Leadership and Management Portfolio
L6 Leadership and Management for Healthcare Professionals Module
| Simulated Multidisciplinary Team Meeting (MDT) Critical Reflection (500 words: To meet Learning Outcome 3) |
Link to professional Standards (NMC, 2018) – 8.4 – 8.6 |
| Analyse the importance of Delegation, Accountability and Responsibility (250 words: Contributes to the achievement of Learning outcome 1 & 4) |
(NMC,2018) – 11.1 – 13.5 – 14 |
| Analyse the importance of managing conflict within a team (250 words: Contributes to the achievement of Learning outcome 1 & 4) |
(NMC, 2018) – 25.2 – 20.3 – 9.3 |
| 3 Leadership and Management Learning Objectives for your qualified self (200 words: Contributes to the achievement of Learning outcome 4) |
(NMC, 2018) – 20.1 – 6 – 8 |
Answer
| Simulated Multidisciplinary Team Meeting (MDT) Critical Reflection (500 words: To meet Learning Outcome 3) |
Link to professional Standards |
|---|---|
| I am an adventurer. This means I am a flexible nonconformist; I enjoy new experiences, my strengths are improvising and adapting. Conversely, I am introverted, and favour calmer environments (16 Personalities-test, 2023). In retrospect, I am naïve with the expectation that I will be fully knowledgeable about my placement area during the first week of practice, I see my epaulettes as a parallel to the knowledge I must obtain – meaning as a third-year student I believe I should have the clinical knowledge of a band 6. I become embarrassed when I get things wrong, and I am reluctant to share my opinion if I do not understand or know something, I prefer researching and returning with knowledge. This is a limitation making me more self-conscious, sensitive to stress and obsessively eager to improve at any given opportunity with limited exposure (16 Personalities-test, 2023). Futuristically, I need to recognise it is okay to approach an unfamiliar task, initially having limited competence. By shadowing staff, I will gain exposure which will prevent me being uncomfortable prior to completing tasks. Developing courage to ask for supervision, and clarification would be beneficial in reassuring me, diminishing the stress and anxiety I feel prior to the approach.
My strengths include being pragmatic and having a strong sense of focus on present and future situations. Naturally, I am emotionally intelligent; and express empathy, I am keen to cooperate as a team player. Having said this, I do resonate with the leadership styles of the ward manager, and dietician. The ward manager adopts a visionary and laissez-faire style. The visionary leadership style is more applicable to me since I am flexible and can easily adapt to situations, I am also focused on futuristic goals (Liu et al, 2022). The ward manager was desperate to have a concrete plan for the Claris’ care, wanting to seamlessly coordinate care by integrating all disciplines, at the end of the meeting there was a lack of structure and no clear goal moving forward, highlighted in the team’s frustration. Upon reflection, I would be stressed out in this situation because to some degree I am a perfectionist and would like avoid ambiguity. Adopting a democratic leadership-style would be more fitting in this situation (Chapman et al., 2014). I would need to exercise courage and communication, ask questions, focus on achieving goals, and propose a deadline to ensure every member has done what is necessary to support Claris’ care (Nursing Times, 2022). Furthermore, the dietician evoked emotional intelligence- she had concerns following Claris’ well-being, as well her rehabilitation returning home, being holistic rather than specific to her own field of expertise. I resonate with being observant and empathetic (The Management Centre, 2017). I escalate concerns to senior staff, with this recognised as being a good team player and good communicator. The registrar’s autocratic leadership style is what I tend to dodge to avoid conflict and low morale. I find it difficult to work alongside individuals who are dismissive and who rush. When I am patronised, I feel reluctant to ask for help or to be proactive, therefore I become more self-conscious, and introverted, this could be misinterpreted as someone who lacks confidence. Having recognised this, a strategy would be to remain professional but explain how the individual makes me feel, I would then divert the conversation back to the task. If this approach does not work, I would escalate to the ward manager or an appropriate member of staff to mediate the situation. |
(NMC, 2018)
– 8.4
– 8.6 – 9.4 (HCPC, 2018) – 2.6 – 7
(GMC, 2019) – Domain 3 p. – 35 to 38 |
| Analyse the importance of Delegation, Accountability and Responsibility (250 words: Contributes to the achievement of Learning outcome 1 & 4) |
Link to professional Standards (Evidence) |
|---|---|
| Appendix ‘A’ of a delegation account. When I qualify delegation is an act of responsibility I must obtain; ensuring the task is in the scope of competence for the delegate Royal College of Nursing (RCN, 2023). Assuring they are confident and acquires knowledge prior to approaching the task. Undertaking the correct up to date (trust) training will equip the delegate for the task. |
(NMC,2018) – 11.1 – 13.5 – 25.2 |
| I would utilise the five rights of delegation: right task, right circumstance, right person, right direction/ communication, and right supervision. Having concise, clear, and lucid explanations of the task minimises the potential for misunderstanding and error (Barrow & Sharma, 2022). | – 11.2 – 11.3 |
