Since the introduction of emotional intelligence (EI) in the 1990s, there has been growing interest from researchers to assess the influence of EI on the development of effective leaders in terms of organizational success. There is limited research on how a nursing leader's EI influences his or her followers, and even less research that expands on the nursing leader's EI and how this affects the organizational commitment (OC) of the follower. This quantitative, correlational study examined the relationship between the nursing leaders' EI and the followers' OC. The study also examined the correlation between the nurse leaders' EI and the length of time (LOT) in healthcare, and the OC of the followers and their LOT in healthcare. The quantitative data for this study were collected by utilizing the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) self-report measure to ascertain the nursing leaders' EI. The followers' OC data were obtained by utilizing the Three-Component Model (TCM) Employee Commitment Survey. The MSCEIT surveys were distributed to 53 purposively sampled nurse leaders, and the TCM Employee Commitment Surveys were distributed to 728 of their followers at a level-one trauma center in the southwestern portion of the United States. One hundred and thirty surveys were returned (36 nurse managers and 94 followers), representing a 17% return rate. Using Spearman's rank correlation coefficient, findings noted that there was not a significant correlation between a nurse leader's EI and the follower's OC along with LOT in healthcare related to the nurse leader's EI and the follower's OC. With limited research on leader EI as it relates to follower OC in the healthcare environment further research would be recommended.

The Emotionally Intelligent Nurse Leader offers nursemanagers, health care leaders, and emerging leaders a useful guidefor identifying, using, and regulating their emotions (emotionalintelligence). As the author clearly demonstrates, harnessing thepower of emotional intelligence can transform the work environmentand the nursing profession as a whole. This important resourcecombines a strong theoretical base with illustrative case examplesand practical insights. Every day, nurse leaders must resolveconflict, form alliances, and coach others in a complicated healthcare environment. Each chapter in this book is designed to helpthese professionals identify, understand, and hone the skills ofemotional intelligence—skills that will bolster the nurseprofessional's ability to lead effectively. The EmotionallyIntelligent Nurse Leader explores how to invent an emotionallysensitive workplace culture, upend the hierarchy—makingleaders more responsive and line employees moreresponsible—and visualize and create an emotionallyintelligent workplace.

The first book on emotional intelligence (EI) written for nurses, this comprehensive resource delivers both the theoretical knowledge and practical skills to improve patient outcomes. Authored by one of the foremost experts in EI and nursing, the text discusses the foundations of EI and shows how EI skills can and should be applied to any practice setting in nursing. Using core concepts of EI and evidence-based research, this publication discusses the implications of EI on key nursing challenges such as burnout, patient safety, staff retention, conflict management, ethical decision-making, quality and safety, and wellness. Emotional Intelligence in Nursing addresses the application of EI skills in various arenas of clinical practice and in advanced practice nursing roles. Each chapter contains one or two case studies featuring a nurse or care team at a crossroads event. Sometimes the clinicians in the case studies use EI skills; sometimes they do not. The case study is then analyzed through the lens of the four basic EI abilities, highlighting key practical takeaways for the reader to absorb and incorporate into their own practice to provide better care for themselves, their care team, and their patients. Key Features: Demonstrates how the implementation of EI results in superior patient outcomes Provides a foundation in EI concepts and demonstrates its application in a variety of nursing practice settings Discusses implications of EI for teaching, burnout/thriving, staff retention, conflict management, and ethical considerations Presents real-life scenarios through case studies Address the needs of all nurses, from students to educators, from new nurses to nurse executives

Strong nursing leadership is needed to create and maintain a healthy and safe practice environment for both nurses and patients. Acute care hospitals are fundamentally complicated organizations where nurse leaders must answer to numerous stakeholders and meet performance goals across multiple levels of achievement such as quality, cost, and satisfaction. Furthermore, in a recent study of chief nursing officers it was found that 62% of nurse leaders plan to retire, leave the profession, or change jobs within the next five years (Jones, Havens, & Thompson, 2009). This scenario of change requires an in-depth look at options for optimizing the development of highly skilled nurse leaders. Transformational leadership is identified as an empowering leadership style that can be used within today's hospital and nursing environment to improve organizational outcomes (McGuire & Kennerly, 2006). Coaching is believed to encompass several key characteristics of transformational transactional leadership and may be an effective means of developing and/or expanding the leader's skills and of guiding leader development of followers (Humphreys & Einstein, 2003; Kowalski & Casper, 2007). Using a correlated, non-experimental design, this research study explored the relationships between transformational and transactional leadership, coaching, and the impact of the leader-follower coaching relationship on followers' work performance, job satisfaction, work relationships, and job commitment. The sample consisted of 53 chief nurse leaders in hospital organizations and 301 of their direct nurse reports. The Multifactor Leadership Questionnaire (5X - Short) developed by Bass and Avolio (1999), a researcher-developed Coaching Behavior Measure (Ellinger, Ellinger, & Keller, 2003), and four researcher-developed visual analogue surveys of work-related outcomes were used to measure the variables of interest. Data analysis revealed the nurse leaders were dominantly transformational and used coaching behaviors frequently. The coaching relationship of the leader-follower positively impacted the followers' work performance, job satisfaction, work relationships, and organizational commitment. Coaching was strongly related to all of the transformational factors and the transactional factor of contingency reward. Coaching was negatively related to transactional factors of management-by-exception (active) and (passive).

As information systems become ever more pervasive in an increasing number of fields and professions, nurses in healthcare and medicine must take into consideration new advances in technologies and infrastructure that will better enable them to treat their patients and serve their communities. Nursing Education, Administration, and Informatics: Breakthroughs in Research and Practice is a comprehensive reference source for the latest scholarly material on nursing administration with a focus on patient care, the strategic management of nursing staff, and other areas. Highlighting a range of pertinent topics, such as online nursing education, social media for professional development, and practical nurse training, this publication is ideally designed for doctors, nurse practitioners, hospital administrators, and researchers and academics in all areas of the medical field.

This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective. Chapters consider: understandings of teachers' OCB, its nature, components, and salience in schools personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB. Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.