Issues in Mental Health Nursing
ISSN: 0161-2840 (Print) 1096-4673 (Online) Journal homepage: http://www.tandfonline.com/loi/imhn20
Inspiration and Leadership in Mental Health Nursing Michelle Cleary PhD, RN, Sandra P. Thomas RN, PhD, FAAN & Catherine Hungerford PhD, RN To cite this article: Michelle Cleary PhD, RN, Sandra P. Thomas RN, PhD, FAAN & Catherine Hungerford PhD, RN (2015) Inspiration and Leadership in Mental Health Nursing, Issues in Mental Health Nursing, 36:5, 317-319 To link to this article: http://dx.doi.org/10.3109/01612840.2015.1037201
Published online: 19 Jun 2015.
Submit your article to this journal
Article views: 128
View related articles
View Crossmark data
Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imhn20 Download by: [University of Birmingham]
Date: 05 November 2015, At: 17:52
Issues in Mental Health Nursing, 36:317–319, 2015 Copyright © 2015 Informa Healthcare USA, Inc. ISSN: 0161-2840 print / 1096-4673 online DOI: 10.3109/01612840.2015.1037201
EDITORIAL
Inspiration and Leadership in Mental Health Nursing Michelle Cleary, PhD, RN University of Western Sydney, School of Nursing and Midwifery, Sydney, New South Wales, Australia
Sandra P. Thomas, PhD, RN, FAAN University of Tennessee—Knoxville, College of Nursing, Knoxville, Tennessee, USA
Downloaded by [University of Birmingham] at 17:52 05 November 2015
Catherine Hungerford, PhD, RN Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Wagga Wagga, New South Wales, Australia
Most of us have experienced moments of inspiration or epiphany—the heightened sense of excitement or conviction that stimulates us into considering new possibilities or ways of being; or invigorates us into forging onwards, with a greater sense of purpose (Thrash & Elliot, 2003). Such moments may occur as we listen to leaders in our field with a gift for motivational speaking, who energize us in our professional journey; or after hearing stories of extraordinary or sacrificial acts that stir feelings of awe and a determination to likewise make a difference; or upon observing a recipient of our mental health nursing care overcome multiple obstacles to achieve what had once been presumed impossible. It is these moments of inspiration that keep us from becoming cynical about our professional lives and help us to refocus on what is most important. Yet inspiration is a subjective notion. For example, although one person may draw inspiration from a charismatic speaker who rouses strong feelings of conviction, the next person may view that same speaker as superficial and narcissistic. Similarly, one person may feel inspired by a colleague who works tirelessly to advocate for improvements, drive clinical innovations and, ultimately, improve service provision, but the next person may perceive that same colleague as a workaholic who has failed to achieve a reasonable work–life balance. Others may consider the sacrificial acts of an extraordinary individual as irrelevant to the reality of delivering health care in settings that operate almost exclusively by teamwork. As such, the question may well be asked, how can leaders inspire followers in ways that are meaningful to all? The need for strong leadership in complex and challenging health settings is discussed at length in the literature (Blegen Address correspondence to Michelle Cleary, University of Western Sydney, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751 Australia. E-mail: [email protected]
& Severinsson, 2011; Cleary, Horsfall, Deacon, & Jackson, 2011). For example, some commentators argue that responsible and ethical leadership in nursing enables the more effective delivery of health care (Wong & Giallonardo, 2013). Others suggest that it is a combination of visionary and collaborative leadership that motivates staff and fosters supportive work environments (Reyes, Bekemeier, & Issel, 2014). Still others focus on the comparative value of the various styles of leadership and concede that both transformational and transactional approaches are needed to achieve the best outcomes (Cleary et al., 2011). Personal characteristics, such as authenticity, adaptability, reliability, and trustworthiness, are also important and include the leader’s capacity to motivate and influence others; to think strategically; and to develop rigorous and supportive professional relationships (Cleary et al., 2011; Cleary, Horsfall, & Jackson, 2013). Although discussions related to leadership styles or the individual characteristics of leaders abound, the question of what it is that transforms conventional leadership into inspired leadership remains largely unanswered. What is it that distinguishes an average leader from an outstanding leader? As suggested by Uhl-Bien, Riggio, Lowe, and Carsten (2014), there can be no leaders, outstanding or otherwise, without followers. Indeed, the outcomes achieved by leaders are very much dependent upon the characteristics of the followers—leaders will only ever be as effective as those who support them. In the mental health care context, such ideas are illustrated by the paradoxical positioning of consumers, in Recovery models of care, as the leaders of their own personal journeys with health professionals, including mental health nurses, assuming supportive roles (Hungerford, 2014). As such, conventional theories related to leadership styles and characteristics are turned on their heads—with notions of servant leadership taking precedence (Cleary et al., 2011; Garber, Madigan, Click, & Fitzpatrick, 2009).
