Introduction
This essay critically reflects on the development of essential leadership skills necessary for effective management during a placement in adult nursing. Leadership is a pivotal component of nursing practice, as it directly impacts patient outcomes, team dynamics, and the quality of care delivery. Within the context of adult nursing, where complex care needs and high-pressure environments are commonplace, the ability to lead with confidence and competence is indispensable. This reflection focuses on three key leadership skills: assertiveness, emotional intelligence, and self-awareness. Each skill will be explored in terms of its relevance to nursing practice, personal development during placement, and the challenges and opportunities encountered in applying these skills. By drawing on academic literature and personal experiences from a management placement, this essay aims to evaluate the significance of these skills and their implications for future professional growth in adult nursing.
Assertiveness in Nursing Leadership
Assertiveness is a critical leadership skill in nursing, defined as the ability to express one’s thoughts, needs, or concerns confidently and respectfully while maintaining professional boundaries (Smith and Jones, 2018). In the context of adult nursing, assertiveness ensures that patient needs are prioritised, particularly when advocating for appropriate care or resources in multidisciplinary teams. During my management placement in an acute care ward, I encountered situations where assertiveness was essential. For instance, I needed to challenge a delay in medication administration for a patient with escalating pain levels by communicating directly with the pharmacy team. Although initially daunting, this experience reinforced the importance of speaking up to safeguard patient welfare.
However, developing assertiveness is not without challenges. Smith and Jones (2018) highlight that many nursing students struggle with balancing assertiveness and avoiding confrontation, particularly when interacting with senior staff. I found this to be true during my placement, as I occasionally hesitated to question decisions for fear of overstepping. Reflecting on this, I recognise that assertiveness is a skill requiring continuous practice and confidence-building. Furthermore, training in communication frameworks, such as the SBAR (Situation, Background, Assessment, Recommendation) tool, could enhance my ability to present concerns clearly and professionally (NHS England, 2019). Assertiveness, therefore, remains a vital skill for nursing leadership, as it empowers nurses to advocate effectively while fostering collaborative team dynamics.
Emotional Intelligence in Managing Teams and Patients
Emotional intelligence (EI) refers to the capacity to recognise, understand, and manage one’s own emotions while empathising with others (Goleman, 1995). In adult nursing, EI is crucial for building therapeutic relationships with patients and fostering a supportive team environment. During my placement, I encountered a particularly challenging situation involving a patient with a chronic illness who expressed frustration and anxiety over their treatment plan. By employing EI, I was able to listen actively, validate their concerns, and reassure them with empathy, which noticeably reduced their distress. This experience underscored the value of EI in enhancing patient trust and improving care experiences.
Moreover, EI plays a significant role in managing team interactions. As noted by Feather (2009), nurses with high EI are better equipped to resolve conflicts and support colleagues under stress, which is vital in high-pressure settings like acute wards. I recall an instance during placement where tensions arose between team members over shift allocations. By remaining calm and facilitating open dialogue, I contributed to de-escalating the situation. However, I acknowledge that my EI skills require further development, particularly in handling my own stress during demanding shifts. Reflecting critically, I realise that while I can empathise with others, managing personal emotional responses under pressure remains a challenge. Engaging with mindfulness techniques or EI training, as advocated by Goleman (1995), could prove beneficial in addressing this limitation. Thus, EI is arguably one of the cornerstones of effective leadership in nursing, enabling both patient-centered care and cohesive teamwork.
Self-Awareness as a Foundation for Reflective Practice
Self-awareness, the ability to critically evaluate one’s strengths, weaknesses, and emotional triggers, is fundamental to個人 growth and leadership in nursing (Taylor, 2016). It underpins reflective practice, a core component of professional development as mandated by the Nursing and Midwifery Council (NMC) Code (NMC, 2018). During my management placement, I became increasingly aware of my tendency to take on excessive responsibility, often leading to burnout. For example, I frequently volunteered for additional tasks, assuming I could manage them alongside my existing workload. Reflecting on this, I recognised that my lack of boundary-setting stemmed from a desire to prove my competence, which ultimately compromised my well-being. This critical self-awareness prompted me to prioritise tasks and seek support when needed, aligning with Taylor’s (2016) assertion that self-aware leaders are better positioned to maintain personal and professional balance.
Nevertheless, cultivating self-awareness is an ongoing process with inherent difficulties. As Taylor (2016) suggests, it requires honest introspection, which can be uncomfortable when confronting personal limitations. I found this particularly true when receiving constructive feedback from my mentor about my time management skills. Initially, I felt disheartened, but through reflection, I understood the importance of viewing feedback as a tool for growth rather than criticism. This shift in perspective enhanced my resilience and adaptability—key traits for nursing leadership. Therefore, self-awareness not only supports personal development but also ensures that leaders remain accountable and responsive to the evolving demands of adult nursing practice.
Conclusion
In conclusion, this critical reflection has explored the importance of assertiveness, emotional intelligence, and self-awareness as essential leadership skills for a management placement in adult nursing. Assertiveness enables nurses to advocate for patients and navigate complex team dynamics, although it requires ongoing practice to balance confidence with professionalism. Emotional intelligence, meanwhile, enhances patient care and team collaboration by fostering empathy and conflict resolution, despite challenges in managing personal stress. Finally, self-awareness serves as the foundation for reflective practice, promoting personal growth and accountability, even if it demands uncomfortable introspection. Collectively, these skills are indispensable for effective leadership in nursing, directly influencing the quality of care and professional relationships. Reflecting on my placement experiences, I recognise the need for continuous development in these areas through targeted training, mentorship, and reflective practice. Indeed, as I progress in my nursing career, cultivating these leadership skills will be crucial for meeting the complex demands of adult nursing and contributing to positive patient outcomes. The implications of this reflection extend beyond personal growth, highlighting the broader need for leadership education within nursing curricula to prepare students for the multifaceted challenges of practice.
References
- Feather, R. (2009) Emotional intelligence in relation to nursing leadership: Does it matter? Journal of Nursing Management, 17(3), pp. 376-382.
- Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
- NHS England (2019) SBAR Communication Tool. NHS England.
- Nursing and Midwifery Council (NMC) (2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. NMC.
- Smith, J. and Jones, L. (2018) Assertiveness in nursing: A critical skill for effective leadership. British Journal of Nursing, 27(5), pp. 256-260.
- Taylor, R. (2016) Reflective practice and self-awareness in nursing leadership. Nursing Standard, 30(32), pp. 55-60.
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