Enhancing perceived leadership of nursing students through a student-led dedicated education unit in a community setting: A feasibility study

Pardo, María Ángeles de Juan; Vissandjée, Bilkis; Guillaumet, Montserrat; Torre, María Ángeles Cerezuela; Fernández-Puebla, Albert Gallart

doi:10.1016/j.profnurs.2022.10.009

Cited by 3 publications

(12 citation statements)

References 31 publications

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“…36 In the student-led conference intervention, 37 students exhibited an increase in self-perceived leadership competence. Similarly, in the student-led DEU intervention, 38 the group demonstrated a significantly higher percentage increase. In both Hwang and Jo 52 and Jung et al 46 projects, global leadership was increased.…”

Section: Student Involvementmentioning

confidence: 89%

“…Students expressed high levels of satisfaction in their involvement with student-led conferences 37 and DEUs. 38 In another DEU, students reported feeling well prepared for professional practice. 42 In a service-learning intervention, students found it applicable to their future careers.…”

Section: Student Involvementmentioning

confidence: 99%

“…35,36 Grade distribution were first grade (level in program) (n = 1), second grade (n = 2), third grade (n = 3), and fourth grade (n = 9). In few studies (n = 3), students from various grade levels were included, [36][37][38] and one study did not specify the grades or levels. 39 Age was not included in 7 studies, and gender information was not provided in 4 studies.…”

Section: General Characteristicsmentioning

confidence: 99%

“…35 In addition, shared leadership dimensions identified by Fuster Linares were employed in 2 studies. 37,38 AONL's leadership framework was used in a study with an additional "vision building" dimension. 40 Moreover, few studies incorporated different frameworks or guides for structural elements, such as dedicated education units (DEUs) 38,42 and team-based learning (TBL).…”

Section: Design and Contentmentioning

confidence: 99%

“…37,38 AONL's leadership framework was used in a study with an additional "vision building" dimension. 40 Moreover, few studies incorporated different frameworks or guides for structural elements, such as dedicated education units (DEUs) 38,42 and team-based learning (TBL). 45 For interventional elements, various theories and models were applied: Bandura's Social Learning Theory (SLT) for face-to-face activities; Taylor and Hamdy's multitheories for professional portfolio learning; Continuing Professional Development (CPD) for case study activities; Holistic Reflection Model (HRM) for reflective writing; Leadbeatter and Gao's tips for a successful student-led conference; and REPP framework to establish effective partnership.…”

Section: Design and Contentmentioning

confidence: 99%

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Systematic Review on Characteristics and Effects of Leadership Development Interventions for Nursing Students

Akdeniz,

Duygulu

2023

Nurse Educator

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Background: Effective nursing leadership improves health care quality, patient well-being, and nursing staff outcomes. Newly graduated nurses face challenges in transitioning into leadership roles. Thus, examining the leadership development interventions for nursing students is critical. Purpose: This systematic review examined the characteristics and effectiveness of leadership development interventions designed for and implemented with undergraduate nursing students. Methods: A comprehensive search covered Scopus, CINAHL Ultimate, ScienceDirect, MEDLINE, WOS Core Collection, Journals@Ovid, JSTOR Journals, and ERIC databases. Included studies were assessed using the Mixed Methods Appraisal Tool. Results: The final review comprised 19 studies showcasing positive impacts on leadership development. The interventions varied in leadership approach, design and content, structure, qualifications, student involvement, and outcomes. Conclusions: Leadership development interventions are effective in enhancing nursing students' leadership. Nevertheless, future interventions should prioritize well-structured content, and studies must incorporate robust methodologies.

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Section: Student Involvementmentioning

confidence: 89%

Section: Student Involvementmentioning

confidence: 99%

Section: General Characteristicsmentioning

confidence: 99%

Section: Design and Contentmentioning

confidence: 99%

Section: Design and Contentmentioning

confidence: 99%

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Systematic Review on Characteristics and Effects of Leadership Development Interventions for Nursing Students

Akdeniz,

Duygulu

2023

Nurse Educator

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Exploring the “led” in health professional student-led experiences: a scoping review

Lising,

Copley,

Hill

et al. 2024

Adv in Health Sci Educ

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To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.

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Teaching the physiology of the human body in non-formal spaces: pilot experience of a Service-Learning methodology and the interaction between students of different educational levels

García-Durán,

Claros,

Zamorano-González

et al. 2023

Front. Physiol.

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Research institutes and universities have strengthened the development of biomedicine outreach activities, constituing a non-formal education system of science literacy, although with little commitment from undergraduate students. However, as a Service-Learning methodology, these outreach activities could work as a tool for the acquisition of skills by students of Health Science Degrees. Described here is the development of the workshop entitled “Exploring the human body” at the Biodonostia Health Research Institute and the pilot experience of its implementation as a Service-Learning activity at the University of Málaga. Firstly, 359 secondary education students were mentored by Ph.D. students through a 5-station workshop with experiments and activities related to the physiology of the human body. Then, 301 undergraduate students of Medicine and Nursing Degrees advised 965 secondary education students. Both groups of students assessed the workshop via questionnaires and a debriefing. The data showed an overall score of 4.6 out of 5 for the workshop. Undergraduate students reported a positive impact on their academic background (4.8 out of 5), mainly due to the improvement of oral communication skills (34%). Therefore, this methodology could be a valid and applicable tool to develop the cross-disciplinary competences of undergraduate students.

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Enhancing perceived leadership of nursing students through a student-led dedicated education unit in a community setting: A feasibility study

Cited by 3 publications

References 31 publications

Systematic Review on Characteristics and Effects of Leadership Development Interventions for Nursing Students

Systematic Review on Characteristics and Effects of Leadership Development Interventions for Nursing Students

Exploring the “led” in health professional student-led experiences: a scoping review

Teaching the physiology of the human body in non-formal spaces: pilot experience of a Service-Learning methodology and the interaction between students of different educational levels

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