317
Downloaded by [University of Birmingham] at 17:52 05 November 2015
318
M. CLEARY ET AL.
The routine or ordinary activities from which mental health nurses can draw inspiration may include participation in regular clinical supervision, the development of strong professional networks, and the building of collegial relationships with work colleagues (Thomas, 2009). It is also important for all of us to take time to reflect with colleagues on everyday practices and to explore new or different ways of working, including expanding and extending existing roles to meet new needs of consumers and their caregivers, testing out different approaches or creative solutions to ongoing problems—and persevering through difficult times (Cleary et al., 2013; Thomas, 2009). Finally, and also related to Recovery approaches to the delivery of mental health care, the notion of hope provides a guiding light for all those who seek to inspire or be inspired (Hungerford, 2014; Kerfoot, 2008; Porter-O’Grady, 2003). If we, as mental health nurses, are to inspire a sense of hope or purpose in others, we must feel hopeful and optimistic about our own professional journeys (MacCulloch, 2007). One way this can be achieved is for each of us to make the time in our busy schedules to pursue meaningful interactions or relationships with consumers, care givers, colleagues, and community stakeholders. It is these meaningful relationships that sustain us during the difficult times and, even more importantly, they provide a means by which we can honor the “identity, ability, integrity, and autonomy” (MacCulloch, 2007, p. 549) of others. Essentially—and as ordinary and commonplace as this may seem—it is our relationships with colleagues, consumers, caregivers and community stakeholders that provide us with an important means of inspiring hope and purpose in others and, in the process, developing our own inspirational leadership capabilities. In this special issue devoted to the topic of leadership and mental health nursing there are multiple articles that provide inspiration and serve to reinforce the importance of working with integrity and enacting professional behaviors. The articles presented provide opportunities to carefully reflect on our own styles and approaches as leaders (as well as followers), and to consider how effectively we collaborate, advocate and, importantly, inspire others to achieve innovation and reform in the delivery of mental health care. The first article in this leadership issue, by American author Delaney, challenges us to become “connectors, mavens, and salespersons,” terms adopted from Gladwell’s (2000) Tipping Point, so that we can move nursing’s ideas forward toward a much larger audience. As so often occurs in our profession, psychiatric-mental health nurses are doing great things, such as pioneering work in delivery of integrated care and wellness promotion, but neither the policymakers nor the public know about them. Delaney calls on leaders to spread the word about the abundant contributions nurses are already making, and the potential for even greater contributions when nurses collaborate closely with consumers, federal agencies, and the business community.
