Findings from a study of aspiring nursing student leaders

Waite, Roberta; McKinney, Nicole

doi:10.1016/j.nedt.2015.08.016

Cited by 11 publications

(15 citation statements)

References 15 publications

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“…The changes in self-perceived leadership practices were significant, (p=0.00007) over a time frame of approximately 27-28 weeks which included the Capstone Experience. These results are similar to studies in academic nursing literature which utilized the SLPI as a pretest-posttest outcome measure after targeted engagement and service learning activities (Foli, Braswell, Kirkpatrick, & Eunjung, 2014;Waite & McKinney, 2015). All questions showed an increase in students' perceived engagement of leadership behaviors, however Q23 ("I make sure that big projects we undertake are broken down into smaller and doable parts"; Posner, 2012) did not result in a significant increase.…”

Section: Discussionsupporting

confidence: 82%

“…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). Health professions such as nursing and physical therapy are most represented in the literature, demonstrating a gap in reporting leadership growth changes in occupational therapy students.…”

Section: Measurement Of Leadershipmentioning

confidence: 99%

“…Future studies should include an objective (i.e. outside) measurement of leadership practices and compare to participant self-scoring, a methodology utilized within nursing literature (Waite & McKinney, 2015). Future examinations should also track longitudinal leadership outcomes of the Capstone Experience.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

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

Recigno

Benham

Breen-Franklin

2020

JOTE

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There is limited literature reporting the methodology of leadership advancement in entry-level Doctoral-Degree-Level Educational Programs through the Capstone Experience. The purpose of this study was to explore if self-perceived leadership practices increase after the Capstone Experience utilizing a one group, pretest-posttest design. Sixteen students completed the Student Leadership Practices Inventory (SLPI) from pretest to posttest. Self-perceived leadership practices of the fourth-year cohort of doctoral students increased significantly, t (15) = 5.42, p= 0.00007, with a large effect size (d= 1.355). Students enrolled in the community-based track were 31.25% of the sample, compared to 68.75% enrolled in the leadership track. Site mentors of the Capstone Experience were licensed occupational therapists for 37.5% of students, while the remaining 62.5% of students were matched with a site mentor outside of the occupational therapy profession. These results may indicate that through a transformative process of experiential learning, and with an emphasis on forging partnerships inside and outside of the profession, leadership growth is fostered through a Capstone Experience complementing didactic preparation in the classroom. Future studies should include an additional objective measurement and a comparison group to control for extraneous variables.

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Section: Discussionsupporting

confidence: 82%

Section: Measurement Of Leadershipmentioning

confidence: 99%

See 1 more Smart Citation

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

Recigno

Benham

Breen-Franklin

2020

JOTE

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“…The need for nursing care has increased in recent years in Poland, as well as in other European countries and worldwide, due to the aging of society and the increasing incidence of chronic diseases [1][2][3][4][5][6][7][8][9]. At the same time, the number of nurses is decreasing rapidly.…”

Section: Introductionmentioning

confidence: 99%

“…Both national and international literature on the issue of leadership in nursing emphasize the difference between the role of leaders and the role of managers of health care institutions, including nursing managers and ward nurses [2][3][4][5][6][7][8]. The role of leaders is to effectively design the change and drive its implementation, while health care managers are more responsible for the productivity of work in the organization.…”

Section: Introductionmentioning

confidence: 99%

Let’s look for leaders – we need them! A survey on the authentic leadership competences among nursing students

Gotlib

Juszczyk

Cieślak

et al. 2018

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Background. Deficiencies among nursing staff results in a lower quality of nursing care, thereby threatening patients' safety. A potential way to deal with the problem of insufficient nursing care is to implement effective leadership. Universities play a key role in creating future leaders who are able to initiate changes in health care systems. As leadership education requires adequate support (including financial aid and mentoring), it is necessary to identify those who would most benefit from additional training by analyzing natural leadership competences. To date, the issue of nursing leadership, especially authentic leadership, in Poland has not been sufficiently described. This study aimed to assess the level of competence in authentic leadership in a group of nursing students in Poland. Methods. A total of 99 students (93 women and 6 men) from the Nursing Division, Faculty of Health Sciences, Medical University of Warsaw were recruited, including 58 students in their first year of first cycle (54 women and 4 men) and 41 students in their second year of the masters program (39 women and 2 men). The average age was 26.17 years (min. 24, max. 47, SD: 5.630). Students were assessed using the pen and paper interview (PAPI) method, and an anonymous Authentic Leadership Questionnaire (ALQ). The ALQ comprises 16 statements rated using the Likert scale, ranging from 1 (totally disagree) to 5, in four dimensions: self-awareness, ethics/morality, balanced processing, and transparency in relationships. Data was analyzed using descriptive statistics. The reliability of the questionnaire measured by Cronbach's alpha coefficient was 0.781. Results. Only 24% of students had a high level of leadership competency (16-20 points) in the self-awareness dimension. Students achieved a low score (15 points or below) in the other dimensions (ethics/morality, balanced processing, and transparency in relations). Conclusion. The overall level of leadership competency among the study group of nursing students in Poland was low. Nursing students with higher levels of authentic leadership competencies should be identified and given additional individual support from their home universities during their studies to provide future leaders for our health care system.

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Nursing Leadership in Transition: From Matriarch and Instructor to University Teacher and Researcher

Ahlström

2019

Leadership in Nursing: Experiences From the European Nordic Countries

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Findings from a study of aspiring nursing student leaders

Cited by 11 publications

References 15 publications

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

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

Let’s look for leaders – we need them! A survey on the authentic leadership competences among nursing students

Nursing Leadership in Transition: From Matriarch and Instructor to University Teacher and Researcher

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