Greenleaf: Servant Leadership In Nursing

As a nurse leader for this era, I believe that I placed as a contemporaneous leader. Because my thoughts I'm directed towards a context of traditional science. I can understand my training as a leader ten years ago, is evidenced in hospital health systems. In the past, the health care system directed to the Large Hospital System Care. It was nonlinear where it integrated with all healthcare providers headed to the hospital. The nurse referred setting a clinic hospital or home care. According to Marshalls & Broome (2017, p. 38), a contemporary healthcare system that survives and even thrives in today’s market continues to evolve and change. At present, leading nurses are moving towards changes in complex health systems. Context is the situation

Servant leadership emphasizes increased service to others, a holistic approach to work, promoting a sense of community, and the sharing of power in decision-making by Greenleaf (1970). Greenleaf’s considering ten characteristics of the servant leader that is critical importance. The following components are central to the development of servant – leaders: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people and building community. In my experience as a clinical nurse, in my evolution, first I was the follower leader where I focused on the role of serving in the bed site care, this time the patients are categorized. But my new formation is an education professor. Leadership education is an application of servant – leadership apprehensions its use a formal and informal teaching and training programs. My leadership and management is a development the course and incorporates it into the undergraduate curriculum. The Interamerican University of P.R., San German campus, where I work as a mission: “The Nursing Program has as its mission the education of nurses able to offer competent, sensitive, efficient, safe, quality-nursing care to the person, family, and

For this modern era, the advanced practice in nursing is moving towards the vision of the DNP, very important to restrain the transitional leadership inheriting the courage and vision of our past leaders. Nurse educators must assume leadership roles in various levels of institutional governance and work collaboratively with another faculty to create a dynamic educational climate that demonstrates significant student learning outcomes and is responsive to the ever-changing regulatory higher education environment (Patterson & Krouse, 2015). Towards that I am leading as leader “transformational.” Lastly, I believe now that in this time that we are experiencing a crisis in the health system it is time to position myself as a leader that transforms and evaluates the health system where I can position myself as being an agent of change based on the health of the population. The theory of complexity leadership helps me to have an innovative area. Through this theory, I can impact students as agents of change focusing on practice based on evidence, research, public policy, care agencies, to promote different