This chapter focuses on a series of case studies and best practices for partnerships that discuss in detail the provision of back-office support for nonprofit partners. Public Health Management Corporation (PHMC) is a nonprofit public health institute that creates and sustains healthier communities using best practices to improve community health through direct service, partnership, innovation, policy, research, technical assistance, and a prepared work force. Traditional back-office services are usually designed to address many of the challenges of today’s changing nonprofit environment. Services depend on the level of organizational need and affordability, but are usually identified through a comprehensive organizational assessment of the nonprofit client. The Urban Affairs Coalition (UAC) is a Philadelphia-based nonprofit that was founded in 1969 following a historic meeting between the city’s business and community leaders. Most nonprofits never rise to the scale of having a full internal administrative staff and purchased equipment.

Dorothea Lynde Dix was born into an upper-class, highly educated, intelligent, and politically connected Bostonian family. These opportunities provided the foundation necessary to propel her into a leadership role as national and international advocate for the most vulnerable groups in the mid-1800s. Dorothea utilized her Methodist father’s background to augment the teachings of her adopted religious calling, Unitarianism, which promises salvation through leading a directed life. This chapter explores her leadership role in this period of American history. It also shows how her family background, pursuit of education, personality, and religious commitment to humanitarianism enabled her to confront seemingly insurmountable obstacles to implement national and international reform of care for psychiatrically disabled and imprisoned populations. In the final phase of her career, Dorothea was chosen for a national role to lead nursing during the American Civil War, a role that she considered as within her scope of knowledge and skills.

Basic management and leadership skills are necessary for nurses in all levels of the organization. Leadership is a key standard of correctional nursing practice as defined by the American Nurses Association. As a licensed health care professional, nurses have a legal and ethical responsibility to appropriately delegate tasks within the health care team. The American Correctional Association (ACA) accreditation program is a voluntary accreditation process evaluating the service delivery of a correctional facility. National Commission on Correctional Health Care (NCCHC) standards are widely recognized as a basis for effective health service delivery in the correctional setting. The health care programs operated by Federal Bureau of Prisons (FBOP) have been accredited under the ambulatory health care standards of The Joint Commission (TJC). Effecting organizational and clinical change through a structured process and attention to the human factors of change can move a clinical program forward, even in the challenging correctional environment.

This chapter discusses the historical background of the mentor connection and mentoring relationships in nursing, different types of support relationships and mentors. It also discusses why and when nurse need mentors and early career challenges and mentoring. The mentor connection is a developmental, empowering, nurturing relationship extending over time, in which mutual sharing, learning, and growth occur in an atmosphere of respect, collegiality, and affirmation. Clearly, mentor connections and networks were integral to the developmental experience of successful career-oriented men. Mentoring is a vital component of professional nursing and that mentors are essential for nurses’ ongoing development and leadership achievement. In organizations, mentoring relationships serve as an antidote to disrespectful attitudes and behaviors among nurses and physicians and other health care providers. Mentors mentoring activities can be broken down into two categories: career functions and psychosocial functions.

Crisis situations are common in the care of acutely and critically ill patients. A psychiatric crisis calls for de-escalation strategies, security personnel, sedation, and restraints. During a crisis, in addition to providing direct care in response to the patient’s urgent physiological needs for intervention, the nurse must also prepare, orchestrate, and coordinate multiple aspects of the environment. Acute and critical care environments are generally set up at all times for a possible emergency. Experiential leadership is seeing what needs to or must be done before or during a crisis and doing it, even though a physician is present. Recognizing clinical talent and marshaling skilled clinicians requires astute clinical judgment and skill and is a pervasive aspect of caring for critically ill patients in crisis. An aspect of skilled know-how required for smooth management of a crisis is modulating one’s emotional responses to assist others in their ability to function well.

This chapter talks about becoming a mentor-leader: Beliefs and behaviors, mentoring across cultures and generations, and mentor as Pygmalion: Believing in potential and expecting success. Nurses can learn leadership by observing good leaders, mentors, and role models; studying leadership theories and research; testing leadership behaviors through work and professional association activities; and using reflective learning to develop and fine-tune nurse’s behaviors. Mentor-leaders are present in every cultural and ethnic group and in every generation. Global, cross-cultural, and cross-generational mentoring occur when nurses are open and receptive to learning from each other and are willing to share their unique perspectives and skills. The nursing profession has an impressive track record of global collaboration and mentorship. Through mentor bonds that break down global and cultural boundaries, nurses have unprecedented opportunities for driving change in health and nursing around the world.

Faith-based organizations (FBOs) are of particular interest in realizing this goal, especially in many parts of the developing world, since they often provide the only infrastructure reaching rural areas. Religion has long been recognized as wielding a significant impact on the health and well-being of individuals, families, and communities across the globe. This chapter discusses the lessons learned by the authors based on their experiences of working with FBOs in Malawi, an impoverished country in southern Africa, to address the HIV/AIDS crisis that has claimed nearly 1 million lives in the past 30 years and produced 770,000 orphans. FBOs provide critical infrastructure, particularly in rural African communities from both a leadership perspective and social support. The role of FBOs in health matters is of critical importance in encouraging health-promoting behavior as well as care-seeking and caregiving behavior when members fall ill.

This chapter examines the case of an interprofessional education (IPE) initiative in order to highlight the significant role that nursing can play in building a new program for interprofessional learning. Though it recognizes that many forces and stakeholders are necessary to the success of transforming health professions education and health care delivery locally and globally, it uses this case to illustrate nursing’s role in supporting and leading these efforts at one institution. Through this case study and discussion, the chapter considers how nursing leadership can influence the development of a new IPE program, subsequently enhancing the profile of nursing and strengthening the current and future leadership capacity of the participating nursing students and faculty. The opportunity for the profession to demonstrate leadership in interprofessional education and practice will create systems of care that monitor health needs of individuals, families and populations in relation to complex evolving health care systems.

Interprofessional simulation (IPS) can aid in the development of knowledge and skill required for collaborative practice. IPS can also have a positive influence on students’ attitudes and perceptions of their own and others’ unique contribution to the health care team. Thus, IPS scenarios are an excellent way to support the development of interprofessional collaboration, role clarification, and leadership skills of health care students. A needs assessment should be completed before the development of a simulation scenario. When creating this scenario, the authors reviewed current trends in nursing education, feedback from clinical partners, and our health studies programs’ curricula. The scenario was designed to help students recognize scopes of practice and develop interprofessional skills. These skills include communication, collaboration, and shared leadership. Through interprofessional collaboration and communication, the team bachelor of science in nursing, practical nursing, and health care assistant students should determine that their patient has experienced elder abuse.

This chapter provides an alternative view of traditional leadership, describing assumptions of leadership in global health and how these assumptions, along with leadership skills, can be adapted fluidly among members of global health projects in order to maintain partnerships. Global health nursing leadership occurs within organizations and the highest levels of government, but the concept of leadership in global health nursing extends to nurses working within nongovernmental organizations or serving as volunteers on health care teams. Critical team leadership roles include the following: convener, visionary, strategist, and team builder. Leadership roles will continue to emerge throughout the partnership as the need arises, and partners will assume leadership roles according to their personal and professional skills as well as experience. The chapter then provides two case studies that demonstrate the challenges involved in maintaining partnerships between academic institutions in different countries.