evidence & practice / CPD / professional issues

LEADERSHIP

Leadership styles in nursing

NS899 Cope V, Murray M (2017) Leadership styles in nursing. Nursing Standard. 31, 43, 61-69.
Date of submission: 15 February 2017; date of acceptance: 11 May 2017. doi: 10.7748/ns.2017.e10836

Vicki Cope Abstract

Associate professor of Nurses are often asked to think about leadership, particularly in times of rapid change in
nursing, School of Health healthcare, and where questions have been raised about whether leaders and managers have
Professions, Murdoch adequate insight into the requirements of care. This article discusses several leadership styles
University, Murdoch, relevant to contemporary healthcare and nursing practice. Nurses who are aware of leadership
Australia styles may find this knowledge useful in maintaining a cohesive working environment. Leadership
knowledge and skills can be improved through training, where, rather than having to undertake
Melanie Murray formal leadership roles without adequate preparation, nurses are able to learn, nurture, model
Lecturer, School of Health and develop effective leadership behaviours, ultimately improving nursing staff retention and
Professions, Murdoch enhancing the delivery of safe and effective care.
University, Murdoch,
Australia Keywords
leadership, leadership skills, leadership styles, management, professional development,
Correspondence transactional leadership, transformational leadership
v.cope@murdoch.edu.au
@vickicsinc

Conflict of interest Aims and intended learning Nurses and Midwives to their professional
None declared outcomes practice (Nursing and Midwifery Council
This article aims to explore leadership and (NMC) 2015). The themes are: Prioritise
Peer review leadership styles. It provides information people, Practise effectively, Preserve safety,
This article has been about a range of leadership styles, outlining and Promote professionalism and trust.
subject to external those most commonly referred to in the This article relates to The Code in the
double-blind peer nursing literature. After reading this article following ways:
review and checked and completing the time out activities you »» It emphasises the importance of
for plagiarism using should be able to: effective leadership in nursing practice
automated software »» Outline the various leadership styles and healthcare. The Code states that
relevant to nursing. nurses must provide leadership to
Revalidation »» Describe your leadership style and ensure people’s well-being is protected
Prepare for revalidation: its potential effects in your work and to improve their experience of
read this CPD article, environment. healthcare.
answer the questionnaire »» Discuss the characteristics of »» It asserts that all nurses are leaders in
and write a reflective transformational and transactional terms of providing effective care and
account: rcni.com/ leadership styles. maintaining safety. This is in line with
revalidation »» Evaluate your strengths and capabilities The Code, which states that nurses
in leadership as well as potential areas must identify priorities, manage time,
Online for development. staff and resources effectively, and deal
For related articles visit »» Reflect on and develop your own or with risk to ensure the quality of care or
the archive and search others’ leadership styles. service they provide is maintained and
using the keywords improved.
Relevance to The Code »» The Code requires nurses to work
Nurses are encouraged to apply the cooperatively and communicate
four themes of The Code: Professional effectively. This article describes the
Standards of Practice and Behaviour for benefits of nurses being aware of

