NLN Core Competency V: Function as a Change Agent and Leader
Nurse educators are continuously acting as a change agents and leaders. They do this by developing and revising curriculum, creating multimodal approaches for education and curriculum implementation and work collaboratively and work to create partnerships to maintain and create a positive future for nursing (Halstead, 2007). Leadership is imperative in nursing education to prepare the graduates with the tools necessary to practice in diverse healthcare system. Halstead (2007) explains that in the current state of healthcare, a time of “unrelenting change…and educational systems, as well as critical shortages in nurses and nurse educators, effective leadership is needed from nurse educators” (p. 116).
It has been said that teachers are natural leaders-in many ways that is true; however in some ways it is the nurturing of the leadership skills rather than the nature aspect that makes the educator an effective leader as well. According to Halstead (2007), the higher education arena has become more and more competitive; to remain on the cusp of the competition, the educator must be skilled in leadership. Triolo, Pozehl, and Mahaffey (1997), describe nine competencies that are key to the educator to be proficient in leadership as well, “global perspective, superb communication skills, organizational improvement strategies, conflict management, systems thinking, personal mastery, interpersonal mastery, team skills, and political savvy.” (p. 151). To cultivate these competencies, Halstead (2007) encourages mentoring and participation on committees and interdisciplinary task groups will aide in nurturing these skills to hone in congruence with the educator skills. The educator that is able to demonstrate these nine competencies is indeed skilled in leadership.
To add to the definition of ‘change agent’ it includes the ability to be agile as it relates to the educator being able to be flexible with the ever-changing environment of education. The change agent is one who sees change and improvement and welcomes the change. People can be a negative change agent, or a positive change agent. Often educators are seen as mentors on either their units or within the class. It is important that as information is disseminated by them, even if they do not agree with it, they support their leadership.
In my experience as a hospital nurse educator, I functioned as a change agent. I was needed to create education to new practices, remain up to date with research, perform research and present findings for best practice. To remain competent in acting as a leader and change agent, I took it upon myself to take a leadership course. I was surprised to find out that those that supported leadership were seen as leaders themselves. I hope to be the kind of educator who is a positive change agent and is always looking to continuously improve and be agile with the ever changing environment of healthcare.
To further my competence to function as a change agent and leader, I plan to work effectively in interdisciplinary task groups. This goal is both short and long-term. In my current position, I can take it upon myself, while working with my mentor, to join and lead committees within my organization and team. Within three months I plan on joining a clinical program strategy committee that will allow me the opportunity to work on negotiation, conflict resolution, and power-brokering skills (Halstead, 2007). These skills are imperative to an effective leader and change agent, as they are utilized not only with faculty, but with students as well. Long-term, I will function as a leader within my role as faculty within the academic setting by working alongside a mentor and function as part of committees within the school of nursing. This will allow me the opportunity to hone in on the same skills that will cultivate my leadership skills.
References
Halstead, J. A. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing.
Image of girl in library. Retrieved from Wix.com
Triolo, P., Pozehl, B., and Mahaffey, T. (1997). Development of Leadership within the University and Beyond: Challenges to Faculty. The Journal of Professional Nursing, 13(3), 149-153
