nursing leadership styles powerpoint presentation

8 Types of Leadership Styles in Nursing – Which One is Right for You?

Are you a nurse leader or aspiring to become one? Did you know there are several types of leadership styles that can be applied to nursing? Perhaps you have asked yourself or others, “What are the different types of leadership styles in nursing?” In this article, you will learn what leadership style in nursing means, why it is important for nurse leaders to develop a leadership style, and information about the 8 types of leadership styles in nursing, including pros, cons, and examples of each.

What Is a Leadership Style in Nursing?

5 reasons why developing a leadership style is important in nursing.

1. Effective leadership is associated with better patient outcomes. 2. When nursing teams have strong leaders, employees are typically happier, creating an environment conducive to safe, efficient patient care. 3. Nurses who work with nurse leaders that have established or developed a leadership style know what is expected of them and what they can expect from their leaders. 4. Developing a leadership style in nursing is a way of holding yourself accountable to the role and demonstrating to others that you are dedicated to the success of your team. 5. The different leadership styles in nursing contribute to lower stress, team cohesion, and self-efficacy within the nursing team.

WHAT ARE THE DIFFERENT TYPES OF LEADERSHIP STYLES IN NURSING?

1. democratic leadership (a.k.a. participative leadership), about the style:, this leadership style is right for you if:, real-life example:, 2. transformational leadership, 3. autocratic leadership (a.k.a. authoritarian leadership), 4. laissez-faire leadership (a.k.a. delegative leadership), 5. servant leadership, 6. bureaucratic leadership, 7. transactional leadership, 8. charismatic leadership, ways to determine which leadership style in nursing is right for you, 1. identify your strengths., 2. identify your weaknesses., 3. know your personality traits., 4. consider what you value personally and professionally., 5. determine your ability to delegate., 6. observe other leaders., 7. ask for feedback from your leaders and subordinates., can you develop your own unique leadership style in nursing, 5 strategies to help develop your own unique leadership style in nursing, 1. practice personal discipline., 2. learn about and develop situational awareness., 3. do not be afraid to follow., 4. learn to resolve conflicts., 5. never stop learning., useful resources related to leadership styles in nursing, youtube videos, my final thoughts.

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Leadership Theories and Styles

Activity #1

Read the scholarly paper by Giltinane CL. (2013) . You will gain an impression of the major types of leadership concepts and theories, and you will review evidence to support their influence on health outcomes.

Leadership Theories and Concepts  

Leadership is a universal concept studied and applied in many disciplines, including psychology, education, military, management, healthcare, and nursing. All conceptualizations of leadership have four elements in common: leadership is (a) a process, that (b) involves influence, and (c) occurs within a group setting or context, and (d) is concerned with achieving goals that reflect a shared vision (Cummings et al., 2018).

Leadership styles are generally categorized as focusing on either human relationships or task completion (Cummings et al., 2018). Relational leadership focuses on people and relationships; examples include transformational leadership and authentic leadership. The best-known task-focused leadership style is transactional contingent reward leadership, in which leaders provide rewards in exchange for tasks completed. When leaders are absent and uninvolved, they are known as laissez-faire leaders.

A popular leadership theory, the Full Range Theory, was developed and tested by two organizational psychologists in the 1990s (Bass & Avolio, 1994). Full Range Theory is depicted in Figure 1 as having two axes: efficiency (task-oriented Y axis) and engagement (relationship-oriented X axis). Effective leaders must be able to address both efficiency and engagement in complex work environments. Fortunately, skills related to efficiency and relational leadership styles can be developed over time.

Figure 1. Full Range Theory

Table 1. Characteristics of Full Range Theory Leadership Styles

Transformational leaders.

Transformational leaders have four chief characteristics, although individual leaders may have different combinations of these four characteristics. The first two characteristics, idealized influence and inspirational motivation, are also known as charisma or charismatic leadership. These leaders are able to captivate and motivate large groups of followers by sharing their ideals and visions in a way that is meaningful and inspirational. The other two transformational leadership styles, individualized consideration and intellectual stimulation, work well with small groups or 1-on-1.

Transactional leaders

Transactional leadership is task-focused but very important. The first kind of transactional leader is the contingent reward transactional leader. These leaders are effective managers. They know how to carry out tasks efficiently by establishing work-related rewards (contingent rewards) where workers know exactly what they need to do to meet their work requirements. Workers know that if they carry out their part of the work (contract), their leader will follow through with a contingent reward. Transactional leadership also includes a passive and ineffective leadership style known as management by exception , where the leader only steps in when a problem arises. Reactive management jeopardizes goal completion, introducing delays and waste of resources and staff time and energy. Cummings et al. (2018) explain the importance of transactional leadership on pages 50-51 (under 4.1 and 4.2 Implications).

Laissez-faire leaders

These non-leaders are rarely seen or heard; in fact, some staff may never have met them or know who they are.

Effective Leadership Styles for Complex Healthcare Settings

In complex work environments, the most effective leaders use both transformational and contingent reward transactional leadership styles (Judge & Piccolo, 2004).

The transformational style (i.e., relationship-focused) appeals more to nurses and has a bigger impact on healthcare outcomes than the transactional or task-focused approaches (Cummings et al., 2018). Nurse, work environment, and organizational outcomes, are categorized under five themes: (1) staff satisfaction with work, role and pay, (2) staff r elationships with work, (3) staff health and wellbeing, (4) work environment factors, and (5) productivity and effectiveness .

Although contingent reward transactional leadership/effective management is important for a smooth-running organization/department/unit, nurses are most influenced by the quality of relationships they have with their leaders.

Wong et al. (2013) conducted a systematic literature review with a specific focus on leadership styles and their impact on patient outcomes. You’ll notice that the researchers used Donabedian’s Structure, Process, Outcome (SPO) framework to help organize their literature review findings (See page 711). In this framework, Structure (S) is the predominant leadership style, characterized as relational or task-based. Process (P) represents leadership processes or actions such as team building. Outcomes (O) are measurable patient outcomes, including mortality and adverse events (e.g., falls with injuries). In this framework, there are links between S, P and O. Effective leadership styles (S) are needed to carry out effective leadership processes (P) to produce intended, positive patient outcomes (O). Leadership, therefore, is the driver for successful actions and outcomes. The three measurable patient outcomes were patient satisfaction, patient adverse events (e.g., hospital acquired infections), and mortality. Looking at the causal links between P→O, when key processes were in place (e.g., increased staff expertise and collaboration), adverse events and mortality decreased, and patient satisfaction increased.