But an individual’s capacity to lead with courage may be constrained by an organizational climate that emphasizes rules and financial priorities rather than humanistic and ethical care provision. Jackson and her coauthors present a Leader Moral Courage Action Framework that expands the customary focus on the individual leader’s attributes to include the complexities of the work environment—and the potential for mobilization of supportive coalitions. This framework deserves careful consideration not only by leaders in mental health nursing but also beyond our specialty by the profession at large. A unique perspective on leadership, developed by an Indigenous nurse through a fascinating personal journey, is offered in the article by Doyle and Hungerford. Principles of Situational Leadership are blended with the Buddhist practice of mindfulness. Although the authors’ frame of reference is the Australian Indigenous community, their insights are equally applicable to other colonized peoples. Unfortunately, Indigenous leaders who climb the “ladder of success” can expect lateral hostility from peers, a destructive phenomenon all too common in nursing. The prevalence of lateral hostility in nursing underscores the importance of the article by Powell, Mabry, and Mixer on emotional intelligence (EI). Their literature critique reveals significant correlations between EI and higher worker satisfaction/lower job burnout. What does this empirical evidence mean for leaders in psychiatric-mental health nursing? Powell et al. recommend that leaders in our field should consider the impact of EI as they build collaborative teams, increase staff retention, and (ultimately) improve patient outcomes. Successful programs for enhancing EI in nurse leaders, such as those described by Codie, Kamikawa, and Kooker (2011) and Homer and Ryan (2013) merit wider implementation. Emotional behavior is learned, and it can be changed through learning and practicing new skills. It is imperative that leadership in psychiatric nursing, from the unit or clinic level to the higher administrative levels, be emotionally intelligent. Still another slant on leadership is proposed in the article by Mannix and colleagues. Arguing that neither transformational leadership nor congruent leadership is an adequate style for all contexts, these authors propose that “aesthetic leadership” is a more satisfactory model for clinical leadership. Aesthetic knowledge is characteristic of individuals who have a level of maturity and expertise comparable to the nurse in the expert stage described by Benner (1984). Mannix et al. point to the contemporary mental health care delivery climate in which clinical leaders must flexibly practice across community and inpatient settings. In their view, it logically follows that art and aesthetics must be incorporated into clinical leadership. Their proposal will undoubtedly elicit thoughtful discussion. Moving from thought-provoking articles in the theoretical realm to articles describing creative actions by nurse leaders, readers will enjoy Raeburn et al.’s description of a recoveryoriented program developed and led by Australian mental
Downloaded by [University of Birmingham] at 17:52 05 November 2015
EDITORIAL
health nurses. This program delivers more than 3,000 mental health sessions/consultations to consumers each year. The authors candidly share lessons they learned as they translated their initial vision into a financially viable enterprise. Another clinically focused article, authored by Cleary and Hungerford, depicts the leadership role of nurses in the implementation of trauma-informed care for women in mental health settings. The final article in this special issue describes creative teaching techniques used by forward-thinking leaders in academia, specifically teachers of psychiatric-mental health nursing who employ case-based simulations, wikis, and other online instructional technologies. Authors Wilson and Hungerford do not suggest eliminating traditional mental health clinical placements, but illustrate the complementarity of student experiences in the virtual environment, experiences that are well received by students who are already sophisticated “inhabitants” of the virtual environment. To return to our opening theme of inspiration, we trust that you, the readers of this special issue, will indeed be inspired by the words of each of our authors. Surely your understanding of leadership in mental health nursing will be greatly enriched by the contributions of our colleagues. You are invited to contribute to the ongoing dialogue within our specialty by submitting a manuscript or letter to the editor. Furthermore, if Delaney is correct about the “tipping point,” all of us must commit to taking action—as leaders in clinical, administrative, educational, and policy arenas. Millions of people have unmet needs for mental health services, and psychiatric-mental health nurses are ideally—and uniquely—suited to provide these services. Declaration of Interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.
