Unfreezing, Change, and Refreezing
The unfreezing, change, and refreezing are the three basic parts of Lewin's change theory. The unfreezing stage entails devising a way to ensure that people abandon old habits that are detrimental to the linked health advantages (Cummings, Bridgman, & Brown, 2016). The shift stage entails transitioning to a new phase, whereas the refreezing stage requires forming a new habit (Cummings et al., 2016). In the preceding example, the unfreezing step will primarily focus on changing the mindsets of both night shift and day shift nurses. This, ideally, will lessen conflict between the two groups. All the different shifts will be required to fill their various documents during their work hours.
Strategies and Rationale
Authoritarian or autocratic leadership styles would be effective in addressing some conflicts and in ensuring that employees fulfill their roles to the required standards (Davis, 2012). The nurse manager has to make sure that all nurses working in either the night shift or day shift play their role in their work settings. By using the autocratic leadership style, the nurse manager will not only address the conflict at hand but will also ensure the nurses play their essential role in the documentation process.
Expected Outcomes
All the documents will be checked before and after the intervention of the nurses by the nurse manager. Fewer complaints by the renal physicians would mean that everything is in order. Also, the length of a patient stay in the hospital will be assessed between the periods before and after the intervention. The shorter length of stays in a healthcare setting would be an indicator of a change intervention. The autocratic form of leadership is considered to be dictatorial and may inspire negative feeling between the nurses and nurse manager. Addressing some of the needs of both factions and not taking sides is critical in avoiding some of these issues.
Professional Standards
Nurse managers have a role in ensuring that everything within their organizational setting meets the required standard. Ideally, solving the above conflicts would serve to reduce conflicts as well as any form of legal issue that could have arisen from the improper documentation.
Response Plan for Outpatient Chest Unit
Change Theory
The unfreezing stage will investigate why the hospital setting is not efficient in carrying out some of its operations. More specifically, it will seek to examine why some operations are below par and why there is no documentation within the hospital setting. Also, it will identify who will be in charge of the whole process. The change process will involve the identification of two teams to address the above two issues. The freezing stage should ensure that the change formulated is maintained over a period.
Strategies and Rationale
Participative leadership style should be used in this case since it is effective in teamwork (Kumar & Khiljee, 2016). The case presented above requires the formulation of several teams that will address all the issues one at a time. Teams should be developed that exclusively focus on the application of aspirin and the management of the CT scan. An overall head should be selected to head the above teams and ensure all the above issues are addressed. Since the two issues are not directly related different teams should work on the above issue but report to the same head.
Expected Outcomes
The success of the implementation of the above initiative will be measured by looking at the time of application of aspirin as well as monitoring the way the CT scan is applied. Ideally, if it falls within the required standard time, then it will be classified as a positive outcome indicating the change.
Professional Standards
In this case, the nurse leaders utilize teamwork as one of the professional standards commonly used to address issues facing the healthcare settings.
Response Plan for School Nurse
Change Theory
The unfreezing stage will identify the major reasons as to why there are increased cases of sexually transmitted diseases within the community and at the same time seek to understand what the community understands on sexually transmitted diseases. The change phase will involve educating the community on sexually transmitted diseases while the freezing stage will attempt to ensure that incidences associated with sexually transmitted diseases are reduced to the minimum.
Strategies and Rationale
Delegated form of leadership will be applied in the above case. Community members will be educated on sexually transmitted diseases, and they will be expected to teach the populace. This way knowledge will be shared across the board. Delegated leadership is efficient since it allows everyone within the community to exercise some form of leadership (Epitropaki, Sy, Martin, Tram-Quon, & Topakas, 2013; Kumar & Khiljee, 2016).
Expected Outcomes
The number of cases of young people suffering from sexually transmitted diseases will be measured after a specific amount of time. Secondly, if the community continues to raise the above issues, it would mean that the progress has not been made in solving the needs of the community. The number of reported transmission of sexually transmitted infections within the school setting may provide information on the effectiveness of the solution. Delegated leadership may pass some messages in the wrong form. Nonetheless, such issues can be addressed by all the other parties.
Professional Standards
Delegated form of leadership is a holistic form of leadership that seeks to incorporate other members in addressing any situation. Since healthcare provision is not a selected role for a chosen few, the incorporation of other parties would fall in line with the professional role of healthcare providers.
References
Cummings, S., Bridgman, T., & Brown, K. G. (2016). Unfreezing change as three steps: Rethinking Kurt Lewins legacy for change management. Human Relations, 69(1), 33-60. http://doi.org/10.1177/0018726715577707
Davis, G. (2012). A documentary analysis of the use of leadership and change theory in changing practice in early years settings. Early Years, 32(3), 266-276. http://doi.org/10.1080/09575146.2011.638278
Epitropaki, O., Sy, T., Martin, R., Tram-Quon, S., & Topakas, A. (2013). Implicit Leadership and Followership Theories "in the wild": Taking stock of information-processing approaches to leadership and followership in organizational settings. Leadership Quarterly. http://doi.org/10.1016/j.leaqua.2013.10.005
Kumar, R. D. C., & Khiljee, N. (2016). Leadership in healthcare. Anaesthesia and Intensive Care Medicine, 17(1), 63-65. http://doi.org/10.1016/j.mpaic.2015.10.012
