NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

error and made no effort to hide it. The nurse was worried about what would happen to her when I told her that we should discuss this with the therapist.

Everyone makes mistakes, I told the nurse. We may now take steps to ensure the patient has a safe retrieval, thus, you should be concerned when medical errors go unnoticed. Together with the clinician, the nurse, and I helped her recognize the issue. The doctor indicated that although the patient would not be hurt, the injection would not be effective, and the patient would need to return 30 days later to receive the initial dosage of the vaccination. We went up to the patient, explained what had happened, provided him with the number to call the vaccination hotline, and instructed him to report any negative effects. I then convened a staff meeting and asked everyone to share how I could help them remember the amount of solvent to use for each vaccine. I collected my own thoughts as well as those of the group. This is how I applied the transformative style of leadership for NHS FPX 5004 Assessment 4.

A leader who practices transformation will support positive changes and inspire others to make significant adjustments for the group’s benefit. To determine success, these leaders look to the team’s positive reaction. Early detection of team shortcomings allows these leaders to take a struggling team and turn it into a motivated, upbeat, and productive workforce. These executives encourage staff members to work together as a team rather than as a specialized department (Ugochukwu, 2024). The traits of a transformative leader listed above best define the type of leader I am and strive to be every day. It also helped my team build trust among my employees by demonstrating that I am a capable leader who can implement a plan that will reduce medical errors related to vaccine management by integrating staff input and speaking clearly.

When making decisions as a leader, it may be crucial because the choice you make could affect the group negatively or positively in addition to yourself. Evidence-based practices and critical thinking skills can be useful when a leader is making decisions. I made the decision to make decisions using a behavioral and directive approach. The ethical leadership self-assessment tool emphasizes that behavioral decision-making includes collaborative problem-solving. This method incorporates inclusion as well, allowing everyone to express their thoughts and fostering a constructive, candid discussion aimed at arriving at a solution that all parties can agree upon. Leaders who make decisions quickly based on their knowledge and expertise are said to have an instructional style of decision-making (Chaudhary, 2023). In order to ensure that the right amount of diluent is injected each time a vaccination is given, I led the nursing team by inviting all of the nurses to contribute their ideas using the behavioral decision-making approach in NHS FPX 5004 Assessment 4.
 

Using this strategy allowed my team and I to establish mutual trust, which facilitated our decision-making process and helped us reach a decision that would benefit the community patients we were caring for. As soon as the medication error happened, I spoke with the medical director and called a team meeting to come up with a solution that would ensure the problem wouldn’t happen again. I made a quick decision in this response, illustrating the directed decision-making style. I heard all of the suggestions, and then I color-coded the sheets that broke down how much diluent was needed for each vaccine. As an example, the child’s color was blue, the adult’s was red, and the infant’s was maroon. Each of these stations was distinct to prevent confusion when the vaccines were diluted. When I brought up this novel concept with the medical director, she acknowledged that this project would also be beneficial, but she did not rule out the possibility that pharmaceutical errors would be decreased when administering

vaccines. I am pretty sure that my choice was the right one, that it had a favorable outcome, and that I would never have changed a thing.

According to the Collaborative Leadership Self-Assessment, communication also plays a major role in group leadership during the process of achieving a constructive conclusion. Making sure that what you are saying is clear, that someone is listening, and that someone is paying attention to nonverbal cues are all necessary for effective communication. Setting aside time to describe the objectives aimed at the specific audience is crucial to ensuring that the conversation is clear. Giving the speaker your whole attention while he speaks is known as active listening. Being aware of nonverbal communication in NHS FPX 5004 Assessment 4 can be beneficial since it can be utilized to oppose the spoken message being conveyed to the intended audience (Emerson, 2021). I made sure to communicate openly with the group in order to share my ideals and visions. Following an opportunity for each nurse to share their ideas with the group, I combined the information into a single strategy. When I spoke to my group, I was mindful of the nonverbal cues I should use because I knew it could be harmful to the message I was attempting to get across. My goal in nonverbal communication was to make eye contact with my colleagues and avoid sending a negative signal by crossing my arms.

When they got together to talk about their own ideas, everyone in the group was able to listen to each other’s ideas and communicate well. To reassure the team, I explained the seriousness of the problem of incorrect vaccine dilution and how it could impair the patient’s immunity by making the vaccine ineffective and making them wait longer for the next dose, which would delay their Covid-19 vaccination. The team was able to swiftly come up with a solution to ensure that this error would not occur. The patient could be treated successfully because of its capacity to deliver data in a clear and powerful way and to provide the group with

real information. They were inspired to come up with a solution that would result in a significant shift as I presented the problem to the group with accurate facts and effective communication.