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To write a CPD article
Please email tanya.
fernandes@rcni.com.
Guidelines on writing for
publication are available
at: rcni.com/writeforus
leadership styles, stating that they
might find this knowledge useful
in maintaining a cohesive working
environment.
»» It provides information about the
behaviours and skills of effective leaders.
The Code states that nurses should be
a model of integrity and leadership
for others to aspire to, to promote
professionalism and trust.
»» The Code theme of practising effectively
states that nurses must ensure their
knowledge and skills are up to date.
This article emphasises the importance
of developing leadership skills through
training.
Introduction
The concepts of leadership and
management are frequently linked, and
these terms are often used synonymously;
however, they are not one and the same
(Daly et al 2004, Dignam et al 2012,
Marquis and Huston 2012). Marquis
and Huston (2012) outlined the main
differences between a leader and a
manager: leaders do not necessarily
have designated authority; leaders might
not form part of the hierarchy; leaders
empower others; and leaders place
emphasis on interpersonal relationships.
The development of interpersonal
relationships between nursing staff can
significantly influence patient outcomes.
Cummings et al (2010) suggested that
effective leader and follower relationships
among staff result in positive patient
outcomes, whereas suboptimal leader
and follower relationships might lead to
suboptimal care. In contrast to leaders,
managers plan, organise, employ staff,
and control resources (Marquis and
Huston 2012, Day and Leggat 2015).
Leaders in the healthcare setting are
often assumed to mean unit managers,
nursing directors, or the facility
executives. However, leadership is not
necessarily formal; that is, designated
as a managerial role with formal
responsibilities in relation to people
and resources. Often, nurses might not
realise they are in informal positions
of leadership every day, because of
their ability to influence the safety and
quality of patient care as part of their
nursing role (Marquis and Huston 2012,
Daly et al 2014). For example, the nurse
who takes charge of responding to an
emergency situation is acting as a leader,
even if they have not been formally
required to direct the team involved.
When considering informal leadership
in the ward environment, leaders stand
out as those facilitating and delivering
optimal care (Daly et al 2014).
The literature demonstrates a link
between effective nursing leadership,
improved recruitment and nursing
staff retention, a positive workplace
environment and improved patient safety
(Aiken et al 2002, Cummings et al 2010,
Wong et al 2013, Hendricks et al 2015).
Therefore, it is important for nurses to
understand the concept of leadership
and its influence on everyday nursing.
Leadership is a set of behaviours,
rather than a formal position. Effective
leadership is not necessarily a natural
ability, but with training in specific
knowledge and skills, effective leadership

BOX 1. Healthcare workforce issues that may affect leadership

»» Business management models taking precedence over care, meaning that nurses are often required to ‘do more
with less’
»» Excessive administrative burden
»» Lack of recognition of the importance of nurse leaders in high levels of the organisation
»» Imposed organisational change and restructuring – removing nurse leadership roles from the organisation
»» Nursing staff shortages and suboptimal staff retention
»» Lack of organisational support
»» The casualisation (transformation) of the workforce – the move away from a full-time workforce to that of part time
and casual workers
(Adapted from Australian College of Nursing 2015)

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can be developed (Giltinane 2013, and Cummings et al (2010) asserted that

Daly et al 2015, Fischer 2016). Box 1 nurses’ performance is influenced by
outlines the healthcare workforce issues the style of leadership their nurse leader
that may affect leadership. exhibits.
Many nurses are placed in positions
of formal leadership without receiving Leadership styles
training in the behaviours and skills There are several leadership styles
associated with effective leadership, or identified in the nursing literature.
without having the time to learn and Cummings (2012) stated that most styles
assimilate these behaviours and skills can be characterised as either relational
(Hendricks et al 2010). The International leadership or task-focused leadership.
Council of Nurses (2012) identified Relational leadership styles focus on
the requirement to establish the Global people and relationships, and includes
Nursing Leadership Institute, because transformational, emotional intelligence,
it recognised that effective leadership resonant and participatory leadership.
is paramount to the optimisation of These styles are associated with increased
patient outcomes (Aiken et al 2016). staff satisfaction, organisational
The establishment of the Global Nursing commitment, improved staff health
Leadership Institute recognises that it and well-being, stress reduction, job
is a healthcare priority for nurses to be satisfaction, increased productivity,
provided with opportunities to learn about effective working and positive patient
leadership and be mentored during the outcomes (Cummings 2012). In contrast,
process of becoming a leader (Mancuso task-focused leadership is associated
2016). with lower values for all these outcomes
(Cummings 2012), and is focused on job
TIME OUT 1 completion, deadlines, and directives.
How would you define leadership? What traits do you Task-focused leadership styles include
consider important for effective leadership? Why do you transactional, autocratic and laissez-
think those particular traits are important? faire leadership. Table 1 describes
the characteristics associated with
Chunharas and Davies (2016) defined transformational and transactional
leadership as ‘the ability to identify leadership.
priorities, set a vision, and mobilise the
actors and resources needed to achieve Relational leadership styles
them’. Leadership requires a certain Transformational leadership
amount of influence to accomplish a Transformational leadership is considered
goal (Wong et al 2013) and, depending to be the gold standard of leadership.
on the goal, may require a particular The seminal work of Burns in the 1970s
leadership style or combination of styles. (Burns 1978) further developed by Bass
Brady Germain and Cummings (2010) and Avolio in the 1980s (Bass and Avolio

