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Rationale and Key Points: Bullying has existed in health and social care organisations for many years. Although researchers have examined the effects of bullying on nurses and nursing students, there has been too little focus on bullying behaviours inflicted directly or indirectly on nurse leaders and managers. This article provides concise and practical guidance for nurses in leadership or management roles on how to identify and manage bullying behaviours directed at themselves. • Overt or covert bullying in nursing can happen at every level of the organisation. • Bullying negatively affects practice, teamwork, staff morale and patient care. • Identifying bullying is the first step in addressing unacceptable behaviours. • Admitting that you may be being bullied and seeking support to manage bullying is a hallmark of an effective nurse leader. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence-based. Apply this article to your practice. Reflect on and write a short account of: • How this article might improve your practice when managing being bullied as a nurse leader. • How you could use this information to educate your peers about managing being bullied as a nurse leader., Competing Interests: None declared, (© 2024 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)

The role of leadership in nursing and healthcare is continuously being examined, and has undergone increasing public and media scrutiny due to the coronavirus disease 2019 (COVID-19) pandemic. This article details a project that brought together five final-year nursing students and two experienced nurses who had all worked as part of the early response to the pandemic. Meeting regularly online, the participants sought to explore the literature on nursing leadership as well as their own clinical experience and personal reflections of leadership during the pandemic. This process, which took place over a period of four months, also enabled the participants to examine their own leadership style. Four themes emerged from the group discussions: learning about and building on the history of nursing, the participants' role in nursing leadership, effective leadership during times of uncertainty and the role of communication in effective leadership., Competing Interests: None declared, (©2021 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)

This article explores the concept of leadership in health and social care. All nurses have an important leadership role, which is reflected in the principles of the NHS Leadership Academy and in the new curriculum for nursing students. By critically applying the 'novice to expert' model of clinical competence to leadership, nurses are encouraged to consider the skills involved in moving from novice to expert alongside identifying the strengths and skills they wish to develop. Nurses are encouraged to reflect on leadership approaches operating in health and social care and to consider the type of leader they want to be. This article examines what expert or exemplary leadership might involve and some of the characteristics that are required. An expert leader can recognise their own values and beliefs, and the values and beliefs of those they lead and serve., Competing Interests: None declared, (© 2020 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)

Why you should read this article: • To enhance your understanding of how bullying undermines individual nurses and the nursing profession • To recognise that nurse leaders are not immune from being bullied, whether by peers or by people in more junior or more senior positions • To find practical advice on how to manage being bullied as a nurse leader. Rationale and key points: Bullying has existed in health and social care organisations for many years. Although researchers have examined the effects of bullying on nurses and nursing students, there has been too little focus on bullying behaviours inflicted directly or indirectly on nurse leaders and managers. This article provides concise and practical guidance for nurses in leadership or management roles on how to identify and manage bullying behaviours directed at themselves. • Overt or covert bullying in nursing can happen at every level of the organisation. • Bullying negatively affects practice, teamwork, staff morale and patient care. • Identifying bullying is the first step in addressing unacceptable behaviours. • Admitting that you may be being bullied and seeking support to manage bullying is a hallmark of an effective nurse leader. Reflective activity: ‘How to’ articles can help to update your practice and ensure it remains evidence-based. Apply this article to your practice. Reflect on and write a short account of: • How this article might improve your practice when managing being bullied as a nurse leader. • How you could use this information to educate your peers about managing being bullied as a nurse leader. [ABSTRACT FROM AUTHOR]

Reclaiming narratives is the theme of October’s Black History Month. Mindful of the importance of inclusion and diversity, nursing colleagues are encouraged to reclaim their narrative by sharing the story of their heritage so their authentic voices can be heard and celebrated, and so that others may learn from them. [ABSTRACT FROM AUTHOR]

