of death after heart disease and cancer. Makary & Daniels (2016), define a death due to medical error as a death that is caused by inadequately skilled staff, an error in judgment or care, a system defect, or a preventable adverse effect. These deaths include deaths from mix‐ups with the dose or type of medications administered to patients, surgical complications that go undiagnosed, and computer breakdowns. Makary & Daniels (2016), also noted that death certificates in the U.S., used to compile national statistics, have no way to identify medical error and that the reporting system should be revised to facilitate better understanding of deaths due to medical error. In 2019, the Institute for Healthcare Improvement (IHI) noted that health care delivery continues to be unsafe and that substantive improvements in patient safety will be difficult to achieve without major medical education reform at the medical school and residency training program levels (Gandhi et al., 2018).
The Robert Wood Johnson Foundation (RWJF) partnered with the Institute of Medicine (IOM) in 2010 and released a Report on The Future of Nursing: Leading Change, Advancing Health (National Academy of Science, 2011). This Report offered a series of recommendations to advance nursing's contributions to the health care environment, as follows:
Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression.
Nurses should be full partners, with physicians and other health care professionals, in redesigning health care in the United States.
Nurses should practice to the full extent of their education and training.
Effective workforce planning and policy making require better data collection and information infrastructure.
Following this Report, the American Association of Retired Persons (AARP) and RWJF launched the Future of Nursing: Campaign for Action to shepherd the implementation of the Report's recommendations. The Future of Nursing: Campaign for Action coordinated through the Center to Champion Nursing in America (CCNA), works nationally and through state Action Coalitions to advance its goals. The Future of Nursing: Campaign for Action Dashboard 2017 yearly progress report on the 2010 IOM Recommendations on The Future of Nursing: Leading Change, Advancing Health Report notes the following progress on the goals:
Goal: Increase the proportion of nurses with a Baccalaureate Degree to 80% by 2020. 2017 Dashboard reports 56% of employed nurses hold a Baccalaureate (or higher) degree in nursing.
Goal: Double the number of nurses with a Doctorate by 2020. 2017 Dashboard reports 28,004 employed nurses have a Doctoral degree.
Goal: Advanced Practice Registered Nurses should be able to practice to the full extent of their education and training. 2017 Dashboard reports Advanced Practice Registered Nurses are able to practice to the full extent of their education and training in approximately one‐third of U.S. states.
Goal: Expand opportunities for nurses to lead and disseminate collaborative improvement effort. Unfortunately, the 2017 Dashboard reports that the number of health professions courses that include both RN students and graduate students of other health professions has decreased.
Goal: Health care decision makers should ensure leadership positions are available to and filled by nurses. 2017 Dashboard reports 6,532 nurses have reported serving on non‐Nursing Boards.
(Future of Nursing: Action Dashboard, available at, https://campaignforaction.org/wp-content/uploads/2019/07/Dashboard-Indicator-Updates_7.9.19.pdf, accessed July 22, 2017.) and The Nurses on Boards Coalition, available at, (https://www.nursesonboardscoalition.org/, accessed August 31, 2019).
Following passage of the Affordable Care Act of 2010, the Center for Medicare and Medicaid Services (CMS) invested in patient safety by tying hospital reimbursement to patient and family satisfaction, patient outcomes, and quality and safety.
As mentioned earlier, Leadership and Management theories are utilized by nurses from Day 1 of their clinical practice. This text, Nursing Leadership & Management, Fourth Edition, is edited by Patricia Kelly Vana and Janice Tazbir. It explores the Leadership and Management theories and skills that beginning nurses need in order to collaborate with the interprofessional team and structure the patient care environment to meet patient needs. Nurses use informatics and apply evidence‐based, safe, high‐quality standards and develop and monitor work processes and staffing, etc., to achieve high quality, safe, patient‐centered care outcomes.
The Editors, Patricia and Janice, believe that all nurses, regardless of their role, are leaders and managers. Nursing Leadership and Management begins at a personal level when the new nurse reviews their career and life goals, such as goals for education and certification, type and quality of hospital for employment, desired type of patient care unit to work on, work benefits, financial goals, home purchase goals, etc. Nursing Leadership and Management continues with the staff nurse at the bedside. This bedside staff nurse is responsible for assuring that the evidence‐based health care structures and processes needed to achieve safe, high quality patient‐centered outcomes are available to patients. The staff nurse at the bedside demonstrates this commitment to patient care quality and safety with the utilization of evidence‐based care, development of a high quality, safe, patient care environment, safe staffing, review of quality patient care guidelines and medications, and the development of professional communication, speech, and dress that strengthens the nurse's ability to manage and collaborate with the interprofessional team and lead patients to safe, high quality, patient‐centered outcomes. In addition, the bedside staff nurse recognizes that many factors in the environment and health care system influence the development of evidence‐based, safe, high‐quality, patient‐centered outcomes. Accordingly, this bedside staff nurse recognizes the importance of developing personal, professional, and political power and joining nursing, hospital, and community committees, associations, Boards of Directors, etc., to assure the development of evidence‐based, safe, high‐quality, patient‐centered outcomes.
Nursing Leadership & Management, Fourth Edition reviews information from the Agency for Healthcare Quality and Research, The Joint Commission, the Leapfrog Group, the National Quality Forum, and the Institute for Healthcare Improvement (IHI), among others, all focused on improvement of the quality and safety of patient care.
The chapter contributors to this Fourth Edition include many different types of nurses and members of the interprofessional team including: staff, educators, administrators, faculty informaticists, historians, quality scholars, clinical nurse specialists, nurse lawyers, nurse practitioners, entrepreneurs, physicians, librarians, psychologists, and others. These contributors are from all sections of the United States, illustrating a broad view of nursing leadership and management. There are chapter contributors and interviews from California, Colorado, Florida, Illinois, Indiana, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, New Hampshire, New Orleans, New York, New Jersey, Ohio, Rhode Island, South Carolina, Texas, Vermont, Washington, and Wisconsin.
1 Organization
Nursing Leadership & Management, Fourth Edition, consists of 29 chapters organized in a Conceptual Framework. This Conceptual Framework highlights nursing leadership and management responsibilities to the patient, to the community, to the interprofessional health care team, to the institution, and to self. The Four Units of the Conceptual Framework provide beginning nurse leaders and managers with the knowledge needed in today's health care environment.
Unit 1 introduces Kelly Vana’s Nursing Leadership and Management. This unit discusses Nursing Leadership and Management in the Health Care Environment and reviews