Activity #2

Before continuing with this section, please read the paper by Avolio & Gardner (2005) on authentic leadership.

Authentic Leadership

Authentic leadership is like a plant’s tap root with lots of other roots or styles growing from it, to strengthen and to nourish the plant’s growth and development. As you begin developing your unique leadership style (e.g., a blend of effective task and relational styles), you need to begin with authentic leadership. For many years, leadership development focused on transformational and transactional styles. Around 20 years ago, leadership researchers realized that effective transformational leaders with no morals or ethical principles could be quite dangerous.  Just because a leader has a vision and can inspire followers, does not mean that the vision is appropriate or just.

Authentic leaders are “those who are deeply aware of how they think and behave and are perceived by others as being aware of their own and others’ values/moral perspectives, knowledge, and strengths; aware of the context in which they operate; and who are confident, hopeful, optimistic, resilient, and of a high moral character” (Avolio & Gardner, 2005, p. 321). Authentic leaders demonstrate emotional intelligence through a moral/ethical lens: they are aware of their own values and ethics; they regulate their own emotions for the greater good; they are aware of others’ values and ethical standards; and they actively promote others to behave in moral and ethical ways for the greater good. Authentic leaders are open, transparent, and genuine/not fake. They build on others’ strengths, and they consider the glass to be “half full.” Of note, appreciative inquiry is a positive psychology approach commonly used by authentic leaders. If you want to learn more about appreciative inquiry, watch this short video by Ton Townsin (2013).

Video: Appreciative Inquiry (3:46)

Learning Activity: Critical Reflection on Your Own Leadership Style

At this point, pause and reflect on your leadership style. Think about your personal and professional qualities and skills with respect to transformational, contingent reward transactional, and authentic leadership styles. Create a table like the one below of the qualities you have that characterize each leadership style. You probably already possess many leadership assets and positive qualities—fill in your personal leadership table to see which ones you have—and build on them.

My Leadership Table

There are many other leadership styles that you can read about, such as resonant leadership, quantum/complexity leadership, and servant leadership; however, all leadership styles fall within two main categories: relational or task-based.

Activity #3

Before continuing and if you have access, please read the paper by Roberts et al. (2005) on Reflected Best-Self .

Becoming Authentic

One way to become an authentic leader is to create and refine your “Reflected Best-Self.” Roberts and colleagues (2005) describe a Reflected Best-Self as “being extraordinary” and “at one’s best self”. The authors believe that through a Reflected Best-Self exercise, you create a pathway to becoming extraordinary; “you envision the self at one’s best and then act upon this vision to translate possibilities into reality”.

Learning Activity: Reflected Best-Self (RBS)

Imagine that others are a mirror for you: their verbal and non-verbal reactions to your words and behaviours provide great feedback to you. Think of a recent interaction with colleagues, classmates, or even friends and family, and consider the following questions:

• If their responses were positive, what did you do or say to elicit their positive responses towards you?
• If their responses were negative, what did you do or say to elicit their negative responses towards you?
• Planning your next interaction with this individual or group of people: What will you do and say to build on your positive words and behaviours, while minimizing your negative words and behaviours?

Over time, your capacity to reflect your best self will become more natural and reflexive.

You may want to keep a journal of your reflections, perhaps once weekly. When making a journal entry, pick an interaction to deconstruct based on the questions above. You can also review an interaction by going through the questions with a peer confidante or mentor—someone you trust to give you honest, constructive feedback on how to optimize your positive words and behaviours while minimizing negative ones. We encourage you to do the following: keep a self-reflection journal where you commit to record and analyze at least one group interaction a week, and select a peer confidant or mentor/coach who is trustworthy and will provide you with constructive and supportive feedback. These techniques are well-established as the most effective ways to pursue authentic leader self-development.

Activity #4

Before moving on, download the Registered Nurses’ Association of Ontario (RNAO) guideline: Developing and Sustaining Nursing Leadership on the RNAO’s website . Read pages 16-22; 27-57.

Common Leadership Practices

This conceptual model developed by the RNAO focuses on transformational leadership development for all nursing roles and at all organizational levels (e.g., point of care, educator, unit leader, manager, executive officer or director). According to this model, organizational supports (e.g., cultural climate) and personal resources (e.g., professional identity, individual attributes) contribute to the development of effective leadership practices. Effective leadership practices (all roles, all levels) influence healthy outcomes for patients and their families, nurses and their teams, and the organization.

Learning Activity: Leadership Practice Key Strategies

In the following table, fill in strategies associated with each of the five practices nurse leaders use to transform work environments into healthy work environments. We’ve added a few bullets to get you started. Think through how these strategies promote positive outcomes. Use the RNAO document to complete the table and be prepared to explain why these strategies are effective transformers.

Transformational leaders are known for four key characteristics that promote followers to go over and above their typical roles and responsibilities. Effective transactional contingent reward leaders are equivalent to effective managers. They make sure operations run smoothly and work gets done as expected (maintaining the status quo). In complex work environments, the most effective leaders use both relational (transformational) and task-based (contingent reward transactional) leadership styles.

A root construct to leadership development is authentic leadership. Two key features of authentic leaders are their sense of ethical/moral integrity and their positive outlook on situations. To become an authentic leader, you can talk with reflection via journaling or with peer confidantes/mentors to critically evaluate how your words and actions affect others.

Check Your Understanding

Leadership for Nurses in Clinical Settings Copyright © 2022 by Dr. Kirsten Woodend, Dr. Catherine Thibeault, Dr. Manon Lemonde, Dr. Janet McCabe is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Nursing Leadership and Management

Nov 20, 2014

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Nursing Leadership and Management. LET HIM THAT WOULD MOVE THE WORLD, FIRST MOVE HIMSESF. - Socrates. CONTENTS. Leadership and Management Defined and Distinguished Leadership and Management Theory Management Functions Roles of the Nurse Manager Creating a Caring Environment

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LET HIM THAT WOULD MOVE THE WORLD, FIRST MOVE HIMSESF. - Socrates

CONTENTS • Leadership and Management Defined and Distinguished • Leadership and Management Theory • Management Functions • Roles of the Nurse Manager • Creating a Caring Environment • Leadership and Management Skills and Behaviors

Leadership Defined and Distinguished • Leadership Defined • Management Defined • Leadership and Management concepts • Power and Authority • Formal and Informal Leadership

Leadership Defined Leadership combines: • intrinsic personality traits, • learned leadership skills, • characteristics of the situation. Leader - • guides people and groups to accomplish common goals, • influences the beliefs, opinions, or behaviors of a person, group, or groups of people.