319
REFERENCES Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing. Menlo Park, CA: Addison-Wesley. Blegen, N., & Severinsson, E. (2011). Leadership and management in mental health nursing. Journal of Nursing Management, 19(4), 487–497. Cleary, M., Horsfall, J., Deacon, M., & Jackson, D. (2011). Leadership and mental health nursing. Issues in Mental Health Nursing, 32(10), 632–639. Cleary, M., Horsfall, J., & Jackson, D. (2013). Commentary: Professional mental health nursing bodies: Issues relevant to leadership within and beyond. Contemporary Nurse, 43(2), 257–260. Codier, E., Kamikawa, C., & Kooker, B. M. (2011). The impact of emotional intelligence development on nurse managers. Nursing Administration Quarterly, 35, 270–276. Garber, J. S., Madigan, E. A., Click, E. R., & Fitzpatrick, J. J. (2009). Attitudes towards collaboration and servant leadership among nurses, physicians and residents. Journal of Interprofessional Care, 23(4), 331–340. Gladwell, M. (2000). The tipping point. New York, NY: Little Brown & Company. Homer, R., & Ryan, L. (2013). Making the grade: Charge nurse education improves job performance. Nursing Management, 44, 38–44. Hungerford, C. (2014). Recovery as a model of care? Insights from an Australian case study Issues in. Mental Health Nursing, 35, 1–9. Kerfoot, K. (2008). On leadership. Staff engagement: It starts with the leader. MEDSURG Nursing, 17(1), 64–65. MacCulloch, T. (2007). Comments, critique, and inspiration: Gifts of inspiration. Issues in Mental Health Nursing, 28(5), 547–549. Porter-O’Grady, T. (2003). Of hubris and hope: Transforming nursing for a new age. Nursing Economic$, 21(2), 59–64. Reyes, D. J., Bekemeier, B., & Issel, L. M. (2014). Challenges faced by public health nursing leaders in hyperturbulent times. Public Health Nursing, 31(4), 344–353. Thomas, Y. (2009). Inspiration: Moving forward when you do not see the steps. New Zealand Journal of Occupational Therapy, 56(1), 12–18. Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a psychological construct. Journal of Personality and Social Psychology, 84(4), 871–889. Uhl-Bien, M., Riggio, R. E., Lowe, K. B., & Carsten, M. K. (2014). Followership theory: A review and research agenda. The Leadership Quarterly, 25(1), 83–104. Wong, C. A., & Giallonardo, L. A. (2013). Authentic leadership and nurseassessed adverse patient outcomes. Journal of Nursing Management, 21(5), 740–752.
ISSN: 0161-2840 (Print) 1096-4673 (Online) Journal homepage: http://www.tandfonline.com/loi/imhn20
Inspiration and Leadership in Mental Health Nursing Michelle Cleary PhD, RN, Sandra P. Thomas RN, PhD, FAAN & Catherine Hungerford PhD, RN To cite this article: Michelle Cleary PhD, RN, Sandra P. Thomas RN, PhD, FAAN & Catherine Hungerford PhD, RN (2015) Inspiration and Leadership in Mental Health Nursing, Issues in Mental Health Nursing, 36:5, 317-319 To link to this article: http://dx.doi.org/10.3109/01612840.2015.1037201
Published online: 19 Jun 2015.
Submit your article to this journal
Article views: 128
View related articles
View Crossmark data
Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=imhn20 Download by: [University of Birmingham]
Date: 05 November 2015, At: 17:52
Issues in Mental Health Nursing, 36:317–319, 2015 Copyright © 2015 Informa Healthcare USA, Inc. ISSN: 0161-2840 print / 1096-4673 online DOI: 10.3109/01612840.2015.1037201
EDITORIAL
Inspiration and Leadership in Mental Health Nursing Michelle Cleary, PhD, RN University of Western Sydney, School of Nursing and Midwifery, Sydney, New South Wales, Australia
Sandra P. Thomas, PhD, RN, FAAN University of Tennessee—Knoxville, College of Nursing, Knoxville, Tennessee, USA
Downloaded by [University of Birmingham] at 17:52 05 November 2015
Catherine Hungerford, PhD, RN Charles Sturt University, School of Nursing, Midwifery and Indigenous Health, Wagga Wagga, New South Wales, Australia