TABLE 1. Characteristics of transformational and transactional leadership

Transformational leaders Transactional leaders
»» Catalysts for change »» Do not identify with shared values of the team
»» Democratic in their approach – share responsibilities with »» Focus on managerial tasks
their followers »» Goal-orientated – tasks to be completed for reward
»» Goal-orientated – set clear expectations »» Lead change
»» Intellectual stimulators – influence followers to create and »» Make decisions quickly – effective in crises
pursue new ideas »» Motivational – provide rewards for the completion of tasks
»» Inspirational
»» Visionary – actively promote and articulate a vision
(Rolfe 2011, Giltinane 2013, Day and Leggat 2015, McFadden et al 2015, Merrill 2015, O’Connor and Carlson 2016)

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evidence & practice / CPD / professional issues
KEY POINT 1994), demonstrated that transformational
Heckemann et al (2014) leadership is central to nursing, because
asserted that leading with of its influence on a safety culture,
emotional intelligence staff satisfaction and patient outcomes
may reduce any distrust (Cummings et al 2010, Squires et al 2010,
between nursing staff Fischer 2016).
and nurse leaders, who Transformational nurse leaders place
are increasingly removed nurses and nursing first; are positive
from bedside nursing under pressure; form connections with
their followers; are an effective mentor
and role model; and have a set of core
values that they adhere to with integrity
(Anonson et al 2014). These leaders
are motivational and empowering and
they inspire others to identify with and
pursue a long-term vision in relation
to organisational goals and individual
nurses’ career goals (Marquis and
Huston 2012, Brewer et al 2016). They
usually adopt a democratic approach and
share responsibility with their followers
(Giltinane 2013) and, as leaders,
they gain trust through developing
relationships, listening, responding,
and empathising with their followers
(Cummings et al 2010). However, to
ensure effective leadership, Mannix et al
(2013) and Marquis and Huston (2012)
suggested that transformational leaders
may require transactional leadership
skills for the day-to-day management of
organisations and the people in them.
Emotional intelligence leadership
Emotional intelligence was first discussed
as an emerging leadership style and
an attribute of transformational and
resonant leadership in the 1980s. It
has been described as having four
prominent constructs: self-awareness,
self-management, social awareness
and social skills (Ledlow and Coppola
2014). Emotionally intelligent leaders are
sensitive to their own and their followers’
well-being, feelings and emotional health,
and they develop effective personal
relationships while directing followers to
common work goals (Karimi and Rada
2015). Emotionally intelligent leaders
manage and reflect on their emotions
and make rational decisions to effect
change and cooperation in the workplace,
engendering teamwork and collaboration.
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Emotionally intelligent leaders are
effective at resolving conflict because
they have the ability to see the situation
through the eyes of others and to manage
work stress, which gives them the
confidence to lead during challenging
situations and manage the emotional
aspects of providing patient care and
directing staff (Karimi and Rada 2015).
Heckemann et al (2014) asserted that
leading with emotional intelligence
may reduce any distrust between
nursing staff and nurse leaders, who
are increasingly removed from bedside
nursing. Emotional intelligence is also
associated with the resonant leadership
style (Heckemann et al 2014).
Resonant leadership
Resonant leadership is based on
emotional intelligence and mindfulness,
which involves approaching issues by
focusing on the present moment and
being open and responsive without
judgement (Brendel and Bennett 2016).
Resonant leaders seek to empower their
colleagues with confidence and energy so
that they feel stronger and more capable
of achieving the work goals assigned
to them. They enable their followers
confidently to flourish through coaching,
developing trust, and being attuned
to their emotions (Squires et al 2010,
Laschinger et al 2014, Bawafaa et al
2015). Resonant leaders possess the
emotional intelligence attributes of
self-awareness, self-management,
social awareness and relationship
management (Boyatzis and McKee 2006,
Laschinger et al 2014), which means they
are effective at conflict resolution and
able to pursue democratic collaborative
and affiliative solutions (Day and Leggat
2015).
Similar to transformational leaders,
resonant leaders are visionary and
strive to create optimistic and inspiring
environments through demonstration
and coaching, passion and commitment
(Boyatzis and McKee 2006, Squires et al
2010). As with emotionally intelligent
leaders, resonant leaders have
effective control over their emotions
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and are attuned to the emotions of
their followers, resulting in a sense
of empowerment in these followers
(Squires et al 2010, Heckemann et al
2014, Bawafaa et al 2015). The outcomes
of this style of leadership include
increased staff satisfaction, increased
intention to remain in the nursing
profession, reduced stress, and
increased collaboration and teamwork
(Bawafaa et al 2015).
TIME OUT 2
Read the World Health Organization (WHO) (2016) flagship
report on Open Mindsets: Participatory Leadership
for Health. List three reasons why this report focuses
on participatory leadership. How could this type of
leadership assist you to address any leadership-related
challenges you experience in your practice?
Participatory leadership
In participatory leadership, the opinions
of individuals and groups about their
work are taken into account (WHO
2016). Knowledge, experience, skills and
innovation are highly valued in decision-
making processes, using wide expertise
and engagement to get things done. This
style of leadership is based on respect
and wider community involvement, and
is effective in optimising the collective
strengths and perspectives of people to
overcome challenges in organisations. In
2016, the WHO called for participatory
leadership to replace existing hierarchical
models of leadership in healthcare,
asserting that inclusivity and the
engagement of diverse stakeholders will
strengthen healthcare systems (WHO
2016).
Task-focused leadership styles
Transactional and autocratic leadership
Transactional leadership is a task-focused
leadership style. It is usually episodic,
and involves short-term goals. In
transactional leadership, there is an
exchange or reward for completing a
task. This may be motivational for the
follower, with communication commonly
related to goal-setting and positive
