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Literature Review
Lisa Morrill
Ferris State University

Literature Review
Much of the literature supports the importance of an advanced education for the nurse
leader. Using a non-nursing theory of reflection allows one to assess their personal strengths,
weaknesses and helps to guide a course towards developing a stronger professional practice.
Hatlevik (2011), describes the correlational study of the relations of nursing students acquired
reective skills, practical skills and theoretical knowledge on their perception of coherence
between theory and practice (p.1). The research study summarizes that using a nurses practical
skill, theory knowledge and reflection will help to yield a greater understanding and coherence in
their understanding of their educational objectives (Hatlevik, 2011). Although the study does
have its limitations it does show promise towards the aims of the study. Effective use of selfreflection is a trait that can nurture growth and development in a nurse leaders role. Marshall
(2011) writes that reflection, should help you to identify areas of which you may not have been
aware, to validate what you may already know, and to provide a positive foundation that can
inspire you to do better (p. 41).
Reviewing the nursing theory of transformational leader, a transformational leader
frequently uses reflection of their own practice as well as information gleaned from encounters
they may have or have had. They should continually attempt to grow and assess their practice for
behaviors that will provide support, understanding, motivation and collaboration with the patient
and the healthcare team. Nursing and transformational leadership literature has shown a trend
toward transforming healthcare compared to past leadership characteristic of managing
change (Luzinski, 2011). In a research article written by Huston (2008) she outlines
characteristics of a transformational leader, several of those that are in partnership with the
defined learning plan, those being, a global perspective of healthcare issues, excellent decision

making skills using evidence based practice, the ability to create and support an environment that
supports quality and safety for both the patient and the team members. Encompassing the use of
reflection and transformational leadership theories in relation to my objectives during the
practicum, I chose to focus on two of the four nursing standards listed as my weaker areas of
performance. The focus of the literature review will include Standard 1 of Assessment and
Standard 15 of Leadership (ANA, 2009).
Several of the listed competencies of Standard 1 of Assessment focus on increasing the
quality of care provided to healthcare consumers by striving to recognize potential gaps in
process and collaborating with others on the interdisciplinary team to eliminate identified gaps
(ANA, 2009). Thomas and Houston (2005) claim that the advanced nurse can use the theory
they have learned to integrate and collaborate with the healthcare team by using these
relationships to capitalize on change and develop methods or reengineer processes that will help
to increase quality and safety of patients. In another article it is indicated that a nurse specifically
a Registered Nurse is an excellent choice to be lead in a quality program (Bakerjian & Zisberg,
2013). In addition to using a nurse using evidenced based guidelines, a strong administrative
support and collaboration with other members of the healthcare team will elevate the level of
success for such a program (Bakerjian & Zisberg, 2013). A nursing leader should be vigilant at
assessing the surroundings of their practice and working towards providing the highest quality of
care to the population they serve. Questions should continually be asked, how can we do this
better, how can we obtain excellence, how can we prevent a patient from being harmed?
Institutions should be challenged to continually raise the bar (Kerfoot, 2001). Assessment of the
weak links and work toward eliminating the potential for errors and harm is a range that I hope to
strengthen during my practicum. Involvement with quality programs, error investigation and

development of innovative solutions in one of the objectives that I have set and hope to
accomplish.
The second competency objective that is identified for growth is Standard 15 of the ANA
nursing administrator standards, that of leadership. Minimal research articles are found and
some of those have limited scope but commonalities of professional characteristics in the
advance practice nurse have been identified. In a research article written in 2000 by WilsonBarnett, Barriball, Reynolds, Jowett and Ryrie it was documented after assessment of several
advance practice students that some of these attributes included positive motivation to
constantly improve practice, assessment of individual and group needs and the ability
prioritise service requirements underpinned by specialist knowledge and experience. It was
further felt that these findings have implications for nursing management if standards in care
delivery are to improve considerably (Wilson-Barnett, Barriball, Reynolds, Jowett and Ryrie,
2000, p. 4). Huston indicated that nurse leaders must be involved and educated towards a global
mind set, that nursing trends and knowledge should be encourage towards all localities of
healthcare be it local, national and/or regional (2008). Being involved will help to raise the level
of awareness toward future healthcare priorities. Rao and Rich identify one of the functions of a
nursing leader is to represent the profession, to be an ambassador both locally as well as globally
(2012). Supporting the nursing profession is important to developing a stronger more vocal
group that can actively speak and support needed change in the healthcare environment. Nurses
need to become involved and educated in the chaotic environment we serve in order to help
make a difference. I hope through my clinical practicum I can witness nursing at a higher level
of professional practice and find ways that can make a difference.

References
American Nurses Association. (2009). Nursing administration: Scope and standards of practice.
Silver Spring, MD: American Nurses Association.
Bakerjion, D., Zisberg, A., (2013). Applying the advancing excellence in America's nursing
homes circle of success to improving and sustaining quality. Geriatric Nursing. 34(5). p.
402-411. DOI: 10.1016/j.gerinurse.2013.06.011
Benner, P. (1982). From novice to expert. The American Journal of Nursing. 82(3). 402-407.
Retrieved from: http://www.jstor.org/stable/3462928?origin=JSTOR-pdf
Boswell, C., & Long, J. (n.d.). Validating graduate student programmatic outcomes. Nursing
Education Perspectives. 32(2). 107-109
Boykin, A. & Schoenhofer, S. (1997). Reframing outcomes: Enhancing personhood. In Cody, W.
K. (Ed.), Philosophical and theoretical perspectives for advanced nursing practice. P.
95-103.
Carper, B. A. (1978). Fundamental patterns of knowing in nursing. In Cody, W. K. (Ed.),
Philosophical and theoretical perspectives for advanced nursing practice. (pp. 23-33).
Burlington, MA: Jones & Bartlett Learning.
Cody, W. K. (2013). Philosophical and theoretical perspectives for advanced nursing practice.
(5th ed). Jones & Bartlett Learning.
Frederickson, K., & Nickitas, D. (2011).Chief nursing officer executive development a crisis or a
challenge? Nursing Administration Quarterly. 35(4) 344353.
Hatlevik, I. (2011). The theory-practice relationship: reflective skills and theoretical knowledge
as key factors in bridging the gap between theory and practice in initial nursing

education. Journal of Advanced Nursing. 68(4) p. 868-877. DOI: 10.1111/j.13652648.2011.05789.x.

