Evaluating Leadership Competency in DNP Clinical Practice

Abstract

BackgroundEvaluating the growth of leadership competencies of Doctor of Nursing Practice (DNP) students in academic and organizational settings has been a challenge.ObjectiveThe purpose of developing a method of evaluating DNP student leadership focused on a strategy to assess DNP student growth in the areas associated with leadership and change.MethodsCompetencies of leadership that were evidenced based and effective in healthcare environments were employed as a basis for the leadership narrative. The resulting tool served both as structure for the student's development and as a method of instruction and evaluation in the academic setting.ResultsUsing a descriptive and experiential leadership narrative as one method of evaluation is an effective strategy for fostering DNP student leadership development in both the direct patient and system-focused settings. Moreover, the leadership narrative is easily generalizable and transferable in environments where growth in leadership and competency development is valued.ConclusionsThe process of developing leadership narratives is a transformational experience for the doctoral student and future nursing leader.Implications for NursingEasily incorporated into the DNP practicum structure and beyond, the leadership narrative is an effective method for formative and summative evaluation of DNP student leadership development. Moreover, consistent with the accrediting body for DNP education, the leadership narrative can be used as one method of demonstrating program effectiveness.

Exploration of Self-Perceived Leadership Practices of Entry-Level Doctoral Students during the Doctoral Capstone Experience

“…A review of the literature shows that leadership growth is measured through both qualitative and quantitative approaches. The use of narratives offers a qualitative perspective to describe perceptions of leadership growth during educational experiences of nursing and occupational therapy students (Hendricks & Toth-Cohen, 2018;Nordick, 2019). More often, health profession students' leadership changes are measured using quantitative methodology such as the Student Leadership Practices Inventory, the Leadership Practices Inventory and the Multi-factor Leadership Questionnaire (Eigsti & Davis, 2018;Foli, Braswell, Kirkpatrick, & Eunjung, 2014;Gafni Lachter & Ruland, 2018;LoVasco, Maher, Thompson, & Stiller, 2016;Waite & McKinney, 2015).…”