-69-19\" class=\"return-footnote\" aria-label=\"Return to footnote 19\">&crarr;<\/a><\/li><li id=\"footnote-69-20\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-20\" class=\"return-footnote\" aria-label=\"Return to footnote 20\">&crarr;<\/a><\/li><li id=\"footnote-69-21\">\u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Full_Range_Leadership_model.jpg\" target=\"_blank\" rel=\"noopener\">Full_Range_Leadership_model.jpg<\/a>\u201d by <a href=\"https:\/\/commons.wikimedia.org\/w\/index.php?title=User:John_Pons&amp;action=edit&amp;redlink=1\" target=\"_blank\" rel=\"noopener\">John Pons<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/publicdomain\/zero\/1.0\/deed.en\" target=\"_blank\" rel=\"noopener\">Public Domain, CC0<\/a> <a href=\"#return-footnote-69-21\" class=\"return-footnote\" aria-label=\"Return to footnote 21\">&crarr;<\/a><\/li><li id=\"footnote-69-22\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-22\" class=\"return-footnote\" aria-label=\"Return to footnote 22\">&crarr;<\/a><\/li><li id=\"footnote-69-23\">Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications. <a href=\"#return-footnote-69-23\" class=\"return-footnote\" aria-label=\"Return to footnote 23\">&crarr;<\/a><\/li><li id=\"footnote-69-24\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-24\" class=\"return-footnote\" aria-label=\"Return to footnote 24\">&crarr;<\/a><\/li><li id=\"footnote-69-25\">Northhouse, P. (2004). <em>Leadership: Theory and practice<\/em> (9th ed.). Sage Publications. <a href=\"#return-footnote-69-25\" class=\"return-footnote\" aria-label=\"Return to footnote 25\">&crarr;<\/a><\/li><li id=\"footnote-69-26\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-26\" class=\"return-footnote\" aria-label=\"Return to footnote 26\">&crarr;<\/a><\/li><li id=\"footnote-69-27\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-27\" class=\"return-footnote\" aria-label=\"Return to footnote 27\">&crarr;<\/a><\/li><li id=\"footnote-69-28\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-28\" class=\"return-footnote\" aria-label=\"Return to footnote 28\">&crarr;<\/a><\/li><li id=\"footnote-69-29\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-29\" class=\"return-footnote\" aria-label=\"Return to footnote 29\">&crarr;<\/a><\/li><li id=\"footnote-69-30\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-30\" class=\"return-footnote\" aria-label=\"Return to footnote 30\">&crarr;<\/a><\/li><li id=\"footnote-69-31\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-31\" class=\"return-footnote\" aria-label=\"Return to footnote 31\">&crarr;<\/a><\/li><li id=\"footnote-69-32\">Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., &amp; Damiani, G. (2021). Leadership styles and nurses' job satisfaction. Results of a systematic review. <em>International Journal of Environmental Research and Public Health, 18<\/em>(4), 1552. <a href=\"https:\/\/doi.org\/10.3390\/ijerph18041552\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/ijerph18041552<\/a> <a href=\"#return-footnote-69-32\" class=\"return-footnote\" aria-label=\"Return to footnote 32\">&crarr;<\/a><\/li><li id=\"footnote-69-33\">Anderson, B. R. (2016). Improving health care by embracing systems theory. <em>The Journal of Thoracic and Cardiovascular Surgery, 152<\/em>(2), 593-594. <a href=\"https:\/\/www.jtcvs.org\/article\/S0022-5223(16)30001-0\/pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.jtcvs.org\/article\/S0022-5223(16)30001-0\/pdf<\/a> <a href=\"#return-footnote-69-33\" class=\"return-footnote\" aria-label=\"Return to footnote 33\">&crarr;<\/a><\/li><li id=\"footnote-69-34\">The Joint Commission. (2017, March 1). The essential role of leadership in developing a safety culture. <em>Sentinel Event Alert<\/em>, Issue 57. <a href=\"https:\/\/www.jointcommission.org\/-\/media\/tjc\/documents\/resources\/patient-safety-topics\/sentinel-event\/sea_57_safety_culture_leadership_0317pdf.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.jointcommission.org\/-\/media\/tjc\/documents\/resources\/patient-safety-topics\/sentinel-event\/sea_57_safety_culture_leadership_0317pdf.pdf<\/a> <a href=\"#return-footnote-69-34\" class=\"return-footnote\" aria-label=\"Return to footnote 34\">&crarr;<\/a><\/li><li id=\"footnote-69-35\">\u201cJust Culture Infographic.png\u201d by Valeria Palarski 2020. Used with permission. <a href=\"#return-footnote-69-35\" class=\"return-footnote\" aria-label=\"Return to footnote 35\">&crarr;<\/a><\/li><li id=\"footnote-69-36\">American Nursing Association. (2010). <em>Position statement: Just culture<\/em>. <a href=\"https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf<\/a> <a href=\"#return-footnote-69-36\" class=\"return-footnote\" aria-label=\"Return to footnote 36\">&crarr;<\/a><\/li><li id=\"footnote-69-37\">American Nursing Association. (2010). <em>Position statement: Just culture<\/em>. <a href=\"https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.nursingworld.org\/~4afe07\/globalassets\/practiceandpolicy\/health-and-safety\/just_culture.pdf<\/a> <a href=\"#return-footnote-69-37\" class=\"return-footnote\" aria-label=\"Return to footnote 37\">&crarr;<\/a><\/li><li id=\"footnote-69-38\">\u201cJust Culture Infographic.png\u201d by Valeria Palarski 2020. Used with permission. <a href=\"#return-footnote-69-38\" class=\"return-footnote\" aria-label=\"Return to footnote 38\">&crarr;<\/a><\/li><li id=\"footnote-69-39\">Barnsteiner, J., &amp; Disch, J. (2017). Creating a fair and just culture in schools of nursing. <em>American Journal of Nursing, 117<\/em>(11), 42-48. <a href=\"https:\/\/journals.lww.com\/ajnonline\/abstract\/2017\/11000\/creating_a_fair_and_just_culture_in_schools_of.28.aspx\" target=\"_blank\" rel=\"noopener\">https;\/\/doi.org\/10.1097\/01.NAJ.0000526747.84173.97.