Most of us have experienced moments of inspiration or epiphany—the heightened sense of excitement or conviction that stimulates us into considering new possibilities or ways of being; or invigorates us into forging onwards, with a greater sense of purpose (Thrash & Elliot, 2003). Such moments may occur as we listen to leaders in our field with a gift for motivational speaking, who energize us in our professional journey; or after hearing stories of extraordinary or sacrificial acts that stir feelings of awe and a determination to likewise make a difference; or upon observing a recipient of our mental health nursing care overcome multiple obstacles to achieve what had once been presumed impossible. It is these moments of inspiration that keep us from becoming cynical about our professional lives and help us to refocus on what is most important. Yet inspiration is a subjective notion. For example, although one person may draw inspiration from a charismatic speaker who rouses strong feelings of conviction, the next person may view that same speaker as superficial and narcissistic. Similarly, one person may feel inspired by a colleague who works tirelessly to advocate for improvements, drive clinical innovations and, ultimately, improve service provision, but the next person may perceive that same colleague as a workaholic who has failed to achieve a reasonable work–life balance. Others may consider the sacrificial acts of an extraordinary individual as irrelevant to the reality of delivering health care in settings that operate almost exclusively by teamwork. As such, the question may well be asked, how can leaders inspire followers in ways that are meaningful to all? The need for strong leadership in complex and challenging health settings is discussed at length in the literature (Blegen Address correspondence to Michelle Cleary, University of Western Sydney, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751 Australia. E-mail: [email protected]
& Severinsson, 2011; Cleary, Horsfall, Deacon, & Jackson, 2011). For example, some commentators argue that responsible and ethical leadership in nursing enables the more effective delivery of health care (Wong & Giallonardo, 2013). Others suggest that it is a combination of visionary and collaborative leadership that motivates staff and fosters supportive work environments (Reyes, Bekemeier, & Issel, 2014). Still others focus on the comparative value of the various styles of leadership and concede that both transformational and transactional approaches are needed to achieve the best outcomes (Cleary et al., 2011). Personal characteristics, such as authenticity, adaptability, reliability, and trustworthiness, are also important and include the leader’s capacity to motivate and influence others; to think strategically; and to develop rigorous and supportive professional relationships (Cleary et al., 2011; Cleary, Horsfall, & Jackson, 2013). Although discussions related to leadership styles or the individual characteristics of leaders abound, the question of what it is that transforms conventional leadership into inspired leadership remains largely unanswered. What is it that distinguishes an average leader from an outstanding leader? As suggested by Uhl-Bien, Riggio, Lowe, and Carsten (2014), there can be no leaders, outstanding or otherwise, without followers. Indeed, the outcomes achieved by leaders are very much dependent upon the characteristics of the followers—leaders will only ever be as effective as those who support them. In the mental health care context, such ideas are illustrated by the paradoxical positioning of consumers, in Recovery models of care, as the leaders of their own personal journeys with health professionals, including mental health nurses, assuming supportive roles (Hungerford, 2014). As such, conventional theories related to leadership styles and characteristics are turned on their heads—with notions of servant leadership taking precedence (Cleary et al., 2011; Garber, Madigan, Click, & Fitzpatrick, 2009).
