Number 1: BH
Gerald is a nurse leader who impacted change in their organization to be focused on in this case study. In the health care organization that Gerald worked, nurses and doctors conducted ward rounds separately. The separate ward rounds created many inefficiencies in the organization, including ineffective communication between the nurses and the doctors (Amann et al., 2017). The doctors and nurses also experienced duplicate work being done and inefficiencies in treatment, which affected patient care quality, resulting in longer hospital stays and readmissions. Gerald as a nurse leader-led change by encouraging doctors and nurses to perform ward rounds together. The transformation was only a trial to help nurses and doctors experience firsthand the improvement in care that this change would have. In the end, the collaborative ward rounds were implemented as a necessity in delivering care for inpatients.
Success in the change was experienced as the nurses and doctors felt a reduction in workplace stress, improved satisfaction in work, and reduced workload, which motivated them to adopt the change. An improvement noted in patient outcomes was also a factor that enhanced the adoption of the program in the health care organization. Despite the success, Gerald experienced several obstacles when implementing the change including, competing for clinical priorities of the health care personnel, inadequate planning since multidisciplinary ward rounds require planning, and absence of training in the skills that are essential to provide intricate interdisciplinary team care (Royal College of Physicians, Royal College of Nursing, 2021). Also, nurses initially felt sidetracked when performing the multidisciplinary ward rounds (ineffective communication between the nurses and the doctors (Kurhila et al., 2019). The obstacles were addressed by adequate planning to ensure that doctors and nurses have a schedule on how they conduct the ward rounds, which helped reduce the competing clinical priorities. Before the multidisciplinary ward rounds were implemented, the health care personnel were trained on how to carry out the program and its significances.
Number 2 post: MH
Gladys Beatrice Carter was a nurse leader who was successful in spearheading change and impacting healthcare policy. She was a Canadian nurse midwife whose work started in the 1930’s when she mapped out a blueprint for healthcare reform (Rafferty, 2018). She saw the need to separate nursing “service” from education and upgrading nursing education to better align with public health needs. She argued that it was the conditions under which nurses were trained and educated, worked and had to pursue a living and their career opportunities which prevented them functioning to their full potential. Along the way, Carter encountered resistance and scrutiny. In 1946, a Minority Report produced by the National Health Service (NHS) and Working Party on Nurse Recruitment and Training recommended reducing the training period of nurses from three to two years (University of Edinburgh, 2018). She believed that building a better educated workforce with the cognitive capability and know-how to make effective, evidence-based decisions delivered better health outcomes for patients, families and populations (Rafferty, 2018). Carter continued her fight, supporting her cause and presenting evidence to university committees considering the case for establishing an undergraduate degree for nurses. Her perseverance paid off in 1959, when she presented evidence at the University of Edinburgh. The evidence included studies that were completed at the University of Toronto and confirmed the benefits of investment in nurse education for public and population health. This was not accidental but strategic move on Carter’s part to be involved at both Universities. The Rockefeller Foundation had very strong interests in public health at these universities and ended up funding a nurse education program and a nurse training program at the University of Edinburgh (Rafferty, 2018).
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