Lis, G., Hanson, P., Burgermeister, D., & Banfield, B. (2014). Transforming graduate nursing
education in the context of complex adaptive systems: Implications for Masters and
DNP curricula. Journal of Professional Nursing. May. doi:
10.1016/j.profnurs.2014.05.003
Luzinski, C. (2011). Transformational leadership. The Journal of Nursing Administration.
41(12). p. 501-502. DOI: 10.1097/NNA.0b013e3182378a71.
Marshall, E. (2011). Transformational leadership in nursing: From expert clinician to influential
leader. (1st Ed.). New York: Springer Publishing Company, LLC.
Merriman & Webster Dictionary (n.d.) Retrieved from: http://www.merriamwebster.com/dictionary/evaluate
Rao, A. & Rich, V. (2012). Service and scholarship: An evolutionary examination of nursing
administration. Nursing Administration Quarterly. 36(2), 107114. DOI:
10.1097/NAQ.0b013e31824a583.

Additional Resources

American Association of Colleges of Nurses (AACN). Website:

http://www.aacn.nche.edu/membership/awards/aone
American Nurses Association. (2009). Nursing administration: Scope and standards of practice.
Silver Spring, MD: American Nurses Association.
American Nurses Association (ANA). Website:
http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/L
eadership
Association of Nursing Executives (AONE). Website: http://www.aone.org/.
Bakerjion, D., Zisberg, A., (2013). Applying the advancing excellence in America's nursing
homes circle of success to improving and sustaining quality. Geriatric Nursing. 34(5). p.
402-411. DOI: 10.1016/j.gerinurse.2013.06.011
Benner, P. (1982). From novice to expert. The American Journal of Nursing. 82(3). 402-407.
Retrieved from: http://www.jstor.org/stable/3462928?origin=JSTOR-pdf
Boswell, C., & Long, J. (n.d.). Validating graduate student programmatic outcomes. Nursing
Education Perspectives. 32(2). 107-109

Boykin, A. & Schoenhofer, S. (1997). Reframing outcomes: Enhancing personhood. In Cody, W.

K. (Ed.), Philosophical and theoretical perspectives for advanced nursing practice. P.
95-103. 2
Bryant-Lukosius, D., DiCenso, A., Browne, G., Pinelli, J. (2004). Advanced practice nursing
roles: development, implementation and evaluation. Journal of Advanced Nursing. 48(5).
p. 519-529.
Carper, B. A. (2013). Fundamental patterns of knowing in nursing. In Cody, W. K. (Ed.),
Philosophical and theoretical perspectives for advanced nursing practice. (pp. 23-33).
Burlington, MA: Jones & Bartlett Learning.
Cody, W. K. (2013). Philosophical and theoretical perspectives for advanced nursing practice.
th

(5 ed). Jones & Bartlett Learning.

Cohen, D. (2005). The heart of change field guide: Tools and tactics for leading change in your
organization. Harvard Business School Press. Boston, Ma.
Dunn, D. (2003). Incident reportsCorrecting processes and reducing errors. AORN. 78(2). p.
211-233. DOI: 10.1016/S0001-2092(06)60772-2.
Frederickson, K., & Nickitas, D. (2011).Chief nursing officer executive development a crisis or a
challenge? Nursing Administration Quarterly. 35(4) 344353.
Hatlevik, I. (2011). The theory-practice relationship: reflective skills and theoretical knowledge
as key factors in bridging the gap between theory and practice in initial nursing
education. Journal of Advanced Nursing. 68(4) p. 868-877. DOI: 10.1111/j.13652648.2011.05789.x

Lis, G., Hanson, P., Burgermeister, D., & Banfield, B. (2014). Transforming graduate nursing
education in the context of complex adaptive systems: Implications for Masters and
DNP curricula. Journal of Professional Nursing. May. doi:
10.1016/j.profnurs.2014.05.003
Luzinski, C. (2011). Transformational leadership. The Journal of Nursing Administration.
41(12). p. 501-502. DOI: 10.1097/NNA.0b013e3182378a71
Marshall, E. (2011). Transformational leadership in nursing: From expert clinician to influential
leader. (1st Ed.). New York: Springer Publishing Company, LLC.
Merriman & Webster Dictionary (n.d.) Retrieved from: http://www.merriamwebster.com/dictionary/evaluate
Rao, A. & Rich, V. (2012). Service and scholarship: An evolutionary examination of nursing
administration. Nursing Administration Quarterly. 36(2), 107114. DOI:
10.1097/NAQ.0b013e31824a583
Roussel, L. (2013). Management and leadership for nurse administrators. Jones & Bartlett
Learning. Burlington, Ma.
Sherwood, G. & Barnsteiner, J. (2012).Quality and safety in nursing: A competency approach to
improving outcomes. Chichester, West Sussex: Wiley-Blackwell.