Academic nursing leadership: Lessons learned during a pandemic: A qualitative research study

Simonson, Nicole; Brown, Melissa M.; Klingbeil, Carol

doi:10.1016/j.nedt.2022.105620

Cited by 3 publications

(2 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(11) Desafortunadamente, estos profesionales perdieron una oportunidad única de experimentar como era liderar durante la pandemia y beneficiarse de las lecciones aprendidas. Por ejemplo, a guiar al personal a manejar efectivamente el tiempo insuficiente debido al cambio constante de rutinas de cuidado en emergencias, a crear sistemas de soporte para la inseguridad física y psicológica que afecto el bienestar de los profesionales; (12) y a delegar actividades de manera efectiva a los voluntarios, para lo cual estos profesionales con se autoidentificaron estar preparados para ello. Otro hallazgo singular, es la baja familiaridad de estos profesionales de educación avanzada con la valoración rápida de SM a clientes atravesando crisis de salud.…”

Section: Discussionunclassified

Respuesta de enfermería a la pandemia covid-19 en Bolivia

García,

Fricas,

Vargas-Vargas

2024

MED-FMENT Salud Pública en Acción

View full text Add to dashboard Cite

Introducción. Durante la pandemia de COVID-19, los sistemas de salud en el mundo, particularmente en países de ingresos medianos-bajos como Bolivia, enfrentaron el desafío de preparar al personal para responder incidentes de salud de esta escala. El objetivo fue evaluar la familiaridad auto informada de las enfermeras bolivianas sobre su preparación y el apoyo recibido durante la pandemia. Material y métodos. Se completó de forma remota una encuesta transversal en 2020. Después de completar la estadística descriptiva, se correlacionaron las variables demográficas con las percepciones de los participantes asociado al riesgo percibido, la experiencia laboral, y la familiaridad con los procedimientos de contingencia a seguir durante incidentes de salud. Resultados. De las 174 enfermeras que participaron en este estudio, el 47% tenía grado de maestría, y sólo el 13,4% desempeñaba funciones de liderazgo. El 25% no estaban familiarizados con la evaluación rápida de clientes sospechosos de COVID-19, el 33% no recibió capacitación en este procedimiento, y el 74% informó observar ansiedad en sus colegas acerca de infectarse mientras cuidaban a los pacientes. Y sólo un 24% informó que su lugar de trabajo contaba con personal adicional cuando el personal contrajo la infección por COVID-19. Conclusiones. Existe una necesidad urgente de apoyar a las enfermeras estructural, física y emocionalmente para mejorar su preparación para responder a incidentes de salud como una pandemia, así como embarcar en estudios futuros para explorar los factores que impiden su capacitación oportuna y los criterios de asignación de roles a enfermeras con educación avanzada.

show abstract

Section: Discussionunclassified

Respuesta de enfermería a la pandemia covid-19 en Bolivia

García,

Fricas,

Vargas-Vargas

2024

MED-FMENT Salud Pública en Acción

View full text Add to dashboard Cite

show abstract

“…More recently, there is a growing body of work on how diferent leadership styles, particularly relational styles such as transformational leadership, can positively infuence nursing practice, care-recipient outcomes, and nurses' job satisfaction [33][34][35]. Nursing leadership was emphasised once again during the global COVID-19 pandemic, with a focus on how efective leadership during times of crises can maintain quality standards and nurses' emotional and mental well-being, in both academic and clinical practice settings [36][37][38].…”

Section: Introductionmentioning

confidence: 99%

Codesigning a Nursing Leadership Program to Transform Value and Delivery Systems for Fundamental Care

Feo,

Pearce,

Kitson

et al. 2023

Journal of Nursing Management

View full text Add to dashboard Cite

Aim. The aim of this article is to report the process and outcomes of codesigning a nursing leadership program for fundamental care. The leadership program is designed to empower nursing leaders, across research, education, clinical practice, and policy, to challenge and change how fundamental care is valued, prioritised, and actioned within health and care systems. Background. Deficits in fundamental care represent an intractable problem adversely impacting care recipients, care providers, and health and care systems globally. These deficits stem from the minimal value placed on fundamental care and its subsequent invisibility across research, education, clinical practice, and policy. Sustainable systems change requires effective nursing leadership; however, existing nursing leadership programs tend to address only one area of health and care systems, typically clinical practice, and do not focus specifically on fundamental care. Methods. The Fundamentals of Care Leadership Program was codesigned with current and emerging nursing leaders using a participatory action research approach. The collaborative codesign process involved two stages: (1) idea generation and preliminary program development via Nominal Group Technique (n = 60 participants from 11 countries) and (2) refinement and trialling of program content and process via a three-day workshop (n = 19 participants from 9 countries). Results. Participants prioritised a program that provided clear understanding of the concept of fundamental care, enabled the development of influencing and negotiating skills to advocate for this care, and offered resources on knowledge translation, implementation, and measurement strategies. Participants also wanted allotted time to design research and quality improvement projects that would allow them to transfer the skills learned to the real-world issues occurring within their respective organisations. Conclusions. The codesign process, embedded within a participatory action approach, enabled the development of a Fundamentals of Care Leadership Program that is shaped by, and meets the needs of, current and emerging nursing leaders. The leadership program will enable nursing leaders to challenge value systems on fundamental care and to champion this care across research, education, clinical practice, and policy, working towards enhanced fundamental care outcomes and experiences.

show abstract

Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage

Shatto,

Meyer,

L'Ecuyer

2024

J Nurs Educ

View full text Add to dashboard Cite

Background: Our school had increased full-time and adjunct faculty vacancies. To deal with this crisis, we recruited our clinical nurse leader (CNL) graduates. Many reported not feeling prepared to teach. This article describes changes made in a CNL curriculum to better prepare graduates for positions in academic nursing education. Method: While the CNL skill set was created for care of patient populations, it is also transferable to nursing education. Previously, our curriculum used only clinical experiences to teach aspects of CNL practice. We added academic educational experiences and content into our curriculum as another means of teaching the skill set. Results: The size of our CNL program doubled. Students reported gaining confidence about the CNL role in both clinical and academic settings. Conclusion: This curricular change allows CNL students to “try on” the role of nurse educator. This exposure may increase their desire to pursue a career in academia. [ J Nurs Educ . 2024;63(X):XXX–XXX.]

show abstract

Academic nursing leadership: Lessons learned during a pandemic: A qualitative research study

Cited by 3 publications

References 17 publications

Respuesta de enfermería a la pandemia covid-19 en Bolivia

Respuesta de enfermería a la pandemia covid-19 en Bolivia

Codesigning a Nursing Leadership Program to Transform Value and Delivery Systems for Fundamental Care

Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage

Contact Info

Product

Resources

About