Aim The aim of this concept analysis is to clarify the meaning and relationship of psychological and structural empowerment. Background Empowerment is linked to positive organizational and individual constructs and outcomes. Improving the work environment may assist in sustaining a fragile and essential workforce. Design Walker and Avant’s method was used to guide an analysis of this concept. Data Source Resources published from 1970 to 2018 were identified via electronic databases, empirical works, and modern operational usage of the terms. Review Methods A literature review and search for concept maps were completed and analyzed to identify uses and definitions of the concept: attributes, antecedents, consequences, and empirical referents. It also includes identifying model, borderline, and contrary cases to differentiate empowerment from other related concepts. Results A comprehensive, inclusive review of empowerment must include both constructs, structural and psychological. A conceptual map of these akin constructs illustrates their syndication. Conclusions The concept of examining empowerment from both constructs, structural and psychological, is necessary to develop evidence‐based practice strategies and improve the work environment and workforce.

The purpose of this article is to share gaps in knowledge and research related to pandemic management identified by nurse leaders during the COVID-19 pandemic. As part of a larger Delphi study, nurse leaders responded to an open-ended survey question about gaps in research they saw as important following the pandemic. Responses were analyzed using directed content analysis. Results are presented as four super-categories: Organizational leadership preparedness, adaptive leadership in crisis, innovations in care delivery, and health, well-being, and resilience.

Formalized new-faculty orientation programs are not a luxury but rather a crucial necessity to recruit and retain competent and qualified faculty. The author describes the contents of what might be contained in such a program. Specific educational purposes and their link to mission, vision, and values are discussed. Selection of topics and objectives will also be explored, along with learning experiences, program organization, and outcome evaluation.

Combining the recommendations of the Institute of Medicine's report on the future of nursing, an Oncology Nursing Society (ONS) leadership think tank, and current evidence, the ONS Leadership Competencies were developed to provide all nurses with a pathway to advance their leadership skills and abilities. Generated through a systematic approach of literature review, data synthesis, and peer and expert review, the ONS Leadership Competencies are divided into five domains: vision, knowledge, interpersonal effectiveness, systems thinking, and personal mastery. Each of the competencies can be measured at the individual, group, and governance levels. They serve as a means of self-assessment, growth, future planning, and professional development. This article describes the process used to develop the ONS Leadership Competencies and offers examples of how they may be used in practice.

The aim of this study was to identify the challenges, barriers, and solutions for conducting nursing administration and leadership science (NALS) research. BACKGROUND: Evidence from leadership science should be at the forefront of nurse leaders' decision making. Yet, challenges remain in building the evidence and moving it into nursing administration and leadership practice. METHODS: This study used a Delphi technique with open-ended questions and direct content analysis to evaluate survey responses of members of the Association for Leadership Science in Nursing and American Organization for Nursing Leadership. RESULTS: Open-ended responses were coded to yield super categories and supportive codes for areas with