Nurse leader is able to inspire others on the health care team to make patient education an important aspect of all care activities. Leadership qualities: unique personality characteristics, exceptional clinical expertise, relationships with others in the organization.

Management Defined Management - • coordinates people, time, and supplies to achieve desired outcomes, • involves problem-solving and decision-making processes. Managers responsibility: • maintain control of the day-to-day operations, • achieve established goals and objectives.

Nurse manager will have: an appointed management position within the organization with responsibilities to perform administrative tasks: • planning staffing requirements, • performing employee performance appraisals, • controlling use of supplies and time, • meeting budget and productivity goals.

Leadership and Management • are intertwined concepts, • are different, • difficult to discuss one without the other .

Leadership, management skills: -complementary; - can be learned and developed: through experience, improving skills in one area will enhance abilities in the other. A good manager also should be a good leader

Power and Authority Nurse manager has • authority - formal right to direct others granted by the organization, • power - ability to motivate people to get things done with or without the formal right granted by the organization, • ability to influence others to accomplish goals.

Formal and Informal Leadership Formal leadership practices by: • nurse manager, • supervisor, • charge nurse, • coordinator and gives the authority to act by the organization.

Informal Leadership is exercised by the person who • has no official or appointed authority to act, • is able to persuade, • is able to influence others in the work group, • strategies the nurse manager can use to work with informal leaders.

Leadership and Management Theory • Leadership Trait Theory • Interactional Leadership Theories • Transformational Leadership • Management Theory • Organizational Theory

Leadership, management, and organizational theories provide the building blocks on which to build effective nursing management practices and skills.

Contemporary theories of leadership depends on several variables, including (Marquis and Huston, 2000): • 1. Organizational culture. • 2. Values of the leader. • 3. Values of the followers. • 4. Influence of the leader/manager. • 5. Complexities of the situation. • 6. Work to be accomplished. • 7. Environment.

Transformational leaders • Identify and clearly communicate vision and direction. • Empower the work group to accomplish goals and achieve the vision. • Impart meaning and challenge to work. • Are admired and emulated. • Provide mentoring to individual staff members based on need.

Transactional leaders • Focus on day-to-day operations and are comfortable with the status quo (the existing state of affairs). • Reward staff for desired work ("I'll do x in exchange for you doing y"). • Monitor work performance and correct as needed; or • Wait until problems occur and then deal with the problem.

Management Theory • Behavioral theories explain aspects of management and leadership based on behaviors of managers/leaders and followers.Organizational Theory • provides a framework for understanding complex organizations, • helps to understand the management process.

Management Functions • Planning • Organizing • Staffing • Directing • Controlling

Planning includes defining goals and objectives, developing policies and procedures; determining resource allocation; and developing evaluation methods. • Organizing includes identifying the management structure to accomplish work, determining communication processes, and coordinating people, time and work. • Staffing includes those activities required to have qualified people accomplish work such as recruiting, hiring, training, scheduling and ongoing staff development.

Directing encourages employees to accomplish goals and objectives and involves communicating, delegating, motivating, and managing conflict. • Controlling analyzes results to evaluate accomplishments and includes evaluating employee performance, analyzing financial activities, and monitoring quality of care.

Roles of the Nurse Manager • Customer Service Provider • Team Builder • Resource Manager • Decision Maker and • Problem Solver • Change Agent

Customer Service Provider • Providing service or care to customers (patient or clients). • Nurse must keep customer service first and foremost as the motivator of all plans and activities. • Without customers, the organization will go out of business.

A team is a group of people organized to accomplish the necessary work of an organization. Team Builder

Teams have become important in the changing health care environment. • Teams bring together a range of people with different knowledge, skills, and experiences to meet customer.

Resource Manager • Resources include the personnel, time, and supplies needed to accomplish the goals of the organization. • Nurse manager has the responsibility - effectively manage resources in providing safe, effective patient care in an economic manner.

Three Types of Budgets 1. Personnel Allocates funds for salaries, overtime, benefits, staff development and training, and employee turnover costs 2. Operating budget Allocates funds for daily expenses such as utilities, repairs, maintenance, and patient care supplies 3. Capital budget Allocates funds for construction projects and/or long-life equipment such as cardiac monitors, defibrillators, and computer hardware; capital budget items are generally more expensive than operating supplies.

Decision Maker and Problem Solver • components of effective leadership and management in clinical patient care. • Problem solving is focused on solving an immediate problem and • decision maker includes a decision-making step.

Nursing process = problem-solving process includes : • assessment, • analysis and diagnosis, • planning, • implementation, • evaluation; • has proven to be effective to manage the complex decisions.

ASSESSMENT • Gather information about the situation • Identify the problem; separate the symptoms • Identify people and groups involved • Identify cultural and environmental factors • Encourage input from involved parties

ANALYSIS AND DIAGNOSIS • Analyze results of information gathered • Identify, clarify, and prioritize the actual problem (s) • Determine if intervention is appropriate

PLANNING • Identify as many solutions as possible • Elicit participation from people or groups affected • Review options and consider safety, efficiency, costs, quality, and legal issues • Consider positive and negative outcomes • Remain open-minded and flexible when considering options

IMPLEMENTING • Communicate plans to everyone affected • Be sure plans, goals, and objectives are clearly identified • Maintain open, two-way communication with staff • Support and encourage compliance among all staff

EVALUATION • Identify evaluation criteria in the planning • Identify who is responsible for evaluation, what will be measured, and when it will take place • Maintain open communication with all involved • Was the decision successful? • What might have made it better?

The nurse - change agent • is responsible for guiding people • through the change process and needs • to develop an understanding about the nature of change and effective change strategies.

1. Change should be implemented only for good reason. • 2. Change should always be planned and implemented gradually. • 3. Change should never be unexpected or abrupt. • 4. All people who may be affected by the change should be involved in planning for the change.