feedback for successful completion
of the task (Bish 2015, Scully 2015).
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Transactional leadership is often effective KEY POINT
in business settings, where a return for Transactional leadership is
an investment is highly valued, and may often effective in business
have a positive effect on the workforce settings, where a return for
because of the rewards received an investment is highly
on completing a task. However, in valued, and may have
nursing, this can lead to a non-holistic a positive effect on the
approach to patient care as a result of workforce because of
the focus on task completion (Giltinane the rewards received
2013). In crisis situations, where clear on completing a task.
direction is required, the transactional However, in nursing, this
leadership approach is an effective style can lead to a non-holistic
of healthcare leadership. ‘Do this now!’ approach to patient care as
may be the best leadership style for the a result of the focus on task
direction of critical incidents (Giltinane completion (Giltinane 2013)
2013, Bish 2015).
A form of transactional leadership is
autocratic leadership. Autocratic leaders
have been described as power-orientated,
close-minded and controlling, which
can mean some people find these leaders
challenging to work with (Giltinane 2013).
While these leaders may be disliked by
some nursing staff because they demand
obedience, loyalty and strict adherence
to rules, others often work well under
the autocratic leader. One advantage of
this leadership style is that it can result in
positive outcomes, because these leaders
promote structure and prioritise needs
(Giltinane 2013).
One aspect of transactional leadership
is ‘management by exception’, in which
leaders intervene only as they deem
necessary (Giltinane 2013, Anderson
and Sun 2017); that is; the leader takes
corrective action based on the results of
leader-follower transactions (Anderson and
Sun 2017). Management by exception is
either active; that is, correcting behaviours
before they become an issue, or passive
– not acting until behaviours become an
issue (Giltinane 2013, Anderson and Sun
2017). Passive management by exception
is commonly associated with suboptimal
performance and thus suboptimal patient
care.
Laissez-faire leadership
Laissez-faire leadership is a task-focused
style of leadership because it involves
the setting of tasks in times of crisis,
thus demonstrating reactive leadership.
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KEY POINT Laissez-faire leadership denotes the
Research has suggested diminished presence of leadership or
that a lack of effective a ‘hands-off’ approach. Laissez-faire
leadership can leaders leave decisions to others, and
exacerbate the pressure their response to crises is reactive rather
and disarray that may than proactive. This style of leadership
be experienced in is often used by inexperienced leaders
contemporary nursing or those who are about to vacate their
environments amid leadership position, who prefer to leave
constant change. the work of leading to others, such as
Laissez-faire leadership their followers or the person who will
and/or a lack of replace them in their position (Giltinane
leadership can have 2013). Passive management by exception
significant negative may also be seen as a trait of laissez-faire
effects on employee leadership.
satisfaction and
effectiveness, which Instrumental leadership
might ultimately affect Instrumental leadership focuses on
patient care (Skogstad choosing a suitable strategy, along
et al 2014) with the appropriate resources, to
achieve work goals. This style of
leadership lies on the spectrum between
transformational and transactional
leadership styles (Hooijberg and
Antonakis 2014). An instrumental
leader takes the ‘bigger picture’ visions
of the transformational leader and asks
logistical questions, such as: ‘How do I
make this vision happen?’, ‘Is the vision
realistic?’ and ‘What implications are
associated with this vision?’ (Hooijberg
and Antonakis 2014). They are focused
on the ‘small picture’; that is, issues in the
immediate work setting (Hooijberg and
Antonakis 2014). Instrumental leaders can
be effective managers, because they lead
to maintain productivity, so that tasks are
completed in line with the organisation’s
resources, or healthcare facility’s strategic
vision and time constraints (Hooijberg
and Antonakis 2014).
TIME OUT 3
What leadership styles are prevalent in your area of
work? What do you think has led to the development of
these leadership styles?
TIME OUT 4
Reflect on an occasion where you experienced or
witnessed ineffective leadership. What behaviours did
the ineffective leader display, and how did you respond?
Consider what may influence an individual’s approach to
leadership.
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Ineffective leadership
Research has suggested that a lack of
effective leadership can exacerbate
the pressure and disarray that may be
experienced in contemporary nursing
environments amid constant change.
Laissez-faire leadership and/or a lack of
leadership can have significant negative
effects on employee satisfaction and
effectiveness, which might ultimately
affect patient care (Skogstad et al 2014).
Ineffective leaders may have suboptimal
interpersonal skills, may be incompetent,
and may be perceived by staff as
demotivating, callous and corrupt.
These traits affect staff productivity,
absenteeism and morale (Anonson et al
2014).
Many people do not take action when
they witness or experience ineffective
leadership, and the literature indicates
there is often a lack of assertiveness
among nurses in denouncing ineffective
leadership (Johnson 2012, Schyns and
Schilling 2013). This may be, in part,
because of the rapid and continual
changes in healthcare, which can result
in change fatigue and nurses becoming
apathetic in response to insidious
ineffective leadership (Vestal 2013).
TIME OUT 5
Change in healthcare is likely to continue. Are there any
indicators that you or your colleagues have reached
the limit of their capacity to manage change? Are your
leaders aware of this, and what could they do to address
this issue?
Leadership training
Contemporary healthcare issues
concerning skill mix, workforce
shortages and staff turnover, and
increasing patient acuity levels affect
clinical practice (Mannix et al 2013,
Aiken et al 2016). Leadership training
may have a beneficial effect on these
issues, whether this is as part of the
nursing undergraduate curriculum,
or as an extracurricular activity for
nursing students (Hendricks et al
2010, Paterson et al 2010). The value
of early leadership development and
postgraduate leadership training is also
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evident (Dignam et al 2012, Bleich Leadership has a direct effect on