317
Downloaded by [University of Birmingham] at 17:52 05 November 2015
318
M. CLEARY ET AL.
The routine or ordinary activities from which mental health nurses can draw inspiration may include participation in regular clinical supervision, the development of strong professional networks, and the building of collegial relationships with work colleagues (Thomas, 2009). It is also important for all of us to take time to reflect with colleagues on everyday practices and to explore new or different ways of working, including expanding and extending existing roles to meet new needs of consumers and their caregivers, testing out different approaches or creative solutions to ongoing problems—and persevering through difficult times (Cleary et al., 2013; Thomas, 2009). Finally, and also related to Recovery approaches to the delivery of mental health care, the notion of hope provides a guiding light for all those who seek to inspire or be inspired (Hungerford, 2014; Kerfoot, 2008; Porter-O’Grady, 2003). If we, as mental health nurses, are to inspire a sense of hope or purpose in others, we must feel hopeful and optimistic about our own professional journeys (MacCulloch, 2007). One way this can be achieved is for each of us to make the time in our busy schedules to pursue meaningful interactions or relationships with consumers, care givers, colleagues, and community stakeholders. It is these meaningful relationships that sustain us during the difficult times and, even more importantly, they provide a means by which we can honor the “identity, ability, integrity, and autonomy” (MacCulloch, 2007, p. 549) of others. Essentially—and as ordinary and commonplace as this may seem—it is our relationships with colleagues, consumers, caregivers and community stakeholders that provide us with an important means of inspiring hope and purpose in others and, in the process, developing our own inspirational leadership capabilities. In this special issue devoted to the topic of leadership and mental health nursing there are multiple articles that provide inspiration and serve to reinforce the importance of working with integrity and enacting professional behaviors. The articles presented provide opportunities to carefully reflect on our own styles and approaches as leaders (as well as followers), and to consider how effectively we collaborate, advocate and, importantly, inspire others to achieve innovation and reform in the delivery of mental health care. The first article in this leadership issue, by American author Delaney, challenges us to become “connectors, mavens, and salespersons,” terms adopted from Gladwell’s (2000) Tipping Point, so that we can move nursing’s ideas forward toward a much larger audience. As so often occurs in our profession, psychiatric-mental health nurses are doing great things, such as pioneering work in delivery of integrated care and wellness promotion, but neither the policymakers nor the public know about them. Delaney calls on leaders to spread the word about the abundant contributions nurses are already making, and the potential for even greater contributions when nurses collaborate closely with consumers, federal agencies, and the business community.
But an individual’s capacity to lead with courage may be constrained by an organizational climate that emphasizes rules and financial priorities rather than humanistic and ethical care provision. Jackson and her coauthors present a Leader Moral Courage Action Framework that expands the customary focus on the individual leader’s attributes to include the complexities of the work environment—and the potential for mobilization of supportive coalitions. This framework deserves careful consideration not only by leaders in mental health nursing but also beyond our specialty by the profession at large. A unique perspective on leadership, developed by an Indigenous nurse through a fascinating personal journey, is offered in the article by Doyle and Hungerford. Principles of Situational Leadership are blended with the Buddhist practice of mindfulness. Although the authors’ frame of reference is the Australian Indigenous community, their insights are equally applicable to other colonized peoples. Unfortunately, Indigenous leaders who climb the “ladder of success” can expect lateral hostility from peers, a destructive phenomenon all too common in nursing. The prevalence of lateral hostility in nursing underscores the importance of the article by Powell, Mabry, and Mixer on emotional intelligence (EI). Their literature critique reveals significant correlations between EI and higher worker satisfaction/lower job burnout. What does this empirical evidence mean for leaders in psychiatric-mental health nursing? Powell et al. recommend that leaders in our field should consider the impact of EI as they build collaborative teams, increase staff retention, and (ultimately) improve patient outcomes. Successful programs for enhancing EI in nurse leaders, such as those described by Codie, Kamikawa, and Kooker (2011) and Homer and Ryan (2013) merit wider implementation. Emotional behavior is learned, and it can be changed through learning and practicing new skills. It is imperative that leadership in psychiatric nursing, from the unit or clinic level to the higher administrative levels, be emotionally intelligent. Still another slant