Self-esteem and Extroversion as Predictors of Clinical Leadership Competency among Clinicians in Nigeria

Perawat memiliki peran penting dalam pemberian pelayanan kesehatan di rumah sakit. Kepemimpinan klinis merupakan suatu kemampuan yang mendukung peran perawat pada semua level manajerial. Simon (2014) dan Ferguson, et all. (2007), mendefinisikan kepemimpinan klinis merupakan kompetensi yang mendukung peningkatan kualitas dan keselamatan pasien secara inovasi dan kreativitas dalam praktek keperawatan. Penelitian Ruedy, J. dan Ogilvie, R.(2004), menyebutkan Kejadian Tidak Diharapkan (KTD) di rumah sakit pendidikan Kanada diperkirakan 24% dan 62% disebabkan efek samping dari pemberian obat, 9% infeksi nasokomial. KTD tersebut berkaitan dengan kurangnya kemimpinan klinis perawat dalam menjamin keselamatan pasien selama perawatan. Penelitian ini bertujuan untuk mengetahui perbandingan kepemimpinan klinis perawat berdasarkan pendekatan clinical leadership competence framework di rumah sakit pemerintah dengan rumah sakit swasta di Kutacane. Metode penelitian bersifat kuantitatif dengan pendekatan cross sectional. Hasil penelitian didapatkan bahwa tidak ada perbedaan antara kepemimpinan klinis perawat berdasarkan pendekatan clinical leadership competence framework pada rumah sakit pemerintah dan rumah sakit swasta di Kutacane. Kepemimpinan klinis sangat penting bagi perawat, diharapkan pihak manajerial rumah sakit memberikan dukungan bagi perawat melalui pendidikan, pelatihan dan mengevaluasi efektifitas kepemimpinan klinis berdasarkan clinical leadership competence framework.

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Kemampuan Kepemimpinan Klinis Perawat Pelaksana Berdasarkan Pendekatan Clinical Leadership Competency Framework dan Faktor-Faktor Determinannya

Jurnal Keperawatan Silampari ◽

10.31539/jks.v4i2.1914 ◽

2021 ◽

Vol 4 (2) ◽

pp. 337-350

Author(s):

Yusnaini Yusnaini ◽

Yulastri Arif ◽

Dorisnita Dorisnita

Keyword(s):

Work Environment ◽

Significant Relationship ◽

Leadership Skills ◽

Competency Framework ◽

P Value ◽

Management Support ◽

Clinical Leadership ◽

Leadership Competency ◽

Nursing Services ◽

Framework Approach

This study aims to analyze nurses' clinical leadership abilities based on the clinical leadership competency framework approach and its determinants in the inpatient room of Padangsidimpuan Hospital. The research design in this study used a descriptive-analytic correlation. The results showed that there was a significant relationship between the availability of nursing resources, management support, and work environment support with clinical leadership abilities, with a p-value for each variable, namely the availability of nurse resources (p = 0.043), management support (p = 0.000) and support work environment (p = 0.005). Meanwhile, competence has no significant relationship with nurses' clinical leadership ability in the inpatient room of RSUD Padangsidimpuan (p = 0.084). Multivariate analysis shows that management support is the most dominant variable associated with clinical leadership skills, with an Odds Ratio (OR) value of 4.476. In conclusion, nurses' clinical leadership ability must be supported by the availability of nurse resources, work environment support, and management support to obtain quality nursing services. Keywords: Determinants, Respondent Characteristics, Clinical Leadership

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Registered Nurses’ Self-Assessment of Their Clinical Leadership Knowledge and Competence

Journal of Excellence in Nursing and Healthcare Practice ◽

10.5590/jenhp.2020.2.1.02 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Valerie Wright ◽

Diane Whitehead ◽

Corinne Romano

Keyword(s):

Emotional Intelligence ◽

Leadership Competencies ◽

Competency Assessment ◽

Healthcare Team ◽

Self Assessment ◽

Clinical Leadership ◽

Doctor Of Nursing Practice ◽

Leadership Competency ◽

Clinical Nurses ◽

Wide Range

Clinical nurses play an important role in the healthcare team. The practice question for this Doctor of Nursing Practice project explored the perceptions of RNs about their clinical leadership knowledge and competencies at a 160-bed rehabilitation hospital in a metropolitan city in the southeast United States. Thirty RNs completed the following three surveys: an 8-question clinical leadership knowledge assessment, a 17-question leadership competency assessment, and a 6-question emotional intelligence self-assessment. Fifty percent or more of clinical nurses believed that they were knowledgeable in identified components of clinical leadership. The leadership competency skills assessment revealed a wide range: from 3–6% of participants who indicated that they were not at all competent to 33–57% of participants who indicated that they felt very competent. Seventy-six percent of the participants felt positive about their emotional intelligence abilities. Recommendations to nursing leadership included workshops for clinical staff RNs on the various components of the Academy of Medical-Surgical Nurses’ model of clinical leadership: clinical practice, environment practice, emotional intelligence, and leadership competencies.

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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Bullying in Adolescents Who Stutter: Communicative Competence and Self-Esteem

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_31_s_69 ◽

2004 ◽

Vol 31 (Spring) ◽

pp. 69-79 ◽

Cited By ~ 92

Author(s):

Gordon W. Blood ◽

Ingrid M. Blood

Keyword(s):

Communicative Competence ◽

Self Esteem

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Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

Perspectives on Administration and Supervision ◽

10.1044/aas19.2.72 ◽

2009 ◽

Vol 19 (2) ◽

pp. 72-78

Author(s):

Rebecca L. Nelson Crowell ◽

Julie Hanenburg ◽

Amy Gilbertson

Keyword(s):

Hearing Loss ◽

Process Evaluation ◽

Narrative Therapy ◽

Daily Life ◽

Hearing Aid ◽

Self Esteem ◽

Therapy Approach ◽

Self Worth ◽

Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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