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The Leadership Model in Nursing


Nurses play an important role in the provision of care and tend to be the healthcare professionals who are in the closest contact with patients. The delivery of patient-centered care is one of the primary values in the clinical setting. Nursing practitioners are now encouraged to employ this approach in their daily practice, and different leadership models are utilized to address this goal (Pelletier & Stichler, 2014). Medical schools entail these aspects in their curriculum. In this paper, I will address the leadership model I have chosen for my practice and its effectiveness, as well as my reflections on meeting one of the nursing essentials associated with professional values.

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Leadership Model

I am a democratic leader as I respect other people’s views and try to make sure that all voices are heard. When it comes to nursing leadership, I used to believe that the transactional leadership model can be sufficient to meet nursing goals related to promoting the image of nursing. I used to encourage people to participate in discussions and be ready to make decisions. This approach can be applied when working with nurses and other healthcare professionals as well as patients and their close ones. However, I now understand that the application of this model is not enough to provide patient-centered care. Transformational leadership is the most appropriate approach enabling nurses to address the challenges of nursing practice. This type of leadership is associated with effective communication, collaboration, and encouragement (Patzer & Voegtlin, 2013). Transformational leaders can also resolve conflicts and contribute to the development of the appropriate atmosphere in the working place. Communication is the key to nursing leaders’ success. It is necessary to discuss patients’ needs and work on the establishment of clear goals, which can help patients and healthcare professionals collaborate effectively.

Clinical Setting and Academic Work

My academic work has been instrumental in creating this understanding and developing the necessary skills. I have reviewed numerous empirical studies as well as articles involving meta-analysis. I have elicited various ideas that turned out to be effective in the clinical setting. For example, I have improved my communication and leadership skills significantly, which helps me promote the image of nursing and even be a change agent in the hospital. I feel empowered and help my peers to become transformational leaders as well. I am not afraid of conflict situations but try to solve them effectively and ensure the focus on patients’ needs. It is also noteworthy that I have started working on my own project that will help me advance my skills and the overall nursing practice. I intend to work on the improvement of communication and collaboration among nurses, other healthcare practitioners, and patients.


To sum up, it is possible to state that my academic work has helped me develop new skills and become an effective leader who contributes to the creation of a collaborative atmosphere. I try to acquire new communication and leadership skills to help patients acknowledge and articulate, as well as pursue, their major needs. I try to empower patients and healthcare practitioners to concentrate on patients’ needs and health outcomes. I also try to see conflict situations as opportunities rather than challenges. Nursing leaders can become the professionals who ensure the provision of patient-centered care. Evidence-based practice is one of the most potent tools to achieve this goal since nurses accumulate knowledge and disseminate it to ensure effective discussion and collaboration.


Patzer, M., & Voegtlin, C. (2013). Leadership ethics and organizational change: Sketching the field. In R. Todnem By & B. Burnes (Eds.), Organizational change, leadership, and ethics: Leading organizations toward sustainability (pp. 9-35). New York, NY: Routledge.

Pelletier, L., & Stichler, J. (2014). Patient-centered care and engagement. JONA: The Journal of Nursing Administration, 44(9), 473-480.

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