on leadership is proposed in the article by Mannix and colleagues. Arguing that neither transformational leadership nor congruent leadership is an adequate style for all contexts, these authors propose that “aesthetic leadership” is a more satisfactory model for clinical leadership. Aesthetic knowledge is characteristic of individuals who have a level of maturity and expertise comparable to the nurse in the expert stage described by Benner (1984). Mannix et al. point to the contemporary mental health care delivery climate in which clinical leaders must flexibly practice across community and inpatient settings. In their view, it logically follows that art and aesthetics must be incorporated into clinical leadership. Their proposal will undoubtedly elicit thoughtful discussion. Moving from thought-provoking articles in the theoretical realm to articles describing creative actions by nurse leaders, readers will enjoy Raeburn et al.’s description of a recoveryoriented program developed and led by Australian mental
Downloaded by [University of Birmingham] at 17:52 05 November 2015
EDITORIAL
health nurses. This program delivers more than 3,000 mental health sessions/consultations to consumers each year. The authors candidly share lessons they learned as they translated their initial vision into a financially viable enterprise. Another clinically focused article, authored by Cleary and Hungerford, depicts the leadership role of nurses in the implementation of trauma-informed care for women in mental health settings. The final article in this special issue describes creative teaching techniques used by forward-thinking leaders in academia, specifically teachers of psychiatric-mental health nursing who employ case-based simulations, wikis, and other online instructional technologies. Authors Wilson and Hungerford do not suggest eliminating traditional mental health clinical placements, but illustrate the complementarity of student experiences in the virtual environment, experiences that are well received by students who are already sophisticated “inhabitants” of the virtual environment. To return to our opening theme of inspiration, we trust that you, the readers of this special issue, will indeed be inspired by the words of each of our authors. Surely your understanding of leadership in mental health nursing will be greatly enriched by the contributions of our colleagues. You are invited to contribute to the ongoing dialogue within our specialty by submitting a manuscript or letter to the editor. Furthermore, if Delaney is correct about the “tipping point,” all of us must commit to taking action—as leaders in clinical, administrative, educational, and policy arenas. Millions of people have unmet needs for mental health services, and psychiatric-mental health nurses are ideally—and uniquely—suited to provide these services. Declaration of Interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.
319
REFERENCES Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing. Menlo Park, CA: Addison-Wesley. Blegen, N., & Severinsson, E. (2011). Leadership and management in mental health nursing. Journal of Nursing Management, 19(4), 487–497. Cleary, M., Horsfall, J., Deacon, M., & Jackson, D. (2011). Leadership and mental health nursing. Issues in Mental Health Nursing, 32(10), 632–639. Cleary, M., Horsfall, J., & Jackson, D. (2013). Commentary: Professional mental health nursing bodies: Issues relevant to leadership within and beyond. Contemporary Nurse, 43(2), 257–260. Codier, E., Kamikawa, C., & Kooker, B. M. (2011). The impact of emotional intelligence development on nurse managers. Nursing Administration Quarterly, 35, 270–276. Garber, J. S., Madigan, E. A., Click, E. R., & Fitzpatrick, J. J. (2009). Attitudes towards collaboration and servant leadership among nurses, physicians and residents. Journal of Interprofessional Care, 23(4), 331–340. Gladwell, M. (2000). The tipping point. New York, NY: Little Brown & Company. Homer, R., & Ryan, L. (2013). Making the grade: Charge nurse education improves job performance. Nursing Management, 44, 38–44. Hungerford, C. (2014). Recovery as a model of care? Insights from an Australian case study Issues in. Mental Health Nursing, 35, 1–9. Kerfoot, K. (2008). On leadership. Staff engagement: It starts with the leader. MEDSURG Nursing, 17(1), 64–65. MacCulloch, T. (2007). Comments, critique, and inspiration: Gifts of inspiration. Issues in Mental Health Nursing, 28(5), 547–549. Porter-O’Grady, T. (2003). Of hubris and hope: Transforming nursing for a new age. Nursing Economic$, 21(2), 59–64. Reyes, D. J., Bekemeier, B., & Issel, L. M. (2014). Challenges faced by public health nursing leaders in hyperturbulent times. Public Health Nursing, 31(4), 344–353. Thomas, Y. (2009). Inspiration: Moving forward when you do not see the steps. New Zealand Journal of Occupational Therapy, 56(1), 12–18. Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a psychological construct. Journal of Personality and Social Psychology, 84(4), 871–889. Uhl-Bien, M., Riggio, R. E., Lowe, K. B., & Carsten, M. K. (2014). Followership theory: A review and research agenda. The Leadership Quarterly, 25(1), 83–104. Wong, C. A., & Giallonardo, L. A. (2013). Authentic leadership and nurseassessed adverse patient outcomes. Journal of Nursing Management, 21(5), 740–752.