2016). Leadership training might
transform the performance of healthcare
systems, by generating new leaders
from within the existing system through
education and support (Frenk et al
2010).
Leadership is an important professional
responsibility in nursing. All nurses have
a role in leadership, from nurses taking
the responsibility to report ineffective
leadership and suboptimal care, to the
development of professional behaviours
of resonant leaders, to exemplary
leadership, which enables followers to
provide safe, high-quality patient care
(Dignam et al 2012, Bleich 2016). This is
especially important in times of increased
nursing staff turnover and intention to
leave the profession, because effective
leadership is an element of a positive
work environment and can improve
nursing staff retention (Heinen et al
2013, Aiken et al 2016). Box 2 outlines
the typical behaviours and attributes
of effective leaders that are relevant for
nurses.
nursing staff retention; therefore, one
way to improve retention is to develop
effective leaders throughout the nursing
profession through education and
mentorship (McCloughen et al 2011,
Wong et al 2013). Nurses who are
competent leaders and prepared for the
role have an improved ability to manage
healthcare demands, and are increasingly
likely to remain in the profession, which
reduces the cost of staff turnover in
healthcare organisations (Roche et al
2015). Therefore, it is necessary for
engagement in leadership training to
occur at all levels of nursing.
Nurses could proactively engage in
leadership training by undertaking
leadership development programmes or
enrolling in healthcare leadership and
management courses. This will develop
nurses’ leadership skills and resilience,
which would assist the effective
functioning of the multidisciplinary
team, and contribute to retaining staff in
times of new economic managerialism,
which is associated with downsizing and