Section 2: Ethics Experience

According to NHS FPX 5004 Assessment 4, there are a number of ethical conundrums that might arise in the healthcare industry, but they can be successfully resolved for the benefit of the patient with the right direction and knowledge. According to Levitt (2014), there are several of these principles that are in contradiction with one another; this is where an ethical problem occurs. Additionally, I made sure I could always consult the code of ethics when faced with a moral conundrum. The American Nurses Association imposes a set of standards known as the code of ethics to help nurses behave in a way that is rational and consistent with the standard of nursing care, regardless of what is considered morally acceptable or wrong (Gaines, 2023). Autonomy, justice, beneficence, and non-maleficence are the four guiding concepts. In leadership self-assessment examples, justice is defined as treating patients equally and fairly. Autonomy is defined as patients making their own judgments after being provided with all the information necessary to make an informed decision. When nurses provide a specific level of care to patients in a way that would benefit their well-being, this is known as beneficence. Non-maleficence is a term used when providing care to patients, and when causing them no damage results in a beneficial impact on their health (Gaines, 2023).

Additionally, I recall an ethical dilemma that came up at a doctor’s office. I called the person in need back into the living room and took her vital signs and information. She then gave me instructions to print out a copy of the lab findings from the prior year, which revealed that her blood test for STD had tested negative. She was going to give this copy to her lover, who was waiting in the section designated for those in need. The woman added that she was not sure how

she would be receiving her results back today, as her boyfriend had brought her to the office to check for any illnesses. She asked me to give her the document from last year so she could modify the date. Although I was unable to accomplish that, I informed the patient that I could update her blood and urine work at this time, allowing her to have the most recent copy given to her partner and have it updated on her medical records.

The patient was willing to do blood and urine tests, but I quickly learned that she had a trick of her own. We found that the patient had mixed a lot of water with her urine when she left the conduct room. In order for her to provide a urine sample, I also directed her to the urinal. This instance, which is represented in NHS FPX 5004 Assessment 4, shows how the clinician appropriately dealt with the patient after I raised the issue with the doctor. She urged her to provide a urine sample and not dilute it with water. The doctor went on to say that since we couldn’t provide a printout from a year ago, she could alter the dates even though it would be against our ethical guidelines. When the patient’s boyfriend came up to the counter to inquire about the situation, we guided him and his girlfriend to the evaluation room. I told the doctor that I didn’t feel comfortable telling the boyfriend about the problem, and she agreed to do so.

When the patient’s boyfriend found out about the problem, he grew furious and walked out of the clinic. The patient left the clinic with her boyfriend rather than staying with us, and we were unable to get the samples we needed for the tests. In this ethical dilemma, we followed all of the previously outlined rules, taking care to let the patient know that what she was doing was wrong. We also upheld justice by acting morally. By telling the patient how to handle the situation appropriately, the doctor promoted autonomy while also alerting the patient’s boyfriend to the issue that was developing. According to leadership self-assessment examples, we also demonstrated beneficence and non-maleficence by trying to do what would benefit the patient

the greatest by informing her that we needed to have further lab tests performed without causing any harm.

Conclusion

It is clear from the self-assessment of leadership skills that becoming a leader requires a variety of traits. To effectively lead a team, one must possess certain attributes, which include honesty, dependability, and the ability to listen to all team members. Comprehending the various leadership philosophies is crucial since they can significantly influence the decisions that have an impact on the overall success of a business. Communication and teamwork are crucial elements of leadership because they enable the group to build rapport and trust in order to identify a solution that could have an impact on the standard of care a patient receives. NHS FPX 5004 Assessment 4 stresses the significance of adhering to the code of beliefs as a guide to the decision-making process, despite the temptation to write down decisions on ethical difficulties in the healthcare context.

References

Chaudhary, S. (2023, September 7). Style of decision making: Definition, 4 types, & Pros/Cons. Mbanote. https://mbanote.org/style-of-decision-making/

Emerson, M. S. (2021, August 30). 8 Ways You Can Improve Your Communication Skills. Professional & Executive Development | Harvard DCE. https://professional.dce.harvard.edu/blog/8-ways-you-can-improve-your-communication- skills/

Gaines, K. (2023, April 18). What is the Nursing Code of Ethics? Nurse.org. https://nurse.org/education/nursing-code-of-ethics/

Levitt, D. (2014). Ethical decision-making in a caring environment: The Four principles and leads. Healthcare Management Forum, 27(2), 105–107. https://doi.org/10.1016/j.hcmf.2014.03.013

Ugochukwu, C. (2024, January 29). Transformational leadership theory: Inspire & motivate. Simply Psychology. https://www.simplypsychology.org/what-is-transformational- leadership.html