Initials Impact of Nursing Manager Perception of Empowerment and Years of Experience on Resistance to Change in Practice

Background: The project took place in a cancer service for teenagers and young adults (13-24 years) in the UK, as part of a large service change project. Chemotherapy that had traditionally been given in an inpatient setting was to be transformed into an ambulatory care model. Aim: The authors aimed to lead a change in practice whereby patients receiving chemotherapy would be taught to monitor and test their own urine output by the staff nurses. This meant challenging a matriarchal nursing culture within the team. Learning drawn from leading the project is discussed. Methods: Various approaches were used to initiate and embed change within the unit, including producing learning tools and resources, listening to the team and providing creative opportunities for feedback. Critical reflection was used to facilitate learning about change leadership and practice development. Findings: Initial resistance to change led to the development of leadership skills and a deeper understanding of team culture. Successful change leadership requires leaders to take the time to listen to stakeholders and provide real opportunities for feedback and collaboration. Critical reflection is essential. Conclusions: The workbased learning project was effective in the simultaneous development of leadership skills and implementation of change in practice. Implications for practice: Team culture must be understood for practice development to be successful Making time for critical reflection is essential for successful change leadership Nurse leaders should actively seek feedback about change from stakeholders by providing a variety of approaches to communication Workbased learning is an effective way of developing leadership skills

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Promoting evidence-based practice and raising concerns: considerations for the newly-qualified midwife

British Journal of Midwifery ◽

10.12968/bjom.2019.27.7.453 ◽

2019 ◽

Vol 27 (7) ◽

pp. 453-459

Author(s):

Katie Allen ◽

Gail Anderson

Keyword(s):

Decision Making ◽

Clinical Experience ◽

Professional Practice ◽

Evidence Based Practice ◽

Resistance To Change ◽

Professional Standards ◽

Evidence Based ◽

Breastfeeding Support ◽

Whistle Blowing ◽

Change In Practice

Although newly-qualified midwives have achieved the professional standards required to become autonomous practitioners, many doubt their capabilities and decision-making skills, often comparing their limited clinical experience to that of senior midwives. As a result, it may prove challenging to ensure that evidence-based practice and the professional standards are upheld when confronted with resistance to change in practice. This article will discuss these challenges for the newly-qualified midwife, exploring the promotion of evidence-based practice in relation to providing breastfeeding support and advice; dealing with poor professional practice in relation to supporting mothers to breastfeed; and the stigmatised issue of whistle-blowing.

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The resistance to change in implementation of total quality management (TQM) in Iranian schools

The TQM Journal ◽

10.1108/tqm-04-2013-0044 ◽

2015 ◽

Vol 27 (5) ◽

pp. 532-543 ◽

Cited By ~ 4

Author(s):

Masoumeh Pourrajab ◽

Ramli Basri ◽

Shaffe Mohd Daud ◽

Soaib Asimiran

Keyword(s):

Quality Management ◽

Total Quality Management ◽

Resistance To Change ◽

Secondary School Principals ◽

Descriptive Analysis ◽

Years Of Experience ◽

Total Quality ◽

Content Type ◽

The Status ◽

The Difference

Purpose – The purpose of this paper is to identify the level of resistance to change in implementation of total quality management (TQM) in Iranian schools and investigate the influence of principals’ and teachers’ gender and years of experience on resistance to change. Design/methodology/approach – This study presents the results of survey research carried out in Iran. The participants of this study are secondary school principals and teachers. The researchers employed descriptive analysis on data collected. Independent sample t-test was used to determine the difference in resistance to change based on teachers and principals gender, and one-way ANOVA and Kruskal-Wallis H-test were applied to determine the difference in resistance of teachers and principals based on years of experience. Findings – The researchers found that the level of resistance to change in Iranian schools is medium; the most important factor for resistance to change is confidence in the status quo. Gender has an effect on resistance to change only for teachers. Years of experience do not have an effect on resistance to change. Originality/value – The study identifies some useful points for school’s principals and teachers to implementation of TQM in school.

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