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Examine the outcomes of evidence-based quality improvement.

Examine the outcomes of evidence-based quality improvement.

Examine the outcomes of evidence-based quality improvement.


DQ2 Leadership Styles that Support Evidence-Based Practice

Image of doctor and nurse discussing patient care while reviewing charts. (Science Photo Library/UIG, n.d.)People ask the difference between a leader and a boss. The leader leads, the boss drives.

– Theodore Roosevelt, 26th president of the United States of America (BrainyQuote.com, n.d.b).

This activity will address the following module outcomes:

MO2: Examine the outcomes of evidence-based quality improvement. (EPSLO 6; SLO 3)

MO3: Explore leadership strategies that will foster and sustain evidence-based practice changes. (EPSLO 2; SLO 1)


As a graduate nursing student, you may already be one of the leaders in your practice setting. Consider the potential barriers to using styles such as Innovation Leadership, Transformational Leadership, Servant Leadership, or Authentic Leadership in your practice setting. Think also about the strengths inherent in your practice setting that may support a more progressive leadership style. How could you embrace EBP leadership in your current practice setting?

Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.

Discuss which one of the following four leadership styles resonates most with you: Innovation Leadership, Transformational Leadership, Servant Leadership, or Authentic Leadership. If you have a background in military leadership, please incorporate your experience of transitioning to leadership in civilian life.

Explain why your chosen leadership style is conducive to evidence-based quality improvement.

Creating work environments for nurses that are most conducive to patient safety will require fundamental changes throughout many health care organizations (HCOs)—in the ways work is designed and personnel are deployed, and how the very culture of the organization understands and acts on the science of safety. These changes require leadership capable of transforming not just a physical environment, but also the beliefs and practices of nurses and other health care workers providing care in that environment and those in the HCO who establish the policies and practices that shape the environment—the individuals who constitute the management of the organization.

Behavioral and organizational research on work and workforce effectiveness, health services research, studies of organizational disasters and their evolution, and studies of high-reliability organizations (see Chapter 1) have identified management practices that are consistently associated with successful implementation of change initiatives and achievement of safety in spite of high risk for error. These practices include (1) balancing the tension between production efficiency and reliability (safety), (2) creating and sustaining trust throughout the organization, (3) actively managing the process of change, (4) involving workers in decision making pertaining to work design and work flow, and (5) using knowledge management practices to establish the organization as a “learning organization.” These five management practices, which are essential to keeping patients safe, are not applied consistently in the work environments of nurses.

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