style="font-size:15px;"> Pat would like to give special thanks to Ron Vana, her husband, for his ongoing support and for the happiness he brings to her life. Thanks also go to her Dad and Mom, Ed and Jean Kelly; her sisters, Tessie Kelly Dybel and Kathy Kelly Milch; her Aunt Pat (who convinced her to start writing), and Uncle Bill Kelly; her Aunt Verna and Uncle Archie Payne; her nieces, Natalie Dybel Bevil, Melissa Milch Arredondo, and Stacey Milch Monks; her nephew, John Milch; her grandnephew, Brock Bevil; her grandniece, Reese Bevil; her nephews‐in‐law, Tracy Bevil, Peter Arredondo, and Derek Monks; and her dear friends, Patricia Wojcik, Florence Lebryk, Lee McGuan, Dolores Wynen, and Joan Fox, who have supported her throughout her development of this book. Special thanks to Pat's wonderful nursing friends, Zenaida Corpuz, Dr. Mary Elaine Koren, Dr. Barbara Mudloff, Dr. Patricia Padjen, Jane McKeon, Nancy Weber, Kerrie Ellingsen, and Dorothy Daniel Smith. Special thanks also to Pat's dear friends and nursing classmates of 58 years, Sylvia Komyatte, Gerri Kane, Julie Martini, Ivy Schmude, Anna Fizer, Judy Ilijanich, Janice Klepitch, Trudy Keilman, Mary Kay Moredich, Judy Rau, Lillian Rau, and Jenny Hawk, who have supported her during their years together as nurses. Special thanks also go to Pat’s Co‐Editor on this and other texts, Janice Tazbir, a great nurse, friend, and Co‐Editor., and to Pat’s Faculty mentors, Dr. Imogene King and Dr. Joyce Ellis.
Janice would like to gratefully acknowledge her family: Jade and Joule, her beautiful daughters‐inside and out, and her husband of 25 years, Johnny, who is her best friend. Her family is a continual source of joy. Her gratitude extends to the students at Purdue University Northwest (PNW) for the years of inspiration, joy and driving her passion. She would also like to acknowledge her University of Chicago Medicine (UCM) colleagues that remind her of the incredible work and passion it takes to face critical care situations day in and out and provide excellent care and to Peggy Zemansky for being a living example of a great manager. Special thanks to Pat Kelly‐Vana, a mentor and friend through the years (she was one of Janice’s first professors) and to Catherine Ashton, fellow‐yogi, friend and mentor; may your light shine forever‐Namaste.
We would like to acknowledge and sincerely thank the team at Wiley who have worked to make this book a reality. Jennifer Seward, (Senior Project Editor), Tom Marriott (Editorial Assistant), P. Sathishwaran, our Content Refinement Specialist, Reference and Trade, and our Publisher, Magenta Styles.
About the Companion Website
This book is accompanied by a companion website:
www.wiley.com/go/kelly-Nursing-Leadership
The website includes:
Instructor Resources Online
Additional online review questions with answers for each chapter
Lecture PowerPoint for each chapter
Tables and figures for all chapters
Student Resources Online
Lecture PowerPoint for each chapter
Tables and figures for all chapters
Chapter Review question answers
Glossary of Key Terms
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Unit 1 Kelly Vana’s Nursing Leadership and Management
1
Nursing Leadership, Management, and Motivation
Linda Searle‐Leach
Azusa Pacific University, Azusa, CA, USA, and Huntington Hospital, Pasadena, CA, USA
Leadership is not about titles, positions or flowcharts. It is about one life influencing another.
(John Maxwell, 1997)
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
1 Define and differentiate between leadership and management.
2 Distinguish characteristics of effective leaders.
3 Identify leadership theories.
4 Explain emotional intelligence.
5 Identify direct care nurses as Knowledge Workers and first‐line leaders of patient care delivery.
6 Apply knowledge of leadership theory in carrying out the nurse's role as a leader.
7 Describe the management process.
8 Explain frontline, middle and executive level management roles that nurses fulfill in an organization.
9 Relate management theories.
10 Summarize motivation theories.
OPENING SCENARIO
Ed Harley was admitted to the cardiac observation unit earlier in the day. He had been diagnosed previously with heart disease and had experienced episodes of ventricular arrhythmias. His cardiologist had determined the need to change his antiarrhythmic medication to reduce the side effects Mr. Harley was experiencing. That evening, while Mr. Harley was talking to his wife on the phone and as his nurse, Maria, was walking to his bedside, he suddenly stopped talking and went into ventricular fibrillation and cardiac arrest. Maria reacted instinctively and startedAdvanced Cardiac Life Support (ACLS) defibrillating him immediately. Normal sinus rhythm appeared on the monitor before anyone else could respond to the code. Mr. Harley was then transferred to theCoronary Care Unit (CCU).
Maria had been a Registered Nurse (RN) for less than one year at the time, and although she had participated in Code arrests a few times, she had never witnessed one occur right before her eyes. Her knowledgeable action saved this patient's life. In nursing, Cardiopulmonary Resuscitation (CPR) and ACLS are mandatory skills and considered part of a nurse’s ordinary work. Yet it is quite extraordinary work.
Everything had happened so quickly that evening that Maria did not have a chance to talk to the patient before he was transferred. She entered his room the next morning in CCU, as the sun was just rising. As he awoke, Maria spent that quiet time with him. While he embraced the start of a new day, his thoughts were intense. What he chose to share was this acknowledgment: “You saved my life. Thank you.” This precious moment was a celebration of both of their lives.
