Suzie RN noticed the rate of patient falls was increasing on her unit. She collaborated with her fellow nurses and staff, gathering all their observations and suggestions for improvement. She then clearly communicated her findings and her suggestive plan of action to improve patient safety from falls to the director of nursing. Impressed with Suzie's leadership skills, the director delegated her the task of carrying out her plan of action.

Suzie RN demonstrated what type of leadership?

Choice A reason:

Error reporting free from penalty is essential for a culture of safety. It encourages staff to report mistakes without fear of retribution, allowing for the identification and correction of system issues that could lead to errors.

Choice B reason:

Hazing a coworker is not an example of creating a culture of safety. It is a harmful practice that undermines trust and respect, which are crucial for a safe work environment.

Choice C reason:

Becoming a mentor to a new nurse is a positive example of creating a culture of safety. Mentorship supports the development of competence and confidence, which contributes to safer patient care.

Choice D reason:

Open communication and clear expectations are fundamental to a culture of safety. They ensure that everyone understands their roles and responsibilities and feels comfortable speaking up about concerns.

Choice A reason: While a shopping list of heart-healthy food is useful, it does not involve an active learning process which is crucial for a patient who learns better by doing.

Choice B reason: Practicing taking her own blood pressure allows the patient to actively engage in her health management, making it the most appropriate educational activity for someone who learns by doing.

Choice C reason: A diagram of the effects of heart disease on the body is informative, but it is a passive learning tool and does not involve the patient in a hands-on activity.

Choice D reason: Pamphlets on heart disease provide valuable information but are not an interactive learning method and thus, less suitable for a patient who prefers learning by doing.