The most important responsibility for the nurse in any leadership or management • role is to create an environment of caring - caring for staff members as well as for patients and families.Staff members who believe that their manager sincerely cares about them and the work they do are able to pass that feeling of caring on to their patients and other customers.

Caring for the staff members can be demonstrated through (McNeese-Smith, 1997): • Offering sincere positive recognition for both individuals and teams. • Praising and giving thanks for a job well done. • Spending time with staff members to reinforce positive work behaviors.

Meeting the staff member's personal needs whenever possible, such as accommodating scheduling needs for family events and being flexible in times of illness. • Providing guidance and support for professional and personal growth. • Maintaining a positive, confident attitude and a pleasant work environment.

LEADERSHIP AND MANAGEMENT SKILLS AND BEHAVIORS Hersey and Blanchard (1988) have identified that effective leadership and management requiresskills in three major areas: • Technical skills—such as clinical expertise and nursing knowledge. • Human skills—the ability and judgment to work with people in an effective leadershiprole.

Conceptual skills—the ability to understand the complexities of the overall organization • and where one's own area of management fits into the overall organization.

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Transformational Leadership Meets Innovative Strategy: How Nurse Leaders and Clinical Nurses Redesigned Bedside Handover to Improve Nursing Practice

In 2000, the Institute of Medicine (IOM) published To Err Is Human: Building a Safer Health System , highlighting medical errors resulting from failure in perception, assumption, and communication. The handover process is a high-risk activity prone to the communication vulnerabilities described in the IOM report. The handover project started as a 3-month pilot with plans to expand to the entire facility. The handover education had 4 elements: questionnaire, presentation, video, and simulation. Compliance with the new process was measured using audits completed by the unit managers. Sixty-four registered nurses on 2 acute units were educated by nurse champions. After a successful implementation, the surge of COVID-19 patients in spring of 2020 required us to adjust expectations regarding bedside handover. As the number of hospitalized COVID patients began to decrease, we reinvigorated the project and re-established the expectation that handover be performed at the bedside. A post-questionnaire was completed after implementation and revealed more favorable responses toward bedside handover. We also saw improvements in our patient satisfaction scores (Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS]). With direct observation and a checklist, we were able to return to the practice of bedside handover following the surge of COVID-19 patients. As a direct result of the bedside RN involvement, we created and implemented a handover process that prioritized nursing needs and concerns. Our implementation of this evidence-based practice enhanced patient experience and improved safety. Through education, observational audits, and use of a checklist, we were able to re-establish the expectation and practice of handover being completed at the bedside.

• • Involving bedside RNs is essential to successful practice change to gain support and ensure new processes align with actual workflows.
• • Surges of patients with COVID-19 require flexibility in the provision of nursing care.
• • As the COVID-19 pandemic persists, we need to actively reimplement best practices while providing support to the frontline staff.

The transferring of professional responsibility and accountability for the care of patients between nursing staff is a high risk component in healthcare. 1 In 2000, the Institute of Medicine (IOM) published its groundbreaking report, To Err Is Human: Building a Safer Health System. The IOM report highlighted the staggering number of adverse events experienced by patients as a result of communication failure. 2 Nearly 20 years later, health care systems continue to create innovative solutions to mitigate harm associated with handover. 3

In 2017, The Joint Commission released a Sentinel Event Alert related to handover communication stating, “Potential for patient harm—from minor to the severe—is introduced when the receiver gets information that is inaccurate, incomplete, not timely, misinterpreted, or otherwise not what is needed.” 4 Inaccurate information can be incorporated into the patient’s plan of care and create safety risks. 5 The handover process allows the caregiver to present the necessary information needed to manage care for the patient. Nursing handover should be structured, detailed, pertinent, complete, and accurate. 6

A standardized handover process reduces risks and demonstrates benefits for the registered nurse (RN), patient, and organization. According to Ernst et al., 6 a consistent handover approach streamlines information and compensates for different caregiver communication styles. Nurses encounter increased efficiency and clarity during the patient report. Organizational benefits include decreased adverse events, improved nursing-sensitive indicators, and enhanced patient experience levels. Patients benefit by participating in their individualized plan of care, which can reduce anxiety related to their care. 7 Prior clinical handover studies show recurrent themes of improved patient safety, time effectiveness, patient/family engagement, and bidirectional satisfaction for patients and staff. 4 , 8 , 9 , 10

To enhance and elevate patient safety in our organization, we chose to redesign and standardize the process for nursing bedside handovers at our institution in 2018. We had a successful pilot and organization-wide implementation. The surge of COVID-19 patients in spring of 2020 required us to adjust expectations regarding bedside handover. 11 As the number of hospitalized patients with COVID diminished, we reinvigorated the project and re-established the expectation that handover be performed at the bedside.

Our institution, an urban, 450-bed, full-service teaching hospital and level 1 trauma center, aligns its aims for patient care with the Institute of Medicine: effectiveness, safety, timeliness, patient-centeredness, efficiency, and equity. 12 All quality initiatives are designed and implemented with the principles of a highly reliable organization (HRO) such as preoccupation with failure, reluctance to simplify, sensitivity to operations, commitment to resiliency, and deference to expertise. 13

Although our facility has performed bedside handover at change of shift for many years, in August 2016, we implemented a new electronic medical record (EMR) that contains a screen that organizes patient information in one place to facilitate the handover process. Information includes but is not limited to the patient diagnoses, medications, recent labs, and vital signs. The organization adopted the mnemonic IPASS (illness severity, patient summary, action list, situation awareness and contingency planning, synthesis by receiver) to standardize and guide handover communication. Initial handover observational practice audits revealed the process was not performed consistently, and patients were not routinely active participants.

The senior director of nursing for medicine/surgery held a 2-hour meeting to address concerns and brainstorm solutions. The meeting was attended by key stakeholders: clinical staff nurses from the pilot units, directors of nursing, nursing quality, nursing managers from the pilot units, senior vice president of nursing, patient experience, nursing education, and nursing informatics. Communication issues that contribute to patient harm and low patient satisfaction scores were discussed. Bedside handover was highlighted as a key initiative that would positively contribute to patient safety and satisfaction through consistent communication between nurses. 6 , 8 , 9 The Handover Redesign Team was formed to create a standardized nurse bedside handover process to guide practice and improve communication among clinical nursing staff. 6

Our project was designed as a quality improvement project using educational interventions and a pre- and post-questionnaire. The project's success was measured using post-questionnaire results, quality outcomes specific to falls, and patient experience outcomes. The quality and patient experience outcomes were benchmarked against each unit’s historic performance to establish a baseline. Patient falls are tracked monthly through the nursing quality department. Patient experience scores are measured through survey responses via HCAHPS. Through bedside handover, we hypothesized we would see a reduction in the number of falls and an improvement in our patient experience scores relating to nurse communication and discharge information.

