Leadership Curricula in Nursing Education: A Critical Literature Review and Gap Analysis

Abstract

The underlying theme identified is the study and use of active learning strategies. Subthemes within this context were the use of reflection, peer learning, interdisciplinary teams, organizational partnerships, and curricular reform.

Practicing Leadership Skills through Peer Mentoring and Teaching: the Lived Experience of BSN Students

“…There are some, but not many, published studies of strategies for teaching leadership that describe innovations and outcomes for programs designed for that purpose (Morrow, 2015). Waite, Mckinney, Smith-Glasgow, and Meloy (2014) described a course developed to teach authentic leadership in a one-unit course over a semester.…”

“…Researchers have cited a lack of opportunities for students to practice leadership skills and to engage in the process of organizational change (Morrow, 2015;Towle, 2015;Hendricks et al, 2010). Kalb et al (2012) and Morrow (2015) both described a lack of research on how educators prepare nursing students to be leaders. Kalb et al (2012) studied nursing faculty at one university and discovered that commonly used strategies were rolemodeling and thought exercises.…”

Newly Qualified Nurses’ Perception of Their Competency Achievement on Leaving University: A Qualitative Study

“…According to this study, NQN have not had the opportunity to develop leadership skills. Morrow [51] highlights the need to design teaching strategies that integrate leadership competences into nursing curricula. Educational innovations have subsequently been designed for this purpose [52].…”

Breaking from Tradition: Transforming Leadership Education in Nursing

“…In a critical review of research on leadership curricula in undergraduate nursing, Morrow (2015) included 13 related studies. A variety of active learning strategies designed to build leadership behaviours were used, including reflection assignments, peer learning, exposure to interprofessional teams, and organizational partnerships.…”

“…A majority of active learning experiences were single events incorporated into a leadership theory course or added to a medical-surgical clinical. Morrow (2015) identified a need for research on teaching strategies that expose students to leadership on the broader organizational level, account for diversity of student backgrounds, and include experiential learning.…”