Sex differences and leadership research literature includes many findings concerning subordinate evaluations of managers' performance, but little is known about superiors' perceptions of male and female managers. This study explored superiors' evaluations of the leadership skills of their managers to determine if sex differences exist. A sample of 400 male and female managers, representing middle and upper organizational levels, were rated on Benchmarks, a multirater feedback instrument developed at the Center for Creative Leadership. A 2 x 2 MANOVA detected no interaction effect between sex of the manager and organization level. Main effect analyses revealed one difference: Female managers were rated higher on 1 of 16 scales, putting people at ease. Upper level managers were evaluated higher than middle level managers by their superiors on 8 scales. Results indicate that sex differences are not salient in distinguishing managerial leadership ability once the manager has crossed a threshold of organizational experience.

No abstract

No abstract

No abstract

Background The innovative Population Health Internship (PHI) addresses the evolving need for baccalaureate‐prepared nurses to achieve population health competency. A comprehensive evaluation of the inaugural year of the PHI was conducted using the Centers for Disease Control and Prevention (CDC) Framework for Program Evaluation in Public Health and the Context, Input, Process, Product (CIPP) curricular evaluation model. Students and community agency partners—both key stakeholders—contributed to the evaluation. Methods and results Quantitative data were used to address functional and outcome areas of the PHI for purposes of PHI logistics, student learning gains, and program impact and sustainability. Qualitative data were used to provide insights into challenges in instituting curricular change, complexity in student–agency communications, importance of student preparedness/attitude, issues of role confusion, misperceptions about the population health nursing role, student learning, and impacts on partner agencies and their populations. Implications Educational implications include the importance of assessing both learning gains and student buy‐in, the need for a long‐term evaluation approach to accommodate for challenges related to radical curriculum change, and the importance of strong stakeholder support to facilitate mutually beneficial relationships and a positive learning experience.