The role of leadership in nursing and healthcare is continuously being examined, and has undergone increasing public and media scrutiny due to the coronavirus disease 2019 (COVID-19) pandemic. This article details a project that brought together five final-year nursing students and two experienced nurses who had all worked as part of the early response to the pandemic. Meeting regularly online, the participants sought to explore the literature on nursing leadership as well as their own clinical experience and personal reflections of leadership during the pandemic. This process, which took place over a period of four months, also enabled the participants to examine their own leadership style. Four themes emerged from the group discussions: learning about and building on the history of nursing, the participants' role in nursing leadership, effective leadership during times of uncertainty and the role of communication in effective leadership. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise how you can work towards becoming an expert leader • To understand that all nurses can act as leaders irrespective of their role • To count towards revalidation as part of your 35 hours of continuing professional development (CPD) or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) This article explores the concept of leadership in health and social care. All nurses have an important leadership role, which is reflected in the principles of the NHS Leadership Academy and in the new curriculum for nursing students. By critically applying the 'novice to expert' model of clinical competence to leadership, nurses are encouraged to consider the skills involved in moving from novice to expert alongside identifying the strengths and skills they wish to develop. Nurses are encouraged to reflect on leadership approaches operating in health and social care and to consider the type of leader they want to be. This article examines what expert or exemplary leadership might involve and some of the characteristics that are required. An expert leader can recognise their own values and beliefs, and the values and beliefs of those they lead and serve. [ABSTRACT FROM AUTHOR]

Background: Few studies in academic literature involve the application of a spiritual health intervention for the purpose of mitigating compassion fatigue in nurses. Objectives: The purpose of this qualitative study was to explore the perspectives of Canadian spiritual health practitioners (SHPs) in their support for nurses to prevent compassion fatigue. Method: Interpretive description was utilized for this research study. Sixty-minute interviews with 7 individual SHPs were conducted. Data were analyzed with NVivo 12 software (QSR International, Burlington, Massachusetts). Thematic analysis identified common themes that allowed data from interviews, a pilot project on psychological debriefing, and a literature search to be compared, contrasted, and compiled. Results: The 3 main themes were found. The first theme highlighted the underlying issue of how spirituality is ranked or viewed within health care and the impact of leadership integrating spirituality in their practice. The second theme related to SHPs' perception of nurses' compassion fatigue and lack of connection to spirituality. The final theme explored the nature of SHP support to mitigate compassion fatigue before and during the COVID-19 pandemic. Discussion: Spiritual health practitioners are positioned in a unique role to be facilitators of connectedness. They are professionally trained to provide a type of in situ nurturing for patients and health care staff through spiritual assessments, pastoral counseling, and psychotherapy. The COVID-19 pandemic has revealed an underlying desire for in situ nurturing and connectedness in nurses due to an increase in existential questioning, unusual patient circumstances, and social isolation leading to disconnectedness. Organizational spiritual values are recommended to be exemplified by those in leadership to create holistic, sustainable work environments. [ABSTRACT FROM AUTHOR]

The author congratulates the winners and nominees at the 2019 RCNi Nurse Awards. He mentions Taurai Matare as recipient of both the Leadership and RCN Nurse of the Year award. He also introduces articles in the issue on topics including the importance of creating a working culture in which colleagues are encouraged to communicate sensitively and assertively and the need to encourage teams to put the patient at the centre of care.

The author reflects on the need for true leadership in the nursing profession in Great Britain. Topics include nurse Yvonne Manson as the winner of the 2018 journal's Nurse Awards, the passion for nursing care and leadership shown by nursing students in the country, as well as the need for government officials and healthcare professionals like nurses and midwives to listen to the pleas of citizens for the provision of good healthcare.

The article offers information on the RCNi Nurse Awards by the "Nursing Management" journal for 2018.

Dental nurses should be supported in developing their careers. This includes promoting the acquisition of new skills. This article outlines the development of a new leadership development programme, which supports the transition from dental staff nurse to deputy dental sister. [ABSTRACT FROM AUTHOR]