Change Theory in Pediatrics Unit

Healthcare institutions should implement powerful practices to support the needs of different practitioners and ensure that quality services are available to every patient. The targeted unit is concerned with the health needs of children below the age of six. The practitioners in this unit use their competencies to identify patients’ needs, educate parents and guardians, and guide them throughout the care delivery process. Unfortunately, the unit has been unable to achieve its objectives due to a number of challenges such as inefficient leadership. The paper, therefore, applies an effective change model to the unit in an attempt to support its goals.

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Identified Problem

The selected pediatrics unit has implemented a powerful model to deliver quality, timely, and sustainable health services to more children. This strategy is supported by the organization using adequate resources and care delivery incentives. The unit has a qualified leader who empowers different workers, offers support, and addresses most of the emerging issues. Unfortunately, various concerns have been raised due to the leader’s inability to support all practitioners equally (Reed, 2017). It has been reported that the unit leader does not offer adequate support to newly-employed nurses. The level of teamwork has also declined significantly in the unit.

Realistic Change

This problem affecting the unit has led to numerous challenges such as poor patient outcomes, reduced morale, and inefficiency. The best change that can tackle this challenge should be implemented by the topmost leaders in the organization. They should evaluate the performance of the unit leader in order to understand why the current problem continues to persist (Marquis & Huston, 2017). The institution should go a step further to encourage the leader to support all workers equally. If the unit manager fails to change his misbehaviors, the best strategy would be to appoint a competent person to lead the unit.

Additionally, different practitioners and caregivers in the unit should be guided and encouraged to form powerful teams. Such groups should include newly-recruited practitioners. Experienced workers should be empowered to support their counterparts and focus on the best outcomes. These evidence-based approaches will address the issue and make it easier for the unit to meet the needs of more children.

Organization’s Mission, Vision, and Values

The mission of the organization is to provide high-quality and timely health services to its patients. Its vision is to become the leading provider of evidence-based health services that empower individuals to achieve their potential. The organization also focuses on key values such as integrity, equality, justice, and fairness. The proposed change will support these attributes. For instance, the use of efficient leadership processes in the unit will ensure that different workers are empowered to offer quality services (Marquis & Huston, 2017). Consequently, the unit will be in a position to achieve its vision. The empowerment of individuals from diverse backgrounds will tackle the challenge of discrimination. The move will also promote specific values such as justice and equality. This means that the implementation of a powerful model to deal with the above problem will support the organization’s mission, vision, and values.

The proposed change in the unit resonates with various professional standards. For instance, practitioners should be empowered and supported if they are to offer exemplary patient care. The IOM report also proposes powerful standards such as autonomy, empowerment, and professional development. The targeted solution to this problem will ensure that the organization upholds every professional standard. Nurses are also expected to practice in accordance with their competencies and education levels (Hassmiller & Reinhard, 2015). Professional standards also require organizations to have appropriate working or practice environments and promote non-discriminatory practices. That being the case, every empowered practitioner will fulfill these standards while at the same time focusing on his or her scope of practice.

Facilitating Change: Change Model

The current problem affecting the pediatrics unit should be addressed using a powerful change model. The most appropriate strategy is Kurt Lewin’s model. The rationale for this selection is that the model is composed of three steps that can be applied efficiently (Cummings, Bridgman, & Brown, 2016). The strategy is also self-explanatory and can be implemented in a wide range of settings. The first stage is known as refreezing. During this phase, every stakeholder will be informed about the impacts of the existing problem. This approach will prepare the individuals psychologically. The leaders in the organization will also use the stage to inform the unit manager about the consequences of his malpractices and misbehaviors. The second phase is known as change (Ratnapalan & Uleryk, 2014). During this stage, the proposed approaches such as the identification of a new leader and formation of powerful teams will be implemented. The final stage is freezing whereby every new change will be normalized in the pediatrics unit.

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From this analysis, it is evident that the suggested stages are aligned to Kurt Lewin’s change model. This means that the first stage will be used to examine the problem carefully, sensitize the workers about the most appropriate practices, and inform the leader about the dangers of his managerial approach. These practices are in line with the model. The second phase is change whereby evidence-based practices will be implemented in the unit (Cummings et al., 2016). During the stage, the unit leader will be encouraged to change his managerial model, create new teams, and empower individuals from diverse backgrounds. The ultimate goal should be to meet the needs of every practitioner and support the unit’s goals. Finally, the third phase (freezing) will be used to ensure that every practice is supported in the unit.

Change Management and Required Skills/Characteristics

The organization’s manager will be requested to initiate the change. The leader will be keen to question the unit manager and compel him to improve his leadership strategy. It will also necessary for every stakeholder in the unit to support the process. The unit leader will then be tasked with various roles such as supporting practitioners, addressing their needs, and focusing on patient’s expectations (Ulrich & Kear, 2014). Practitioners will also be required to support the leader in order to implement the change process successfully. The organization’s manager will supervise the entire process.

The change effort cannot succeed without various skills and characteristics. For instance, skills such as empowerment, problem-solving, decision-making, leadership, and communication will be required through the process. The leaders should be critical thinkers and attentive listeners (Ratnapalan & Uleryk, 2014). The major characteristics needed include patience, charisma, and tolerance. These aspects will support every person’s need in the unit and deliver positive outcomes.


The existence of various problems in a given healthcare facility or unit can disorient its performance and affect the quality of health services available to different patients. The presented unit has been unsuccessful due to poor leadership practices and lack of efficient teams. The use of Lewin’s change model can support the implementation of evidence-based solutions and improve the unit’s performance. The important thing is for every stakeholder to be involved throughout the process.


Cummings, S., Bridgman, T., & Brown, K. G. (2016). Unfreezing change as three steps: Rethinking Kurt Lewin’s legacy for change management. Human Relations, 69(1), 33-60. Web.

Hassmiller, S. B., & Reinhard, S. C. (2015). A bold new vision for America’s health care system. American Journal of Nursing, 115(2), 49-55. Web.

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

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Ratnapalan, S., & Uleryk, E. (2014). Organizational learning in health care organizations. Systems, 2, 24-33. Web.

Reed, P. (2017). Translating nursing philosophy for practice and healthcare policy. Nursing Science Quarterly, 30(3), 1-12. Web.

Ulrich, B., & Kear, T. (2014). Patient safety and patient safety culture: Foundations of excellent health care delivery. Nephrology Nursing Journal, 41(5), 447-456.

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