Leadership Redefined

Abstract

In today's society, health care systems are characterized by change, unpredictability, increasing speed of information and knowledge exchanges, redefined organizational boundaries and hierarchy, emphasis on value, teamwork, interdisciplinary collaboration, diversity, and interconnectedness. This new reality has forced nurse educators to redefine nursing leadership and prepare the Doctorate of Nursing Practice (DNP) leader through innovative courses offering experiential learning based on complex adaptive systems and quantum leadership theory. This article describes the experiential learning approach and integrated learning experience for DNP students.

A scoping review of complexity science in nursing

“…Incorporation of complexity science into nursing education has been seen in undergraduate nursing programmes (Clark, 2004; Cruz et al., 2017; Dunn & Riley‐Doucet, 2017; Mulready‐Shick & Flanagan, 2014; Silva et al., 2017), specialist programmes and/or advanced level (McConnell, Lekan‐Rutledge, Nevidjon, & Anderson, 2004) and doctoral nursing programmes (Montgomery, 2011). In the context of nursing education, complexity science included understanding the dynamics between students and tutors (Berger, Whelan, Mahler, Szecsenyi, & Krug, 2019; Dunn & Riley‐Doucet, 2017) as well as student learning processes (Clark, 2004; Cruz et al., 2017; Dunn & Riley‐Doucet, 2017) and student teamwork and communication (Mulready‐Shick & Flanagan, 2014).…”

“…Although most articles in the present review addressed undergraduate nursing education, McConnell et al (2004) emphasized the importance of incorporating complexity science into curriculums design to enhance students' sense of self‐efficacy in a specialist programme in gerontological nursing. Furthermore, one article emphasized the need to incorporate complexity science into the highest level of education: doctoral programmes (Montgomery, 2011). Montgomery (2011) argued that a Doctorate of Nursing Practice, for nurse leaders, must provide adequate insights through innovative education to help leaders face the challenges of clinical work.…”

“…Furthermore, one article emphasized the need to incorporate complexity science into the highest level of education: doctoral programmes (Montgomery, 2011). Montgomery (2011) argued that a Doctorate of Nursing Practice, for nurse leaders, must provide adequate insights through innovative education to help leaders face the challenges of clinical work. Thus, when leading a CAS, leaders must also be trained to develop their capacity to adapt, change and recognize innovations.…”

“…b Exposure B contains terms connected to the context of Nursing, including healthcare, health professions, health personnel, health occupations, professional practice, psychiatric nursing, etc. (Montgomery, 2011). Montgomery (2011) argued that a Doctorate of Nursing Practice, for nurse leaders, must provide adequate insights through innovative education to help leaders face the challenges of clinical work.…”

The DNP: A Descriptive Study of Student Experiences and Factors Contributing to Pursuing this Degree

“…Most of the articles referencing practice doctorate students or doctoral student experiences were written by and intended for nursing faculty members, and were primarily focused on how to best educate doctoral students in practice doctorate programs (e.g. Lee, 2009;Montgomery, 2011). As relatively new adopters of the DNP movement, students who have decided to pursue this degree are poised to lead others through the sharing of their experiences, challenges, and successes.…”