The pilot phase of the handover project ran for 3 months on a 20-bed neuroscience unit and a 36-bed adult surgical unit. Handover education included 4 main elements: pre- and post- questionnaire, PowerPoint presentation, video, and simulation. The project was further supported by adjusting nursing shift start times and installing patient Care Boards.

Instruments

A literature search was conducted to ascertain best practices for nursing handover and identify potential implementation barriers. Nursing quality developed a 9-item questionnaire to assess nursing opinions and views regarding the bedside handover process ( Table 1 ). The questionnaire used a yes/no question format and a 5-point Likert scale (strongly agree, agree, neither agree nor disagree, disagree, strongly disagree). The questionnaire addressed handover preferences, estimated time to perform handover, nurse perceptions of patient care prioritization, patient confidentiality concerns, and patient experience with bedside handover.

Table 1

Handover Questionnaire Results

The questionnaire was administered using Qualtrics® and distributed to the RNs through e-mail by the nurse managers. Participation was voluntary, and the results were anonymous. Sixty-four RNs participated in the initial stage. We used the pre-education intervention questionnaire to inform development of educational components and work flow transitions. The post-education questionnaire was administered 6 months after the implementation of the new handover process.

Care Boards

The promotion of patient participation and engagement during the handover process was accomplished in part by the installation of Care Boards on each nursing unit. The Patient Experience Team collaborated with individual nursing units to design content for custom whiteboards for each patient that display information important to the plan of care. Care Boards increase patients' knowledge of the care team, understanding of individual goals, and improve patient satisfaction. 14 Our Care Boards included the care team's names, pain medication schedule, daily patient goals, and known assistive devices.

New Standardized Bedside Handover PowerPoint Presentation

The Handover Redesign Team used the questionnaire data to create a customized education program highlighting the benefits of bedside handover while proactively addressing staff concerns. The target audience for the educational program included RNs, nursing assistants, and ward clerks. Nurse managers nominated clinical nurses with a passion for the handover project to act as champions. These champions participated in the team meetings, contributed to the scripts, starred in the video, and provided staff education and handover facilitation at the unit level.

The handover presentation was done using peer-to-peer educational techniques. Handover champions presented the material with nurse leader support. The program began with an icebreaker exercise that demonstrated the importance of communication and engaged the participants in education. A slide presentation covered the following topics:

• • Background of Bedside Handover —RNs need to maintain clinical inquiry in their work; excellent nursing practice is based on the best available evidence. Literature was provided to staff on patient safety and communication practices in health care.
• • Professional Practice Model —We discussed how this practice change aligns with the guiding principles of our professional practice model: caring, advocacy, professionalism, and patient-centered care.
• • High Reliability Organization (HRO) —Our project goal was to reduce variability in the bedside handover process: this supports the organization's HRO goals.
• • Care Delivery Model —Bedside handover is foundational to nursing practice and prioritizes patient care.
• • Questionnaire Results —Education specifically addressed low-scoring items from the pre-intervention questionnaire, such as concerns about patient confidentiality. HIPAA strategies included discussing sensitive information outside the room prior (i.e., HIV status) and asking the patient on admission if family/friend would be present during the change of shift. Information that is potentially overheard during bedside handover is considered incidental disclosure and does not place the RN at any risk of violating confidentiality laws.
• • IPASS and Handover Screen in EMR —The EMR handover screen provides vital patient information in 1 centrally accessed location including recent vitals, intravenous lines, pressure injuries, pending labs, and medications. The screen is utilized by all staff during the nursing handover process.
• • Pre-Round —We evaluate patient concerns in a pre-handover round to prevent interruptions and set expectations for patients during handover. During the pre-round, the RN explains that handover will be occurring in 30 to 60 minutes and ensures the patient has or does not have family present. The pre-round also encompasses Care Connection rounds, addressing pain, toileting, possessions, and position.

The Handover Redesign Team developed an educational video to portray the expected handover process. The clinical nurse champions were members of the Handover Redesign Team, starred in the video, and contributed to writing the script. The video demonstrated the bedside handover process step by step from the pre-round to the handover, with emphasis on the discussion of sensitive patient information outside room, bedside handover using IPASS, and methods to engage patients in the handover process. The video included nurse manager rounds that depict how to validate nursing handover practice. After staff viewed the video, the nurse champions facilitated open discussion and answered questions.

As the last element of the education, the RNs participated in a simulation exercise to practice the handover techniques they learned during class. Predetermined patients were chosen from our test EMR for the simulation session. A mock patient room was set up with a Care Board and workstation on wheels to simulate nursing bedside handover. Each RN was given the opportunity to give handover as the outgoing and incoming nurse. Following completion of simulation, clinical nurse champions provided performance feedback and addressed any RN questions or concerns.

Validation of Practice Change

The nurse managers on the pilot units conducted monthly observational audits following the go-live. These live observations of the handover process ensured that the process was occurring in a standardized fashion, and provided coaching and reinforcement of positive practice. The nurse managers also validated the patients’ handover experience through their daily rounds.

Registered Nurse Questionnaire

Fifty-four (84%) of the total 64 RNs completed the pre-questionnaire and forty-four (69%) participated in the post-questionnaire. The participants had a more favorable response in post-questionnaire across all categories ( Table 1 ). In response to the question “I prefer to receive handover at the bedside,” 87% of post-questionnaire respondents agreed, compared to 66% in the pre-questionnaire. In addition, there was a significant improvement in the nurse’s perception of efficiency of bedside handover. In the post-questionnaire, 85% of nurses agreed or strongly agreed that bedside handover is an efficient use of the nurse’s time, compared to 74% pre-questionnaire. Through bedside handover, the RNs perceived that patients experienced less anxiety about their care (51%, compared to 39%). Finally, “bedside handover allows patients and families the opportunity to communicate more effectively with the nursing team” improved from 63% to 75%. RNs continued to report concerns of infringement on patient confidentiality, though there was a decrease from 87% to 73%.

