You are a third-year nursing student on placement in a rural and remote hospital in Australia. It is now (Monday of) week three in an eight-week pla

Case Scenario

You are a third-year nursing student on placement in a rural and remote hospital in Australia. It is now (Monday of) week three in an eight-week placement in the Emergency Department [ED]. You are starting to feel like part of the team, well done!

For background, the term 'rural and remote' encompasses all areas outside Australia's major cities. According to the Australian Standard Geographical Classification System (AIHW, 2022), these areas are classified as Inner regional, Outer regional, Remote or Very remote. Your experience of this ED has been typically busy with patients and staff from a diverse culture and linguistic backgrounds. The profile of the community includes Aboriginal and Torres Strait Islander people as well as non-Indigenous population.

You have been assigned to Nikki (RN) the team leader. You, Nikki and Shaun (RN) have been allocated to work in the 5-bed Resuscitation Bay. Nikki has 8 years post-qualification experience (RN8) and is also the Clinical Nurse Educator. Nikki delegated the task of priming and attaching normal saline 100 mL as a keep-vein-open [KVO] for the patient in Bed 3, to you. You go to prepare your IV giving set and realised that the equipment drawers in bedspace 3 was near empty - there were no normal saline 100 mL IV bags left within reach. When you did your equipment check earlier that morning, you remembered that there should be one saline bag left in bedspace 1. Taking initiative, you let Nikki know that you were going to Bed 1 to collect the normal saline.

At Bed 1, you noticed that the bedside curtains were closed and you could hear Shaun moving behind the curtains. He gave you verbal consent to come in. Shaun has 2 years post-qualification experience (RN2) and this is his first rotation working in the Resuscitation Bay. Shaun informed you that the patient in Bed 1 is deceased and that he was completing his paperwork in preparation of transferring the patient to the mortuary. Whilst moving towards the equipment drawers to retrieve your normal saline, you observed that the patient was lying supine, the blanket was covering them up to their chest and the bedspace looked neat and tidy. Your clinical knowledge informed you that the patient looked pale, their lips were blue, slightly parted and they were not breathing. All the observation monitors around the patient were already disconnected (i.e. no monitoring of vital signs) and switched off. You collected your item and left the bedspace.

A few minutes later, you successfully administered the KVO for your patient in Bed 3 under Nikki's observation. Nikki then let you know that she will be at Bed 5 to take a serial ECG for the patient. Whilst you are still in bedspace 3, Tony the Ward Cleaner approaches you with a startled and concerned expression on his face. Tony beckons you forward and tells you that "the person in Bed 1 doesn't look very well. Can you please come and help?". You quickly realise that he's talking about the deceased patient. You reassured and thanked Tony for letting you know. You explained that the patient is deceased. Tony asks if it's still okay if he quickly empties the bin and sweeps the floor in the bedspace. You are not sure where Shaun has gone to, but you explain that Shaun is in charge of that bedspace today and that you will ask Shaun whether Tony can clean. Luckily, Shaun returns from the adjacent room, he explains that he had to collect another form to complete his paperwork. Shaun takes over from you and allows Tony to clean the bedspace.

Later in your shift, you debrief with Nikki. You explained the situation and asked if there was a policy or procedure that you should follow in terms of allowing the cleaner in or if there was a way to let staff know that the patient in the bedspace is deceased. Nikki said that no, there is currently no policy or strategy to inform staff that the person in the bedspace is deceased. Nikki reflected and shared that she used to be a neonatal nurse in the UK during 2016. The hospital she used to work at used the Purple Butterfly Initiative as a simple, sensitive and effective method to let others know about the loss of a baby, or babies, from a multiple pregnancy. Nikki suggested that this is an opportunity for you to show leadership and has tasked you with presenting a similar initiative. She asked you to consider how you would facilitate this change in practice.

By the end of week 5 (Friday) of your placement, you are to present your project proposal to Nikki.

Task

In your paper, focus on the leadership style(s) that you might adopt for this clinical case scenario.

Identify your chosen leadership style(s), describe and explain the characteristics and traits that would be needed to communicate skilfully and respectfully to staff, patients and their relatives.

Support and critique the evidence-based theory behind your chosen leadership style(s)

Would you choose paper-based or digital technology (or both) to action your initiative? Why?

Examine how you would propose this change to the multi-disciplinary team and other stakeholders i.e. consider how you might present this to the Director of Nursing and Medicine of this hospital. Would you arrange a meeting? Send an email?

Discuss the importance of empowering members of the health care team, in this case scenario, you are focusing on yourself. Describe how you might feel empowered by Nikki the Clinical Nurse Educator because she tasked you with this project. What is the impact on your learning and development as an early nurse leader? Support your statements with literature.

Tip:The focus of your analysis is onleadershipand not on the nuances of the clinical practice. i.e. don't focus your paper on the nursing invention (a similar initiative to the Purple Butterfly).

