Kelly Vana's Nursing Leadership and Management

LEAN BACK

These are questions that encourage reflective thinking on chapter content.

EXPLORING THE WEB

These are websites related to chapter content.

KEY CONCEPTS

This bulleted list of key chapter concepts serves as a review and study tool for you as you complete each chapter.

KEY TERMS

Study this list prior to reading the chapter, and then once again as you complete a chapter to test your understanding of the key terms covered in the chapter. Refer to the chapter's key terms in the Glossary in the Appendix to thoroughly appreciate the material of the chapter.

REVIEW QUESTIONS

These questions will challenge your comprehension of objectives presented in the chapter and will allow you to demonstrate content mastery, build critical thinking skills, and prepare for the NCLEX‐RN. Answers are found in the textbook Appendix.

REVIEW ACTIVITIES

These thought‐provoking activities at the close of a chapter invite you to approach a problem or scenario critically and apply the knowledge you have gained.

EXPLORING THE WEB

Internet activities encourage you to use your computer and reasoning skills to search the Web for additional information on quality, safety, and nursing leadership and management.

REFERENCES

Evidence‐based research, theory, and literature, as well as nursing, medical, and health care sources, are included in these reference lists. Refer to them as you read the chapter to verify the content and findings.

SUGGESTED READING

These entries invite you to pursue additional topics, articles, and information in related resources.

PHOTOS, TABLES, AND FIGURES

These items illustrate key concepts and offer visual reinforcement of the concepts.

Chapter PowerPoints are available to Faculty and students online. They are designed to assist the faculty in presenting to nursing students the essential skills and information that are needed to help them secure a position as a beginning nursing manager and leader. The IR will assist faculty in planning and developing their programs and classes for the most efficient use of time and resources. The IR includes several must‐have components:

1 Lecture Slides in PowerPointTM serve as guides for presentation in the classroom.

2 An Online Test Bank for Faculty offers question sets by chapters, reviewing the 29 chapters, in multiple‐choice and multiple response NCLEX‐RN style formats. Complete answers including detailed rationales are also provided for Faculty.

3 An Image Library includes photos, diagrams, figures, and tables from the text, which can be imported into classroom presentations.

1 Aiken, L. H., Sloane, D. M., Bruyeel, L., Van den Heede, K., Griffiths, P., et al. (2017). Hospitals; Mortality in nine European countries: A retrospective observational study. The Lancet, 6736(13), 62631–62638. doi:10.1016/S0140‐6736(13)62631‐8

2 Aiken, L. H., Sloane, D., Griffiths, P., Rafferty, A. M., Bruyeel, L., et al. (2014). Nursing skill mix in European hospitals: Cross‐sectional study of the association with mortality, patient ratings, and quality of care. The Lancet, 383(9931), 1824–1830.

3 Brenan, M. (2018). Nurses again outpace other professions for honesty, ethics. https://news.gallup.com/poll/245597/nurses-again-outpace-professions-honesty-ethics.aspx.

4 Cho, E., Lee, N. J., Kim, E. Y., Kim, S., Lee, K., et al. (2016). Nurse staffing level and overtiome associated with patient safety, quality of care and care left undone in hospitals: A cross‐sectional study. International Journal of Nursing Studies, 60, 263–271. doi:10.1016/j.ijnurstu.2016.05.009

5 Cho, S. H., Kim, Y. S., Yeon, K. N., You, S. J., &. Lee, I. D. (2015). Effects if increasing nurse staffing on missing nursing care. International Nursing Review, 62(2), 267‐274. 10.1111/inr.12173

6 Gandi, T., Kaplan, G., Leape, L., Berwick, D., Edgman‐Levitan, S., Edmondson, A., Meyer, G. S., Michaels, D., Morath, J. M., Vincent, C., & Wachter, R. (July 17, 2018). Transforming concepts in patient safety: A progress report. BMJ Quality & Safety, 27(12), 1019–1026. doi:10.1136/bmjqs‐2017‐007756

7 Harrison, J. M., Aiken, L. H., Sloane, D. M., Brooks Carthon, J. M., Merchant, R. M., et al. (2019). In hospitals with more nurses who have Baccalaureate degrees, better outcomes for patients after cardiac arrest. Health Aff (Millwood), 38(7), 1087–1094. doi:10.1377/h1thaff.2018.05064

8 Henry, T. A. (2016). Accelerating change in medical education: Med schools focus on quality improvement, patient safety. American Medical Association. Available at www.ama-assn.org/education/accelerating-change-medical-education/med-schools-focus-quality-improvement-patient

9 Institute of Medicine. (2004). Keeping patients safe: Transforming the work environment of nurses. Washington, DC: National Academies Press. doi: 10.17226/11151

10 Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press. doi: 10.17226/12956

11 Joel, L. A., & Kelly, L. (2002). The nursing experience: Trends, challenges, and transitions. New York: McGraw‐Hill.

12 Kim, C. G., & Bae, K. S. (2019). Relationship between nurse staffing level and adult nursing‐sensitive outcomes in tertiary hospitals in Korea: Retrospective observational study. International Journal of Nursing Studies, 80, 155–164. doi:10.1016/j.ijnurstu.2018.01.001

13 Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (1999). To err is human: building a safer health system. Washington, DC: National Academy Press, Institute of Medicine.

14 Lucian Leape Institute. (2010). Unmet needs: Teaching physicians to provide safe patient care. Boston, MA: National Patient Safety Foundation.

15 Maggi, L. (2001). A conversation with Suzanne Gordon. Available at https://prospect.org/article/conversation-suzanne-gordon/, accessed June 16, 2020.

16 Makary, M. A., & Daniel, M. (2016). Medical error: The third leading cause of death in the U.S. British Medical Journal, 353, i2139. doi:10.1136/bmj.i2139

17 McHugh, M. D., Rochman, M. F., Sloane, D. M., Berg, R. A., Mancini, M. E., et al. (2016). Better nurse staffing environments associated with increase survival of in‐hospital cardiac arrest patients. Medical Care, 54(1), 74–80. doi:10.1097/MLR.0000000000000456

18 Ranji, S. R. (2014). A piece of my mind. What gets measured gets (micro)managed. Journal of the American Medical Association, 312(16), 1637–1638. doi:10.1001/jama.2014.11268.PMID: 25335143

19 You, L. M., Aiken, L. H., Sloane, D. M., Liu, K., He, G. P., et al. (2013). Hospital nursing, care quality, and patient satisfaction: Cross‐sectional surveys of nurses and patients in hospitals in China and Europe. International Journal of Nursing Studies, 50(2), 154–161. doi:10.1097/MLR.0000000000000456

Kudos to Professors Kelly Vana and Tazbir for publishing the 4th edition of the book Kelly Vana's Nursing leadership and management! This book is a valuable educational resource not only for undergraduate nursing students but also for bedside nurses, managers, educators, and clinical specialists. Nursing students and nurses will benefit from the content of the book that includes perspectives from bedside nurses, faculty, educators, directors of nursing, nursing historians, lawyers, psychologists, and others. The book provides the content needed to lead at every level of nursing, emphasizing leadership from the bedside to the boardroom. The “call to action” is for every nurse, as a leader, to value that “everyone in healthcare really has two jobs when they come to work every day: to do their work and to improve it” (Batalden & Davidoff, 2007). Leadership is required to meet this “call to action” and transform health care to ensure that every patient receives high‐quality, safe care every time.