No abstract

Background: The nursing school undergraduates' performance influences the quality production of graduates. These in turn will be the future leaders and workforce for the country in improving the health care system. Thus it is imperative that the students do achieve good performance standards. Academic achievement or performance is the degree in which a learner, instructor or organization have accomplished their short term or long term learning objectives. Objective:The main purpose of this study was to explore the factors (e.g., student related, school related, home related, teacher related) that may affect the academic performance of Undergraduate Nursing Students (UNSs). Material and Methods:In this descriptive research study, a cross-sectional survey design was used to conduct this research study. Through simple random sampling technique, a sample of 129 Undergraduate Nursing Students was selected from the BSN (Bachelor of Science in Nursing) and Post RN BScN (Registered Nurse Bachelor of Science in Nursing) Students of the Lahore School of Nursing, The University of Lahore, Pakistan. A modified version [1] of the research scale was used to collect the relevant data from the research subjects.Result: One hundred and twenty-nine student nurses participated in this research study; the majority of the participants were females 110 (85.3%). Four types of factors such as teacher-related with an overall mean (3.90), school-related (3.88), student-related (3.83), and home-related factors (3.48) were studied to explore their effect on the academic performance of student nurses. It was found that teacher related factors were at the top with overall mean score of 3.90 and family-related factors were at the lowest level with an overall mean score of 3.48. Conclusion:The result shows that identified factors have influence on academic performance of student nurses. Finding can be used by administrators, educators and evaluators in designing and implementing an educational programs geared to developed academic performance among student nurses.

No abstract

Objective: To assess the impact of transformational leadership intervention among head nurses on staff nurses in improving job performance. Method: The quasi-experimental study was conducted from December 2020 to August 2021 at the public-sector Services Hospital, Lahore, Pakistan, and comprised head nurses and staff nurses enrolled through multistage cluster random sampling technique. Sixteen weeks of transformational leadership interventions were organised in morning and evening shifts. Pre- and post-intervention assessments were done. Data was analysed using SPSS 25. Results: Of the 576 subjects, 480(83.3%) were staff nurses and 96(16.6%) were head nurses. Transformational leadership intervention caused a significant improvement in staff nurses’ job performance owing to improvement in the behaviour of the head nurses behaviour (p 0.05). Conclusion: The study showed that staff nurses’ performance significantly improved after transformational leadership intervention related to the head nurses. Key Words: Transformational leadership, Head nurses, Frontline soldiers, Hospital, Job performance.

Background: Transformational leader ship skill (TLS) plays a crucial role in hospital management and administration. Unfortunately, healthcare providers (HCPs) lack the essential awareness of transformational leadership skills (TLS). There is a dire need to adopt different strategies to improve their knowledge and skills. Objective: To assess the improvement in the knowledge and skills about transformational leadership among head nurses after intervention of transformational leadership. Methodology: A quasi-experimental study included 96 head nurses, designated with a multistage cluster random sampling technique. Ninety-six days of structured sessions were organized in two shifts (morning and evening). Pertinently, pre-intervention and post-intervention were organized for four months i.e. six hours per week, one hour per day. Results: The present study showed that transformational leadership knowledge and skills have a significant impact on head nurses’ performance. Insufficient pre-intervention scores of the study participants explained inadequate knowledge. After the 96 days (one hour/day) sessions, there was a highly significant improvement in the knowledge scores 88.5%, and skills(***p ≤0.001), df =95of head nurses regarding transformational leadership. Conclusion: The currents study showed that head nurses had inadequate knowledge regarding transformational leadership. The knowledge was significantly improved after the intervention of transformational teaching and training sessions. The addition of consistent training programs in the curriculum may ensure leadership skills to enhance the quality of nursing care as well as the commitment of employees. Therefore, it is concluded that knowledge and skills are significant predictors of the head nurses’ job performance. Keywords: Transformational Leadership, Head Nurses, Knowledge, Practice, Performance