Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Final Reflection
Genevieve Givens
University of Arizona
engaging and inspiring those you lead to identify the root cause of problems and assist in
problem solving versus complaining. This understanding of shared governance has shaped my
thinking into engaging staff to promote initiatives that improve patient outcomes and maintain a
skilled workforce. Shared governance promotes knowledge sharing, empowerment, and gives the
frontline the ability to actively participate in decision making (Kowalski, 2015). All of these
components demonstrate promoting an optimal healing environment, negates lateral violence,
and improves patient care outcomes (Kowalski, 2015).
In addition, I have learned that leading does not mean having all the answers or knowing
everything but understanding the larger picture and the influence of emotional intelligence in
leadership (Heckemann, Schols, & Halfens, 2015). Emotional intelligence encompasses the
overall ability to lead by fully understanding the effects of human emotion, including their own
(Savel & Munro, 2016). Emotional intelligent leaders use this understanding to identify, regulate,
and motivate their team by utilizing the empathy and relational skills to direct others toward
productive work (Savel & Munro, 2016).
Highlights of this journey
As the past two years went on, my understanding of true leadership developed. I too
understood the intricacies of leading and making sustainable change, issues that seemed like
unsurmountable barriers became smaller and smaller. I could utilize acquired knowledge and
experience to address problems in a way that I could never have before.
Program Outcomes
Design and Lead Patient-Centered Care
This programs outcomes have included that understanding the patient perspective in
health care delivery is one of the first steps in the design of patient centered care initiatives.
FINAL REFLECTION
Incorporating these initiatives into current practice promotes achieving patient goals. My
acquired education and understanding of patient centered care has changed processes within
cardiopulmonary rehabilitation (CR). I have developed a working relationship with our exercise
physiologists (EPs) and have clearly demonstrated the importance of patient perspective in the
delivery of care. For example, in my current practice when patients begin CR a member of the
licensed staff does an intake interview and assessment, after that is completed an EP continues
the appointment. Integrating patient centeredness in this process has included the patient as a
member of the team in the handoff between the licensed staff and EP, in this handoff the patients
personal goals and plan of care are reviewed by all improving knowledge sharing and patient
outcomes.
Interprofessional Collaboration
The programs outcome on my understanding and application of interprofessional
collaboration includes effectively meeting the patients needs through a multi-disciplinary
holistic approach to the health-illness continuum. Collaborating with other clinicians, specialties,
and programs allows for expertise in multiple areas. Although my practice has been within the
cardiovascular service line multiple patient co-morbidities must be addressed for patient goals to
be met. This includes addressing attributing conditions such as diabetes mellitus type two (DM).
Approximately 60% of patients that participate in CR have been diagnosed with DM, optimizing
cardiovascular health for these patients includes appropriate management of this condition. In
my current organization there is a profound lack of DM resources in the inpatient and outpatient
setting, because of this need I have facilitated a partnership with the local health department to
provide their DM education on our site. This facilitation has filled a need and promotes the
wellness for this population.
FINAL REFLECTION
FINAL REFLECTION
FINAL REFLECTION
As a healthcare leader I have realized that linear, machine like, and authoritarian
leadership does not promote a healing environment and patient outcomes. What I have learned is
that leading in this industry is the understanding that this system is composed of integrated
pieces that all work together for goals to be met. So, my goals have evolved as I truly understand
what this education has done for myself, my family, my workplace, my profession, and my
patients. I do not know if I would have ever understood this without this program. I will take this
with me and I know that I will never fall behind again because this is the beginning of
continuous improvement and will never end. I have learned that my personal strengths include
strength, empathy, and perseverance. During this program I lost my grandmother, had my third
child, and lost my father and during this time I made mistakes in coping and dealing with my
personal life but I never quit. This is how I will lead, I will flex with complexity, I will make
mistakes, but I will not quit and I will move forward. Furthermore, I will keep in my mind that it
matters less that I always do the right thing, but that I work to ensure that the right thing is
always done and that is what leadership means to me.
References
Heckemann, B., Schols, J., & Halfens, R. (2015). A reflective framework to foster emotionally
intelligent leadership in nursing. Journal of Nursing Management, 23, 744-753.
doi:10.1111/jonm.12204
Kowalski, K. (2015). Building teams through communication and partnerships. In P. S. YoderWise (Ed.), Leading and managing in nursing (6th ed., pp. 321-345). St. Louis, MO:
Elsevier.
Savel, R. H., & Munro, C. L. (2016). Emotional intelligence: For the leader in us all [Editorial].
American Journal of Critical Care, 25(2), 104-106. doi:10.4037/ajcc2016969
FINAL REFLECTION