<\/a> <a href=\"#return-footnote-69-39\" class=\"return-footnote\" aria-label=\"Return to footnote 39\">&crarr;<\/a><\/li><li id=\"footnote-69-40\">Barnsteiner, J., &amp; Disch, J. (2017). Creating a fair and just culture in schools of nursing. <em>American Journal of Nursing, 117<\/em>(11), 42-48. <a href=\"https:\/\/journals.lww.com\/ajnonline\/abstract\/2017\/11000\/creating_a_fair_and_just_culture_in_schools_of.28.aspx\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/ 10.1097\/01.NAJ.0000526747.84173.97.<\/a> <a href=\"#return-footnote-69-40\" class=\"return-footnote\" aria-label=\"Return to footnote 40\">&crarr;<\/a><\/li><li id=\"footnote-69-41\">Dreier, L., Nabarro, D., &amp; Nelson, J. (2019). <em>Systems leadership for sustainable development: Strategies for achieving system change.<\/em> CR Initiative at Harvard Kennedy School. <a href=\"https:\/\/www.hks.harvard.edu\/sites\/default\/files\/centers\/mrcbg\/files\/Systems%20Leadership.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.hks.harvard.edu\/sites\/default\/files\/centers\/mrcbg\/files\/Systems%20Leadership.pdf<\/a> <a href=\"#return-footnote-69-41\" class=\"return-footnote\" aria-label=\"Return to footnote 41\">&crarr;<\/a><\/li><\/ol><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_69_480\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_480\"><div tabindex=\"-1\"><p>An organization\u2019s statement that defines why the organization exists, describes how the organization is unique and different from similar organizations, and specifies where the leaders hope the organization is going.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_481\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_481\"><div tabindex=\"-1\"><p>An organization\u2019s statement that describes how the organization will fulfill its vision and establishes a common course of action for future endeavors.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_482\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_482\"><div tabindex=\"-1\"><p>The organization\u2019s stated values that assist with the achievement of its vision and mission and provide strategic guidelines for decision-making, both internally and externally, by members of the organization.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_528\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_528\"><div tabindex=\"-1\"><p>The foundational ideals that guide the organization's actions and decision making processes.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_483\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_483\"><div tabindex=\"-1\"><p>The implicit values and beliefs that reflect the norms and traditions of an organization.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_484\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_484\"><div tabindex=\"-1\"><p>The upward influence of individuals on their leaders and their teams.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_485\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_485\"><div tabindex=\"-1\"><p>The art of establishing direction and influencing and motivating others to achieve their maximum potential to accomplish tasks, objectives, or projects.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_486\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_486\"><div tabindex=\"-1\"><p>Roles that focus on tasks such as planning, organizing, prioritizing, budgeting, staffing, coordinating, and reporting.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_489\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_489\"><div tabindex=\"-1\"><p>The concept that systems do not function in isolation but rather there is an interdependence that exists between its parts.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_383\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_383\"><div tabindex=\"-1\"><p>Culture that embraces error reporting by employees with the goal of identifying root causes of problems so they may be addressed to improve patient safety.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_487\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_487\"><div tabindex=\"-1\"><p>A culture where people feel safe raising questions and concerns and report safety events in an environment that emphasizes a nonpunitive response to errors and near misses.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_69_488\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_69_488\"><div tabindex=\"-1\"><p>A set of skills used to catalyze, enable, and support the process of systems-level change that focuses on the individual, the community, and the system.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":32,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-69","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":62,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/69","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/users\/32"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/69\/revisions"}],"predecessor-version":[{"id":549,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/69\/revisions\/549"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/parts\/62"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/69\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/media?parent=69"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapter-type?post=69"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/contributor?post=69"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/license?post=69"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}