The pre-intervention questionnaire showed patient confidentiality and insufficient shift time overlap to be biggest nursing concerns. Particularly, shift time overlap time needed to be addressed to ensure successful educational and process improvement initiatives. The questionnaire showed that 15 minutes was not sufficient time to perform handover: most nurses reported shift-to-shift handover taking 20 minutes or more.

Nursing leadership recognized shift start and end times presented a challenge to the effective transfer of patient health care information. The RN shift start times only allowed for a 15-minute timeframe for nurses to perform handover. Handover research conveys an average of 5.4 minutes to give an individual patient report. 15 Clinical nurses on the pilot units had to handover 4 to 6 patients at the change of shift. The time constraint of 15 minutes contributed to fragmented and limited information exchange between nurses and the inability to have interactive care discussions with patients/families. Collaborating with the nursing union, shift times were formally adjusted to 7:00 to 7:30, allowing 30 minutes’ overlap for change of shift handover. The results of the change were demonstrated in the questionnaire with 22% of RNs responding that handover took 30 minutes in the post-questionnaire, compared to the pre-questionnaire results of 22%.

Patient Safety and Experience Outcomes

Historical unit performance in quality and patient experience were assessed for sustained improvement for patient experience and nurse-sensitive indicators to determine effectiveness. We compared the data 2 calendar quarters before the intervention to 2 calendar quarters post-intervention; the neuroscience unit had a 60% decrease in falls. The surgical unit did not reduce falls but maintained their fall rate.

In the patient experience domain of “communication with nurses,” the neuroscience unit saw a significant increase of 22% in the HCAHPS survey top box scores. However, the surgical unit HCAHPS scores remained unchanged in the pre- and post-intervention period.

Lessons Learned

Several lessons were learned during the quality improvement project. Streamlining the bedside handover methodology required unit-specific nurse champions, leadership oversight, and continuous communication, and might impact the patient's experience on varied pilot units.

First, the project's central strength was to empower some of the high performer nurses to become change agents. These nurses serve as champions in developing and disseminating the project's objectives to their peers to facilitate buy-ins. Second, leadership deployment to visualize bedside handover for closed-loop communication and provide coaching to the staff was another critical strength. Third, bedside handover was communicated frequently across diverse platforms such as during staff meetings, daily huddles, beginning of the shift, organization department meetings, and the nursing leadership council to maintain the project goals. Utilizing a multilevel communication approach kept the project relevant and lead to the adaptability of key stakeholders.

Finally, utilizing 2 independent units to pilot the quality improvement project highlighted the variances across both units, such as patients' limited participation during the handover process on the neuroscience progressive care unit due to patient acuity, whereas the surgical unit patients were less acute and were more involved in their care. These differences can manifest in the patient experience score variations. The pilot was deemed successful by nursing leadership and rolled out to the remaining units in the facility.

In March 2020, SARS-CoV-2 (COVID-19) impacted clinical practice in New York State and eventually the entire country. Health care organizations encountered an unprecedented burden of caring for patients with a novel virus and of protecting health care workers. The organization was challenged by the uncertainty of constantly changing recommendations and the surge of COVID-19 patients. Due to the incredible number of infected patients, there were insufficient nursing resources to maintain the staffing guidelines we had adopted to meet bedside handover requirements. Additionally, limited personal protective equipment (PPE) availability required nurses to prioritize which patients could have bedside handover and which could have handover completed outside the room. However, there were exceptions based on the patient severity requiring the staff to enter the patient's room. These are not limited to patients in imminent danger or if staff members needed to review and address a patient-facing care issue. One specific feature that remained consistent was that staff performed a change of shift reports directly outside of the patient room. It was imperative, even though we were battling a pandemic, that the team maintain visibility, self-awareness, and the highest level of care within the defined limitations.

Post-COVID Surge

As the number of patients admitted with COVID-19 declined and PPE supplies improved, nursing leadership looked toward our HRO principle of commitment of resiliency. Commitment to resiliency is the ability to improve immediate problems while using innovation to create larger improvements. The team understood that we would have to adapt to the challenges of the new normal and resume essential activities, including bedside handover. It was necessary to balance those responsibilities with the realities of the tremendous stress placed on the staff and their families under the extreme circumstances of COVID-19. The staff experienced insurmountable stress and anxiety from the suffering of the pandemic. The organization acknowledged the lived experience of the staff and revised the bedside handover priorities on candid feedback from the nursing staff. The goal was to provide individualized quality healthcare with compassion, dignity, and respect. However, it was important for the bedside handover committee to pause and think methodically as an organization.

The nurse manager of 1 of the pilot programs and the senior director of women and children’s services and nursing education reconvened the members of the original workgroup to plan the re-establishment of bedside handover. The workgroup determined the strategy of re-education through huddles and the creation of a checklist to guide the staff on the steps of bedside handover. Each checklist was modified based on feedback from the units about the needs of the patients and the staff. The information listed on the checklist includes an introduction, details of utilizing the IPASS, focused assessment, task pending, crucial labs, pain, addressing patient and family concerns, goal setting, and managing up the incoming nursing staff. The bedside handover checklist was laminated and displayed on each workstation on wheels. Finally, observational audits were completed by the unit managers to provide coaching and set the expectation that handover is once again to be completed at the bedside.

The project highlighted the importance of involving bedside RNs in process changes through both questionnaire and direct participation in the Handover Redesign Team. As a direct result of their involvement, the Handover Redesign Team was able to create and implement and handover process that addressed nursing concerns and prioritized their needs. The improvements in the HCAHPS scores in the patient experience domain “communication with nurses” indicate that the implementation of our evidence-based handover initiative has enhanced our patient’s experience and improved their safety.

COVID-19 has forced our organization to think creatively regarding quality and nursing practice as the number of patients admitted with COVID-19 fluctuates. Although bedside handover has a litany of benefits, organizations must continue to include staff nurses who are still reeling and grappling from the experiences of the pandemic. The resilience of our staff to swiftly readopt bedside handover is a testament to their flexibility, commitment, and autonomy. As we adapt to the new, uncertain landscape of nursing and patient care, organizations must continue to engage the nurses at the bedside to re-establish best practices.

Dewi Brown-Deveaux, DNP, BS, RN, is nurse manager, Sarah Kaplan, MSN, RN, is nursing quality specialist, Laura Gabbe, MS, LAc, is research administrative manager for nursing, and Laura Mansfield, MSN, RN, is senior director of medical surgical nursing at NYU Langone Brooklyn in Brooklyn, New York.

