This paper examines leadership and management strategies that influence the use of research evidence by nurses. Methods that could be initiated to instigate the use of research in the course of practicing clinical nursing were also studied. As a result of existing computerized records, research was conducted by querying the database contents for the conduct of nursing administrators (Gifford et al., 2007). Data on the application of research methods and information by their subordinates was also interrogated in the process. All this was done by two analysts, with findings being classified as either quantitative or qualitative, with reference to the methods used.
Definitions of nursing leadership, which are mostly in conformity with theorists, indicate that leadership is a process of influencing others to achieve the established targets. Current perception methods have shifted focus to interpersonal processes and organizational engagements which influence decision making. This happened due to the change in strategies, from principal – adherent structures (Gifford, Davies, Edwards, Griffin, & Lybanon, 2007). In this context, it will be characterized as a diverse process allowing nurses to incorporate research findings in clinical practice including manager mannerisms and activities (Antrobus & Kitson, 1999).
It was discovered that only twelve factors among those analyzed fulfilled insertion criteria. Quantitative studies revealed that managerial support, policy revisions and auditing encouraged nurses to incorporate research evidence in their operations. Qualitative methods revealed proper role modeling and valuing research was instrumental in promoting this concept. It also identified organizational issues as impediments to the same. Four major studies proposed interventions to prop up managers but lacking in information about leadership. It should be noted that all materials were silent on leadership development (Gifford et al., 2007). Facilitative behavior targets at achieving internal motivation hence promote the desire to change through education, support, encouragement and establishing common purpose. Proposed methods include resource and information sharing, education and incorporating research based models in strategic plans. Policy modification will also introduce change through external, regulatory procedures which require the practices. It should be noted that implementation of both methods will yield better results since employees remit varied response to stimuli they are exposed to in the workplace (Gifford et al., 2007).
In my workplace, the nursing manager has been supportive of this process, since her exposure to the benefits at a refresher course she attended. The restructuring of the various nursing units is an illustration of this fact. After the reception of patients, relevant prophylaxis is administered as consultation is carried out for the best course of action. This is not limited to internal hierarchy, but other facilities with similar services. Whenever she is called upon, she questions the patients and their care givers exhaustively before proposing a course of action. She is also known to engage all those accompanying her when they tackle pertinent issues.
In conclusion, there is a need to develop managers in the present day, due to the rapid change of healthcare environments both in and outside the nursing environment (Gifford et al., 2007). This is heavily reliant on conditions and contexts, with studies showing strong relationship between organizational factors and leadership development. It should be noted that constructive organizational customs and strong, supportive managers are essential to incorporate research findings into nursing practice (Antrobus & Kitson, 1999).
References
Antrobus, S. and Kitson, A. (1999), Nursing leadership: influencing and shaping health policy and nursing practice. Journal of Advanced Nursing, 29: 746–753.
Gifford, W., Davies, B., Edwards, N., Griffin, P. and Lybanon, V. (2007), Managerial Leadership for Nurses’ Use of Research Evidence: An Integrative Review of the Literature. Worldviews on Evidence-Based Nursing, 4: 126–145.