BOX 2. Typical behaviours and attributes of effective leaders

»» Aiming for operational excellence

»» Aiming high, setting challenging goals for their followers and themselves
»» Benchmarking against best practice to raise awareness of high standards and what to reach for
»» Committed
»» Critical thinkers
»» Emotionally intelligent
»» Engaged in their continuing professional development. Acting as a role model by setting an example for this and other
professional behaviours
»» Ethical, fair, sincere and transparent
»» Flexible – understand and embrace change
»» Have a succession plan to generate new leaders
»» Have confidence in their staff, empowering them with responsibility and autonomy
»» Inclusive
»» Integrating leadership and mentorship
»» Interactive and communicative
»» Listening to, valuing and respecting their colleagues’ ideas and rewarding their accomplishments appropriately
»» Making use of research and evidence to understand issues, making decisions based on fact
»» Mobilising the resources available
»» Passionate
»» Present and available
»» Proactively advocating a culture of quality and safety
»» Providing constructive and positive feedback to staff
»» Sharing leadership
»» Taking a different perspective to solve issues, ‘looking outside the box’, and being solution-focused
»» Taking on challenges

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evidence & practice / CPD / professional issues

cost reductions in healthcare, increased it may be beneficial to use a solutions-

workloads and nursing staff shortages
(Cope et al 2015).
TIME OUT 6
Reflect on your own leadership attributes. What are
your strengths? What are your areas for development?
What type of leader are you and what type do you want
to be? List five actions you could take to improve your
leadership capabilities. You may wish to discuss this with
a colleague.
Conclusion
There are a range of leadership styles that
may be used in healthcare organisations
and among nurse leaders, and it may be
beneficial for nurses to be aware of these
styles in their workplace. Many solutions
have been suggested to address issues in
healthcare, with effective leadership among
these solutions. However, rather than
focusing on issues in the healthcare system,
based approach; that is, emphasising
the professional development of staff,
specifically in relation to developing nurses’
leadership knowledge and skills. All nurses
are leaders, in terms of providing effective
care and maintaining safety, and they
should be able to access leadership training
to maintain this role. Present and available
exemplary nurse leaders in all roles are
essential for the provision of safe care for
the protection of public health, which is
the aim of nursing practice.
TIME OUT 7
Nurses are encouraged to apply the four themes of The Code
(NMC 2015) to their professional practice. Consider how
effective leadership in nursing relates to The Code.
TIME OUT 8
Now that you have completed the article you might like to
write a reflective account as part of your revalidation.