Note: The authors declare no conflicts of interest.

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CLC – Leadership Styles And Nursing

The purpose of this assignment is to assess leadership styles, traits, and practices as a nursing professional, establish the importance of effective interprofessional communication as a leader in nursing, and to explore the role of servant leadership in nursing practice.

Read the study materials on leadership and complete the topic quiz activities to better understand your leadership qualities.   https://testyourself.psychtests.com/testid/2152

Using what you have learned about the tenets of servant leadership and traits and practices of successful leaders, create a 1-3 slide PowerPoint presentation with speaker notes. Add an additional slide for references at the end of your presentation .

Include the following in your presentation:

• Create a slide that summarizes your leadership style, traits, and practices.
• Explain why it is important for nursing professionals to be aware of their personal leadership style, traits, and practices.

You are required to cite to a minimum of three sources to complete this assignment . Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the  LopesWrite Technical Support articles  for assistance.

NRS 440 CLC – Leadership Styles and Nursing Grading Rubric

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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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Pump up your PowerPoint® presentations

As nurses , we use our education skills to deliver health messages every day. We teach patients about specific diseases or interventions in clinical settings. We advise colleagues on how to use new technology. And we serve as preceptors to nursing students or novice nurses.

But while one-on-one teaching may come naturally to us, giving a gripping visual presentation may be a challenge. We’ve all seen PowerPoint® presentations. Some are so engaging that time flies from the instant they begin to the moment we exit. But in others, the presenter fails to engage the audience, leaving session objectives unmet—and leaving audience members counting the minutes until the presentation ends.

Using engagement strategies combats boring presentations and keeps the audience attentive. These strategies turn passive audience members into active participants of the interactive discussion. We’re moving away from traditional lecture formats where a “talking head” delivers information to deposit into others’ brains. Promoting interactivity, encouraging questions, and using visual aids in an interesting way are more effective strategies for delivering content and helping the audience understand it. Similarly, using multiple teaching strategies lends itself to individuals with different learning styles.

PowerPoint software can transform simple words on a single slide into a captivating, dynamic presentation. This article discusses specific PowerPoint features to consider using for your next presentation.

Keep slide design simple

After you complete the outline for your presentation, you’ll need to choose a slide background or design. A simple design is ideal. Busy backgrounds can interfere with the text and images you add to the slide. Use dark-colored text with a light background, or vice versa. Also, use transitions to add a progressive effect when moving from one slide to the next.

Avoid too many animations on any one slide, as this can distract the audience. If you want to use animations, use the same type for all slides. For example, don’t have text “fly” in from the bottom of one slide, then from the top on the next slide, then from the left, and so on. Choose one type of animation and stick to it.

Write succinct titles

Titles help readers visualize a road map for the “journey” of your presentation. Keep titles short and concise, using no more than a few words. If you’re using graphics, charts, or graphs, your titles should highlight the main focus.

Use transition slides

Usually, transitions to new content are presented orally. But you can also use “title” slides, containing only the title of the next section. Besides signaling the audience that you’re moving on to a new topic, these slides remind you to bring closure to the previous topic.

Choose a readable font

Choose a clean font for readability. Font size should be large enough so people at the back of the room can read all the copy on the slide. Font color should be black or another dark color to contrast the light background—or if you’ve opted for a dark background, use a white font. Avoid yellow, red, and orange fonts because they can be hard to read.

Stick to the 6-by-6 rule

Think back to the last presentation you sat through. Was there too much text on the slides? Did the presenter read the text verbatim rather than let the presentation serve as an outline? To avoid this mistake in your presentations, follow the 6-by-6 rule: On any given slide, use no more than six bullet points and no more than six words per bulleted statement.

State the objectives

To better engage your audience, share your learning goals with them. Specify exactly what they should learn by the end of your presentation. Objectives are statements that set goals. To write objectives, start with an action verb and end with a content statement; for example: “Describe needle lengths for different types of injections.” The objective starts with the action verb “Describe” and ends with the content statement “needle lengths for different types of injections.” For each objective, tell the audience how you will meet it. When you come to the end of your presentation, you can use these objectives to evaluate how much the audience learned.

Use graphics effectively

When teaching patients, nurses typically use handouts, pictures, or demonstrations based on the patient’s learning style (visual, auditory, or kinesthetic) and learning needs based on age, reading level, and language. Using graphics captures most learning styles and needs.

Put a graphic on most slides to illustrate the point you’re trying to make. Limit graphics to one per slide to help your audience focus on what you have to say as you refer to that image. If you want to call attention to a specific part of the image, you can add an arrow, shape, or textbox. (See Replacing text with images by clicking the PDF icon above.) Be aware that PowerPoint has a feature called SmartArt, which converts text into linear, progressive, or circular visual aids.

Keep in mind that charts and graphs are a great way to present statistics. For example, you can show percentages with a pie chart or depict trends over time with a line graph.

Vary your teaching strategy

During your interactive presentation, vary your teaching strategy every 10 minutes. To do this, you can use links to websites, videos, or games. For example, share a short YouTube video to add a visual and auditory component.

Another way to vary your strategy is to post a discussion question on a slide and take responses from the audience, or give them a group activity to work on, with activity instructions shown on the slide. Polls are another way to engage the audience. Although normally placed at the beginning of the presentation, polls can be useful anywhere. You can post a question on a slide and ask the audience to raise their hands in response to each answer option. Or you can add true/false, multiple-choice, or fill-in-the-blank questions throughout your presentation to evaluate learning. That way, you can get immediate feedback on the audience’s understanding of the content you’ve presented.

Use online tools if appropriate

If you wish to include an online interactive tool in your presentation, make sure your computer or tablet is connected to the Internet to access those resources. Also, share additional credible and reliable resources on your reference page so audience members can access them afterward.

Include interactive dialogue variations

Many of us can recall narratives or anecdotes from a presentation we’ve seen. I vividly remember certain stories told by faculty members in my academic career; their application of content helped me connect the knowledge to real life.

Similarly, you can place a word, phrase, or picture on your slide to remind you of an anecdote or narrative you want to share. Instead of putting the entire anecdote or narrative on the slide word for word, use the slide only to prompt you to relate it to the audience orally.

