Simulation in healthcare requires experienced, confident, and well-educated professionals. Simulation educators often participate in various simulation education training programs, conferences, and workshops, all of which enhance the learning and evaluation methods in the simulation laboratory. Experienced educators often pass along the bulk of simulation knowledge to novice educators through mentorship. Demonstration of leadership in the field includes development of future simulation educators. In addition to building the unique body of simulation knowledge, educators are responsible for understanding and disseminating best practices. Leadership in the field of simulation education includes innovation and collaboration. Activities that demonstrate leadership include publication, presentation, and continued professional development. This chapter discusses the role of certification in simulation leadership. It identifies activities that contribute to leadership in simulation and reviews resources available for faculty development in simulation instruction.

This chapter begins the discussion on how we use what we have quantified to move the organization forward. A part of what keeps healthcare organizations viable and competitive is the ability to manage current operations effectively and efficiently, as well as the ability to properly plan for the organization’s future. Although the type and focus of an organization may differ, there is one element of planning that all must include in the governance and leadership process: the budget. There are many items included in the standard budget, which has several approaches for data collection, data compilation, and budget completion. The chosen approach is at the discretion of the organization, but just as with accounting processes and record keeping, budgeting methods and inclusions must adhere to established regulatory requirements. This chapter explores the various approaches to budgeting and the practical uses in planning for the shorter-term and longer-term organizational outcomes.

The financial health of an organization can provide insight into an organization’s management practices and operational efficiency, as well as its leadership decision-making. All functions within the healthcare organization contribute to its financial health in some way, with some having a direct connection while others may be more indirect. To properly assess financial performance, we must ensure accurate and complete capture of operating data and financial data, as well as the proper context within which to interpret this information. This chapter takes a closer look at the indicators of financial health, and at how metrics such as key performance indicators contribute to the organization’s overall assessment of performance. It explores the financial performance trends relative to the financial statements and discusses the types of evaluations most useful for evidence-based organizational management. The chapter identifies the steps/stages of a formative evaluation.

This chapter pays particular attention to the value of healthcare and the challenges of person-centered health systems. Nurses who practice from a caring stance are already learning and adapting for tomorrow. Caring leaders, educators, and clinical nurses are creating a critical mass of health professionals that are dramatically affecting the work of nursing practice and the course of patient care. Health systems that have chosen to embrace caring relationships as a central unifying strength are benefiting in multiple ways: reduced adverse outcomes, positive patient experiences, better and faster communication and collaboration, and patient and staff engagement. The chapter examines the principles of appreciative leadership with an emphasis on responding positively to complexity. Rethinking how clinical work is organized to add value is paramount, and nurses who are experts in caring relationships can facilitate adaptation, driving self-advancing systems that will have a profound impact.

Relational capacity is increasingly seen as a needed strength in individual health professionals as well as in health systems. Collective relational capacity is especially crucial to attain health systems’ visions, complete missions, implement lasting change, and ultimately, self-advance. This chapter explores relational capacity, a resource necessary for quality caring at the individual, collective, and organizational levels. It describes human values, life experiences, intentions, psychological capital (PsyCap), and relational competence as important elements of individual relational capacity. The chapter also discusses the team or collective relational capacity in which groups of health professionals work together in the best interests of patients and families. Case studies illuminate the importance of relational capacity on patient and employee outcomes. Finally, the chapter highlights the organizational relational capacity as an often unobserved system asset that positively impacts performance.

Nursing leaders have a moral obligation to uphold professional ethical standards in supporting health professionals, including the intimate nursing relationship that is so important to quality care. With performance pressures rising and other external forces mounting, healthcare leadership is becoming more horizontal, inclusive, and relational, enabling adaptation and innovation. Caring relationships serve to ground nurse leaders in their practice and can be tapped as resources for advancement. Leadership based on caring relationships acknowledges the connections among humans and upholds the special relationship nurses have with patients and families. In fact, caring leaders set the tone for health professionals, generate confidence in their staff, and shape the infrastructure that supports them. Use of the caring behaviors personally and with others energizes organizations and their employees toward self-advancement. Finally, caring behaviors provide leaders with specific approaches and behaviors to effectively ensure caring relationships remain at the center of health professionals’ work.

During the engagement phase of community organizing, after issue identification and assessment, action planning must take place. This work must involve constituents, and, in many cases, be led or controlled by them. The ability of everyday people to determine what happens in their communities contributes substantially to the quality of life in neighborhoods and the well-being of individuals and families. In this chapter, the theoretical underpinnings of the philosophy associated with constituent involvement are discussed. A related concept, leadership development in community organizing, is also described. This activity is based on the premise that engaged citizens should have the lead role in facilitating decision-making processes in community groups and neighborhood planning, but may need information, training, and support from community organizers to do so effectively. Consequently, one section in this chapter describes techniques used to recruit and train leaders, whereas another provides an overview of techniques commonly used to facilitate and support constituents involved in public decision-making and planning. In addition, this chapter also provides information on another important community-organizer role, assisting constituents and community leaders with the development of action plans for community campaigns and initiatives, and describes techniques for helping group members make choices about the strategies and tactics to be used in these initiatives. The use of group processes to weigh various tactical options and assess the ethical implications of these methods is also presented. In the final section of this chapter, specific practice techniques for incorporating principles of self-determination, empowerment, and cultural competency in action plans and community decision-making processes are described.

In this chapter, leadership, team, and organizational culture and structure for macro social work practice is introduced. Staff supervision is defined and models of supervision for community practice in social work field internships, organizations, and campaigns are examined. This includes the development of work plans for organizing staff and the use of the supervisory process to analyze team and individual performance as well as organizational and community dynamics. Specific supervisory skills for community practice are described, including the development of self-awareness and cultural humility, verbal and written communication, engagement and dialogue skills, and the ability to encourage self-determination and self-empowerment in others. In addition, supervisory skills for helping social work interns or staff members develop effective group-work skills for issue identification and assessment, making ethical decisions, planning projects, campaigns, and taking action, and evaluating community change efforts are described. In the final section of this chapter, supervision as a parallel process in which supervisors serve as role models and help social work community practitioners (e.g., organizers, program managers, coordinators, advocates) develop the skills needed to encourage empowerment in others and, in turn, discover empowerment for themselves, is discussed.

In the nursing literature there is much written on the topic of “competency,” what it is and what it is not. These discussions largely center on knowledge, skills, and abilities to perform assessments and technical skills. In other words, and rightly so, the focus has been on point-of-care providers. There is less documented literature on competency as it relates to nurse management and leadership. In a dynamic, complex, and uncertain healthcare environment the concept of “leader competency” takes on greater significance. This chapter describes the meaning and relevance of nurse leader competency. It helps the reader to understand the nurse leader competency within the broader context of healthcare leadership competencies. It also differentiates frameworks for nurse leader competencies. The chapter critiques the similarities and differences among frameworks for nurse leader competencies and investigates the emerging competencies that will be required in the future.

Cultivating a sense of belonging allows individuals to feel like their authentic selves without fear of alienation or rejection. Nurses recognize the importance of belonging and work diligently to foster relationships that are affirming, nurturing, and supportive with patients, colleagues, and the communities in which they live. In healthcare, individuals are asked to come together and align around a common mission and vision and embrace a set of values aimed at caring for others. We are often asked to set our personal needs aside to focus on meeting the needs of those for whom we serve. Yet, there are as many ways of interpreting how best to carry out the mission and values as there are people. Leaders are often challenged to create communities. This chapter offers behaviors, strategies, and novel techniques that nurse leaders can use to foster collegial relationships and promote a feeling of genuine belonging and community.