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Leadership in nursing
TEST YOUR KNOWLEDGE BY COMPLETING SELF-ASSESSMENT QUESTIONNAIRE 899

 1. Leadership in healthcare may be affected by:  7. Which of the following is not a typical attribute How to complete
 a) Nursing staff shortages c of an effective leader? this assessment
 b) Lack of recognition of the importance of nurse  a) Flexibility c
This self-assessment
leaders c  b) Being problem-focused c
questionnaire will help you
 c) Imposed organisational change and  c) Having an inclusive approach c to test your knowledge.
restructuring c  d) Being interactive and communicative c It comprises ten multiple choice
 d) All of the above c questions that are broadly
 8. Effective nursing leadership can result in: linked to the article starting on
 2. In contrast to a manager, a leader:  a) Improved patient safety c page 61. There is one correct
 a) Always has designated authority c  b) Improved nursing staff retention c answer to each question.
 b) Always forms part of the hierarchy c  c) A positive workplace environment c »» You can test your subject
 c) Empowers others and places emphasis on  d) All of the above c knowledge by attempting
interpersonal relationships c the questions before reading
 9. When might a transactional style of leadership the article, and then go
 d) Plans, organises, employs staff, and controls be most effective in healthcare settings? back over them to see if you
resources c
would answer any differently.
 a) In providing holistic and compassionate care to
 3. Which of the following is a task-focused style patients c »» You might like to read the
of leadership?  b) In a situation where wider community involvement article before trying the
 a) Resonant questions. The correct
c is necessary to make appropriate decisions c
answers will be published in
 b) Transactional c  c) In a crisis situation, where clear direction is Nursing Standard on 5 July.
 c) Participatory c required c
 d) Transformational c  d) In replacing existing hierarchical models of Subscribers making use
leadership c of their RCNi Portfolio can
 4. Transformational leaders: complete this and other
 a) Do not identify with shared values of the team c  10. What style of leadership is characterised by a questionnaires online and save
 b) Focus on managerial tasks c ‘hands-off’ approach? the result automatically.
 c) Are democratic in their approach c  a) Instrumental c Alternatively, you can cut
 b) Resonant c out this page and add it to your
 d) Are not catalysts for change c
professional portfolio. Don't
 c) Laissez-faire c
 5. The four prominent constructs of emotional forget to record the amount
 d) Autocratic c
of time taken to complete it.
intelligence are:
 a) Goal-setting, action planning, task completion You may want to write
and feedback c a reflective account based
 b) Thoughts, feelings, behaviours and physical on what you have learned.
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responses c by Alex Bainbridge
reflective-account
 c) Plan, act, observe and reflect c The answers to this questionnaire will be published on 5 July
 d) Self-awareness, self-management, social
Answers to SAQ 897 on Effective communication with older
awareness and social skills c
adults, which appeared in the 7 June issue, are:
 6. Which statement is true? 1. b 2. d 3. c 4. a 5. c 6. b 7. d 8. b 9. d 1 0. b
 a) Nurses are in informal positions of leadership
every day, because of their ability to influence
the safety and quality of patient care c
 b) The term ‘leader’ always refers to a person in a
formal management position c
 c) Resonant leadership is considered to be the gold
standard of leadership c
 d) Training in leadership behaviours and skills is
unimportant – these are innate qualities c

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