Create “empty” handouts

When I last attended a nursing conference, the presenter gave the audience handouts. Then she turned her back to us and simply read from her slides. With each slide, I grew less engaged. Eventually, I left to attend another presentation. Why not? All of the content was on the handout, word for word.

To avoid this situation, create a second, slightly different version of your presentation that contains information not included on the slides you’ll present—what’s commonly called an “empty” outline or handout. Save this second version on your computer under a new filename to avoid confusing it with the full presentation; then make printouts of the “empty” version to hand out to the audience. Doing this keeps the audience engaged as they fill in answers to test questions, grids, and discussion questions. For example, you may want to ask the audience the advantages and disadvantages of using the deltoid muscle for intramuscular injections. Leaving the corresponding slide empty encourages them to think on their feet. Later, you can share the correct answers on the slide or verbalize the correct answers during your presentation. (See The“empty” slide or handout by clicking on the PDF icon above.)

Although your audience will need to take notes to complete their handouts, you don’t want them to have to write too much. Balance the need to give them enough content to stay engaged with the need to not reveal your entire presentation.

Other presentation tips

Ultimately, PowerPoint can only go so far in helping you engage your audience. As the presenter, you must be able to “read” your audience—and this comes with experience. For instance, if you “read” that some people are getting bored, consider giving the audience breaks, changing activities, or asking discussion questions to keep them attentive.

Here are some other helpful tips for both novice and expert presenters:

• Present one idea per slide.
• Keep your talk to no more than 1 to 2 minutes per slide.
• Use a pointer or the pen highlighter feature to highlight important content.
• Use narratives and anecdotes for a more appealing presentation. For example, when sharing a story about your experience administering injections, use the “W” or “B” key on the keyboard to either white out (“W” key) or black out (“B” key) the screen, respectively, when visuals aren’t needed. The audience will look up from their handouts and focus on you, the presenter.

Above all, remember that the slides are meant to serve as an outline. As the nursing expert and content expert, you are the primary focus of the presentation. You become the primary focus by demonstrating knowledge and letting your slides serve as an outline—all the more reason to design the most engaging presentation you can.

Click here for a complete list of references.

Tresa Kaur Dusaj is an assistant professor of Nursing and Health Studies and coordinator of the MSN Nursing Education Track at Monmouth University in West Long Branch, New Jersey.

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Let us introduce you to a new way of presenting healthcare centers. Did you think that we were going to use blue? Tut-tut! This time, the palette revolves around cream (the color of the backgrounds) and other pastel tones. As you explain in detail (or in brief) your healthcare services,...

Peptic Ulcer Diagnosis and Detection Breakthrough

Download the "Peptic Ulcer Diagnosis and Detection Breakthrough" presentation for PowerPoint or Google Slides.Treating diseases involves a lot of prior research and clinical trials. But whenever there’s a new discovery, a revolutionary finding that opens the door to new treatments, vaccines or ways to prevent illnesses, it’s great news. Should...

Anatomy & Physiology Medical Theme

Download the "Anatomy & Physiology Medical Theme" presentation for PowerPoint or Google Slides. Healthcare goes beyond curing patients and combating illnesses. Raising awareness about diseases, informing people about prevention methods, discussing some good practices, or even talking about a balanced diet—there are many topics related to medicine that you could...

National Library of Medicine

How many books about medicine can there be? And medical centers? We can't give you an exact number, but what we can offer you is a template for Google Slides and PowerPoint to present your medical center. In a simple, but direct style, you can talk about your center, where...

Hand Drawn Style Healthcare Center

If you need to present a healthcare center, the overall aesthetic you might be looking for is something peaceful and pretty. Something that makes your center look approachable and safe. In that case, we have the perfect template for you! These slides will make your presentation super calm and attractive:...

Harmful Effects of Nicotine

Download the "Harmful Effects of Nicotine" presentation for PowerPoint or Google Slides. Healthcare goes beyond curing patients and combating illnesses. Raising awareness about diseases, informing people about prevention methods, discussing some good practices, or even talking about a balanced diet—there are many topics related to medicine that you could be...

Pastel Palette Doctor Theme

Presentations on health and medical topics can be challenging to create, but this Google Slides & PowerPoint template is here to rescue you! This multi-purpose layout is designed with blue pastel tones, providing a professional and calm environment to showcase your medical expertise to colleagues, students, or patients. The template...

Cellular Respiration and its Implications Breakthrough

Download the "Cellular Respiration and its Implications Breakthrough" presentation for PowerPoint or Google Slides.Treating diseases involves a lot of prior research and clinical trials. But whenever there’s a new discovery, a revolutionary finding that opens the door to new treatments, vaccines or ways to prevent illnesses, it’s great news. Should...

Hyperphosphatemia: High Blood Phosphate Levels

Download the "Hyperphosphatemia: High Blood Phosphate Levels" presentation for PowerPoint or Google Slides. Taking care of yourself and of those around you is key! By learning about various illnesses and how they are spread, people can get a better understanding of them and make informed decisions about eating, exercise, and...

Clinical Case 06-2023

Slidesgo is back with a new free medical template, perfect for a presentation about a clinical case. The design is very appealing, so these slides are a nice tool to provide a lot of useful information for doctors and researchers.

Pregnancy Breakthrough

Giving birth to a baby is a beautiful occasion, a manifestation of love between two people. Obstetrics are key during pregnancy, so how about giving a presentation about the latest breakthrough in this field? Our free medical template will come in handy.

Qualitative Research Methods - Doctor of Philosophy (Ph.D.) in Health Behavior and Health Education

Download the "Qualitative Research Methods - Doctor of Philosophy (Ph.D.) in Health Behavior and Health Education" presentation for PowerPoint or Google Slides. As university curricula increasingly incorporate digital tools and platforms, this template has been designed to integrate with presentation software, online learning management systems, or referencing software, enhancing the...

Alcoholism Treatment Drugs Breakthrough

Drug addictions are a difficult condition to treat, but thanks to the investigations and studies conducted by health professionals, new breakthroughs are appearing to help people who suffer them. Speak about it with this visual design for breakthrough news and share the treatment you have discovered with the medical community!...

Clinical Case 01-2023

Present your clinical case to the medical community with this dynamic and engaging presentation by Slidesgo. Who said science can’t be creative and fun?

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Powerpoint Templates and Google slides for Nursing Leadership Styles

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