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Post 1: Clinical leadership in nursing is highly valued. It promotes high-quality treatment of the patient and person-centered care in the healthcare system. It also contributes towards a positive environment for clinical care of the patient and job satisfaction for the nurses. It also helps is job retention. Clinical leadership is also used to eliminate the workplace inefficiency and aid in motivating other team members of the care plan. It is used to alter initiatives to rectify problems that come in clinical settings. Clinical leadership also facilitates in finding out ineffective organizational structure and workflow. It helps us to identify poor policies, guidelines and procedures for the betterment of patient's care (Mianda & Voce, 2018; Hofmann & Vermunt, 2020). Moreover, effective leadership also results in an improvement in system performance and can help in achieving health reforms. It also improves the patient experiences regarding the care and therefore has better outcomes in patient treatment. Because of clinical leadership, nurses engage more effectively with patients and thus provide quality care. Therefore, it can be said that clinical leadership optimize the delivery of care. So, it should be important for a student to learn about the clinical leadership as it will make him future-ready and will also facilitate in delivering quality care to the patient (Daly et al., 2014; Bender, 2016).
Post 2: Autonomy in nursing is very important as nurses have a crucial role in decision making for the benefit of the patients. Autonomy in the nursing profession helps nurses in becoming a professional who is true towards their responsibilities and patient care. Autonomy in nursing also aids in the holistic development of the profession of nursing. Care provided by the nurses requires decision-making and problem solving which determine the requirements of the care for the individual. Hence, the care which should be given to the patient should be given in an autonomous manner which consists of decision-making. With the use of autonomy, nurses could work effectively in their workplace and could efficiently assess the patient condition and therefore can make decisions for the welfare. With autonomy in nursing, nurses also feel more satisfaction in their job and perform their work more efficiently thus providing quality care to the patient ( Baykara & Şahinoğlu, 2016; Galbany-Estragués & Comas-d’Argemir, 2017; AllahBakhshian et al., 2017). Autonomy in nursing could be demonstrated in the evaluation of the patient, their diagnosis, in prevention and intervention, in communication with patients and his family, in clinical settings and communication with other healthcare professionals. Therefore, it can be stated that autonomy is very much relevant for nurses (Galbany-Estragués et al., 2017).
Post 3: Student’s representation in committees of the university is the main way by which students get involved in process of decision-making in their universities. This will make students political active and also with that they gain more respect in the university and their position will be valued. There will also be proper communication between the students and the university. Involving students in innovation will also help in the holistic development of the organization (Luescher-Mamashela, 2013; Ashwin & McVitty, 2015). Engagement of the students also impacts the teaching as the quality of teaching increases and also learning is enhanced in students. It makes the learning student-centred which helps in the betterment of the students. Student's involvement includes consultation, partnership and leadership. Leadership pursues students to emphasize on creating new aspects in practice. Their engagement also promotes changes in the policies and guidelines which could help in the betterment of the organization and ultimately in the education of the students. Therefore, it can be said that students engagement help in bringing changes in the organization and innovation. Hence, their involvement must be appreciated and should be made compulsory for the betterment of the organization (Ashwin & McVitty, 2015; Macfarlane & Tomlinson, 2017; Klemenčič, 2017).
AllahBakhshian, M., Alimohammadi, N., Taleghani, F., Nik, A. Y., Abbasi, S., & Gholizadeh, L. (2017). Barriers to intensive care unit nurses' autonomy in Iran: A qualitative study. Nursing Outlook, 65(4), 392-399. https://doi.org/10.1016/j.outlook.2016.12.004
Ashwin, P., & McVitty, D. (2015). The meanings of student engagement: implications for policies and practices. In The European higher education area (pp. 343-359). Springer, Cham.
Baykara, Z. G., & Şahinoğlu, S. (2014). An evaluation of nurses’ professional autonomy in Turkey. Nursing Ethics, 21(4), 447-460. https://doi.org/10.1177/0969733013505307
Bender, M. (2016). Conceptualizing clinical nurse leader practice: An interpretive synthesis. Journal of Nursing Management, 24(1), E23-E31. https://doi.org/10.1111/jonm.12285
Daly, J., Jackson, D., Mannix, J., Davidson, P. M., & Hutchinson, M. (2014). The importance of clinical leadership in the hospital setting. Journal of Healthcare Leadership, 75-83. https://doi.org/10.2147/JHL.S46161
Galbany-Estragués, P., & Comas-d’Argemir, D. (2017). Care, autonomy, and gender in nursing practice: A historical study of nurses’ experiences. Journal of Nursing Research, 25(5), 361-367. https://doi.org/10.1097/JNR.0000000000000184
Galbany-Estragués, P., & Comas-d'Argemir, D. (2017). Care, autonomy, and gender in nursing practice: A historical study of nurses' experiences. The Journal of Nursing Research: JNR, 25(5), 361–367. https://doi.org/10.1097/JNR.0000000000000184
Hofmann, R., & Vermunt, J. (2020). Professional learning, organisational change and clinical leadership development outcomes. Medical Education. https://doi.org/10.1111/medu.14343
Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30(1), 69-85.
Luescher-Mamashela, T. M. (2013). Student representation in university decision making: Good reasons, a new lens?. Studies in Higher Education, 38(10), 1442-1456. https://doi.org/10.1080/03075079.2011.625496
Macfarlane, B., & Tomlinson, M. (2017). Critiques of student engagement. Higher Education Policy, 30(1), 5-21. https://doi.org/10.1057/s4130701600273
Mianda, S., & Voce, A. (2018). Developing and evaluating clinical leadership interventions for frontline healthcare providers: A review of the literature. BMC Health Services Research, 18(1), 747. https://doi.org/10.1186/s12913-018-3561-4
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