Case Scenario

You are a third-year nursing student on placement in a rural and remote hospital in Australia. It is now (Monday of) week three in an eight-week placement in the Emergency Department [ED]. You are starting to feel like part of the team, well done!

For background, the term 'rural and remote' encompasses all areas outside Australia's major cities. According to the Australian Standard Geographical Classification System (AIHW, 2022), these areas are classified as Inner regional, Outer regional, Remote or Very remote. Your experience of this ED has been typically busy with patients and staff from a diverse culture and linguistic backgrounds. The profile of the community includes Aboriginal and Torres Strait Islander people as well as non-Indigenous population.

You have been assigned to Nikki (RN) the team leader. You, Nikki and Shaun (RN) have been allocated to work in the 5-bed Resuscitation Bay. Nikki has 8 years post-qualification experience (RN8) and is also the Clinical Nurse Educator. Nikki delegated the task of priming and attaching normal saline 100 mL as a keep-vein-open [KVO] for the patient in Bed 3, to you. You go to prepare your IV giving set and realised that the equipment drawers in bedspace 3 was near empty - there were no normal saline 100 mL IV bags left within reach. When you did your equipment check earlier that morning, you remembered that there should be one saline bag left in bedspace 1. Taking initiative, you let Nikki know that you were going to Bed 1 to collect the normal saline.

At Bed 1, you noticed that the bedside curtains were closed and you could hear Shaun moving behind the curtains. He gave you verbal consent to come in. Shaun has 2 years post-qualification experience (RN2) and this is his first rotation working in the Resuscitation Bay. Shaun informed you that the patient in Bed 1 is deceased and that he was completing his paperwork in preparation of transferring the patient to the mortuary. Whilst moving towards the equipment drawers to retrieve your normal saline, you observed that the patient was lying supine, the blanket was covering them up to their chest and the bedspace looked neat and tidy. Your clinical knowledge informed you that the patient looked pale, their lips were blue, slightly parted and they were not breathing. All the observation monitors around the patient were already disconnected (i.e. no monitoring of vital signs) and switched off. You collected your item and left the bedspace.

A few minutes later, you successfully administered the KVO for your patient in Bed 3 under Nikki's observation. Nikki then let you know that she will be at Bed 5 to take a serial ECG for the patient. Whilst you are still in bedspace 3, Tony the Ward Cleaner approaches you with a startled and concerned expression on his face. Tony beckons you forward and tells you that "the person in Bed 1 doesn't look very well. Can you please come and help?". You quickly realise that he's talking about the deceased patient. You reassured and thanked Tony for letting you know. You explained that the patient is deceased. Tony asks if it's still okay if he quickly empties the bin and sweeps the floor in the bedspace. You are not sure where Shaun has gone to, but you explain that Shaun is in charge of that bedspace today and that you will ask Shaun whether Tony can clean. Luckily, Shaun returns from the adjacent room, he explains that he had to collect another form to complete his paperwork. Shaun takes over from you and allows Tony to clean the bedspace.

Later in your shift, you debrief with Nikki. You explained the situation and asked if there was a policy or procedure that you should follow in terms of allowing the cleaner in or if there was a way to let staff know that the patient in the bedspace is deceased. Nikki said that no, there is currently no policy or strategy to inform staff that the person in the bedspace is deceased. Nikki reflected and shared that she used to be a neonatal nurse in the UK during 2016. The hospital she used to work at used the Purple Butterfly Initiative as a simple, sensitive and effective method to let others know about the loss of a baby, or babies, from a multiple pregnancy. Nikki suggested that this is an opportunity for you to show leadership and has tasked you with presenting a similar initiative. She asked you to consider how you would facilitate this change in practice.

By the end of week 5 (Friday) of your placement, you are to present your project proposal to Nikki.

Task

In your paper, focus on the leadership style(s) that you might adopt for this clinical case scenario.

Identify your chosen leadership style(s), describe and explain the characteristics and traits that would be needed to communicate skilfully and respectfully to staff, patients and their relatives.

Support and critique the evidence-based theory behind your chosen leadership style(s)

Would you choose paper-based or digital technology (or both) to action your initiative? Why?

Examine how you would propose this change to the multi-disciplinary team and other stakeholders i.e. consider how you might present this to the Director of Nursing and Medicine of this hospital. Would you arrange a meeting? Send an email?

Discuss the importance of empowering members of the health care team, in this case scenario, you are focusing on yourself. Describe how you might feel empowered by Nikki the Clinical Nurse Educator because she tasked you with this project. What is the impact on your learning and development as an early nurse leader? Support your statements with literature.

Tip:The focus of your analysis is onleadershipand not on the nuances of the clinical practice. i.e. don't focus your paper on the nursing invention (a similar initiative to the Purple Butterfly).

Referencing style must following CDU APA 7th Referencing Style 2022 with a minimum of 15 journal articles, studies, books or other literature to support your statements. Use references published within the last 7 years.