Gotlib et al (2018) INNOVATIVE METHODS OF LEADERSHIP TRAINING FOR NURSING.pdf (original) (raw)

A New Leadership Development Model for Nursing Education

Journal of Professional Nursing, 2019

Background Leadership competency is required throughout nursing. Students have difficulty understanding leadership as integral to education and practice. A consistent framework for nursing leadership education, strong scholarship and an evidence base are limited. Purpose To establish an integrated leadership development model for prelicensure nursing students that recognizes leadership as a fundamental skill for nursing practice and promotes development of nursing leadership education scholarship. Method Summarizing definitions of nursing leadership, conceptualizing leadership development capacity through reviewing trends, and synthesizing existing leadership theories through directed content analysis. Discussion Nine leadership skills form the organizing structure for the Nursing Leadership Development Model. Leadership identity development is supported via dimensions of knowing, doing, being and context. Conclusion The Nursing Leadership Development Model is a conceptual map offering a structure to facilitate leadership development within prelicensure nursing students, promoting student ability to internalize leadership capacity and apply leadership skills upon entry to practice Table 4. Critical values in the social change model of leadership-Komives et al., 2013. Critical values Definitions Consciousness of self Awareness of personal beliefs, values and patterns of behavior Congruence Consistent action based on personal values, attitudes and emotions Commitment Passionate energy focuses on an activity or outcome beyond self Collaboration Ability to promote group action around a value and/or ideal Common purpose Enabling work aimed at shared goals and a common vision Controversy with civility Acceptance of differences and conflict resolution through dialogue Citizenship Active engagement in social change and community/civic responsibilities

Breaking from Tradition: Transforming Leadership Education in Nursing

Quality Advancement in Nursing Education - Avancées en formation infirmière, 2015

This Article is brought to you for free and open access by Quality Advancement in Nursing Education-Avancées en formation infirmière. It has been accepted for inclusion in Quality Advancement in Nursing Education-Avancées en formation infirmière by an authorized editor of Quality Advancement in Nursing Education-Avancées en formation infirmière.

Developing leadership in nursing: exploring core factors

British journal of nursing (Mark Allen Publishing)

This article provides an introduction to the issue of nursing leadership, addressing definitions and theories underpinning leadership, factors that enhance leadership in nursing, and the nature of leadership content taught in undergraduate programmes. Highlighted are differences between leadership and management, and the notion that leadership can be 'learned'. The authors also point out that there is a discrepancy between how leading undergraduate nursing programmes prepare students primarily in the transition of education to practice, and the suggestion from a number of nursing publications that leadership in nurses should be fostered throughout their education.

Nursing Leadership Learning in Practice: A Four Stage Learning Process

International Archives of Nursing and Health Care, 2019

Background: There is emerging evidence that most nursing leadership learning occurs in practice and through social interactions. However, how this social process of learning takes place is not clear and there is limited information about how to support nursing leadership learning as it occurs in clinical settings. The purpose of this study was to increase understanding of the nature of leadership learning in nursing practice. It further aimed to discover the ways in which this type of learning is important to leadership development, and to determine how and why this is the case. Methods: Using a constructivist grounded theory approach, a total of 19 semi-structured interviews with 15 nurse managers were undertaken. Data analysis consisted of coding, constant comparison, memo writing, theoretical sampling and conceptualisation. Results: It was found that learning occurs by engaging in social interactions, as these interactions are converted into learning events. A four-stage process of learning was identified: Reflecting, discovering, deciding, and choosing. Moving through this process can give rise to changed behaviours and leadership development. Conclusion: Nurse managers should be supported by providing them with the opportunity to engage in the learning process by providing action learning sets, focusing on reflection.

A Journey to Leadership: Designing a Nursing Leadership Development Program

The Journal of Continuing Education in Nursing, 2009

Nursing leadership development is important in today's changing health care climate. Nurse leaders affect staff satisfaction, patient outcomes, and the fiscal status of most health care organizations. This article delineates why leadership development is important to nursing, how to strengthen nursing leadership, how to design a methodology for building an internal nursing leadership development program based on levels of curriculum content, and what members of an organization can help teach the curriculum. J Contin Educ Nurs 2009;40(3):107–112.

Learning to lead: A scoping review of undergraduate nurse education

Journal of Nursing Management, 2020

Aim-To explore undergraduate student's preparation for leadership roles upon registration. Background-Effective leadership is vital when promoting positive workplace cultures and high-quality care provision. However, newly registered nurses are not always well-prepared for leadership roles. Evaluation-A scoping review of primary research published in English between 2009-2019 was undertaken. Data were analysed using an adapted version of Arksey and O'Malleys' (2005) framework. Nine papers met the review eligibility criteria. Key issues-Findings revealed three themes: leadership education content; positioning of leadership education within the nursing programme; teaching and learning delivery. Conclusions-The review highlighted some agreement about the knowledge, skills and behaviours to be addressed in leadership education. What varied more was the pedagogical methods used to deliver this, the extent of its integration throughout the programme and the nature of collaborative academic-practice working to ensure good quality clinical supervision. Implications for Nursing Management-(1) students must be exposed to positive leadership practices during clinical placements to facilitate theory-practice integration. (2) Bullying negatively impacts on students' self-efficacy whereas positive role modelling from registered nurses supports development of leadership competence. (3) Leadership theory and competence should be introduced early and revisited throughout the programme.

Leadership in nursing: from teaching to practice in a hospital environment

Escola Anna Nery, 2017

Objective: To analyze the knowledge of nurses on teaching of leadership in the undergraduate and its exercise in a hospital environment. Method: Qualitative, descriptive and exploratory study. There were interviewed 37 nurses working in a public hospital in the state of Rio Grande do Sul, Brazil. Data were collected through semi-structured interviews and it was categorized according the Thematic Analysis method, using the NVivo software. Results: The nurses recognize leadership as professional competence and mentioned positive aspects related to the leadership formation in graduation, which was obtained from significant theoretical contribution, provided by nursing professors. The institution lacks investments to offer theoretical and practical leadership support. Final Thoughts: Teaching leadership during graduation requires transversal approach, as well as strategies of permanent education that potentiate the exercise of leadership in a hospital environment.

Leadership Competence for Undergraduate Nursing Students: A Concept Analysis

2020

Background: Leadership competence in nursing has been extensively addressed in the literature in terms of professional empowerment for nurses that bring a positive change in providing high-quality patient care and workplace safety. However, rarely has it been considered as a set of clear competencies or skills that can be taught and practiced. Objective: The purpose of this study was to provide a concept analysis of leadership competence in the context of clinical nursing leadership. Methods: The concept analysis process of Walker and Avant (2011) was used. A review of the literature was conducted using several databases, including PubMed, CINAHL, ProQuest, Ovid-Medline, ScienceDirect, etc. The databases were searched using the following terms 'nursing leadership', 'nursing' & 'leadership', 'nurse & 'leadership', 'competency', 'competence', 'skills', and 'leadership skills or competence' and for studies published fr...