Perspectives from the Field: Bringing Nurse Leaders into the Classroom

Sortedahl, Charlotte; Imhoff, H. C. von

doi:10.5480/14-1385

Cited by 3 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The analysis of the articles addressing the theme showed that the involvement of students is notorious, thus stressing the importance of teaching leadership in undergraduate training (1) . Video resources were used, for example, to bring successful and recognized leaderships to the nursing area of the American Midwest into the classroom at the University of Wisconsin in the United States (6) . Students participated in the formulation of questions to be asked to leaders, recording of interviews, and editing of videos.…”

Section: Discussionmentioning

confidence: 99%

“…Perspectives From the Field: Bringing Nurse Leaders Into the Classroom (6) Semi-structured interviews, recorded on video, to "take" leadership into the classroom.…”

Section: Use Of Audiovisual Resourcesmentioning

confidence: 99%

“…The thorough analysis of the articles pointed out some of the strategies used to teach leadership in Nursing courses. Three studies (6)(7)(8) highlighted the use of audiovisual resources. Simulations were present in three articles (9)(10)(11) , which introduced students to the role of leaders and team members.…”

Section: Figure 2 -Primary Studies Included In the Integrative Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Leadership teaching strategies in undergraduate nursing courses

Lins¹,

Balsanelli²,

Neves³

2018

Rev Rene

View full text Add to dashboard Cite

Objective: to identify the scientific evidence on strategies to teach leadership in undergraduate nursing courses. Methods: an integrative review of the literature carried out in the Latin American and Caribbean Health Sciences Literature, Nursing Databases, Cumulative Index to Nursing & Allied Health Literature, Public Medline and Web of Science. Results: fourteen articles from the 356 retrieved in the survey were included in the review. The main teaching strategies identified were: nursing internship, simulation of real clinical events and use of audiovisual resources that positively impact leadership learning. Conclusion: creative ways and innovative approaches to learning improve leadership behaviors, favor the training of leaders among nursing undergraduates, and refute conventional and passive pedagogy. Descriptors: Leadership; Teaching; Students, Nursing. Objetivo: identificar as evidências científicas acerca das estratégias para ensinar liderança na graduação de Enfermagem. Métodos: revisão integrativa da literatura, nas bases de dados Literatura Latino-americana e do Caribe em Ciências da Saúde, Bases de dados de Enfermagem, Cumulative Index to Nursing & Allied Health Literature, Public Medline e Web of Science. Resultados: quatorze artigos incluídos de 356 recuperados. As principais estratégias de ensino identificadas foram: estágio em enfermagem, simulação de eventos clínicos reais e uso de recursos audiovisuais que impactam positivamente no aprendizado da liderança. Conclusão: formas criativas e inovadoras de aprendizagem melhoram comportamentos de liderança, favorecem a formação de líderes entre graduandos de enfermagem e refutam a pedagogia convencional e passiva. Descritores: Liderança; Ensino; Estudantes de Enfermagem.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Perspectives From the Field: Bringing Nurse Leaders Into the Classroom (6) Semi-structured interviews, recorded on video, to "take" leadership into the classroom.…”

Section: Use Of Audiovisual Resourcesmentioning

confidence: 99%

Section: Figure 2 -Primary Studies Included In the Integrative Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Leadership teaching strategies in undergraduate nursing courses

Lins¹,

Balsanelli²,

Neves³

2018

Rev Rene

View full text Add to dashboard Cite

show abstract

“…Workplaces increasingly report students are entering the workplace lacking necessary skills (Lutz, 2017;Rateau, Kaufman, & Cletzer, 2015), therefore, it's important to examine curriculum and determine changes needed to lessen the gap. Sortedahl & Imhoff (2016) report barriers exist for bringing experts into the classroom and suggest using live conferencing tools or videos. Having guest lectures is a great way to bring course content knowledge into the classroom, however, instructors can't rely on guest lectures to be available semester-aftersemester, therefore we created videos that would be embedded within the course.…”

Section: Introductionmentioning

confidence: 99%

Using Innovative Online Course Design to Close Students Skills Gaps: Preemptive Workplace Learning

Bartlett¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

Workplaces increasingly report graduates entering the workplace lacking necessary skills, therefore, it is important to determine changes needed to lessen the gap (Lutz, 2017;Rateau, Kaufman, & Cletzer, 2015). Using innovative online course design in an online Master's program, workplace learning begins for students prior to entering the workforce. The classroom becomes a workplace learning laboratory to learn skills that aren't obtained by reading a textbook. Eighty-one experts were surveyed to examine what skills they use in their jobs daily.Analyzed data was sorted into six emerging themes. Local experts were then interviewed on one or more themes. Interview videos were condensed to 3-4-minute videos placed throughout the course to close gaps between course learning and needed workplace skills.

show abstract

<p>Use of guest speakers in nursing education: an integrative review of multidisciplinary literature</p>

Zou

Sun

Hallowell

et al. 2019

AMEP

View full text Add to dashboard Cite

Background: The purpose of this paper is to review existing literature regarding the use of guest speakers in multidisciplinary education and discuss the implication of the findings in nursing education. Method: An integrative review including 18 papers from 13 disciplines. Results: The evidence indicates that guest speakers can be invited by a variety of stakeholders with various motivations. Individuals from both discipline-related practical fields and academic institutions are frequently invited. Guest speakers have the ability to promote better teaching outcomes. Having a database of potential speakers decreases the work of selecting future guest speakers. Guest speakers can also be virtual with the use of guest speakers growing. A flow model of using guest speakers, including seven steps, has been articulated. Involving guest speakers promotes reciprocal benefits, where guest speakers, students, and professors have dual roles and contribute to and gain from each other. Conclusion: Findings from multiple disciplines regarding guest speakers in higher education can inform the best possible practices and procedures in how to get the best use of guest speakers in undergraduate nursing education. However, further research and study are warranted within the discipline of nursing to produce findings directly applicable to nursing education.

show abstract

Perspectives from the Field: Bringing Nurse Leaders into the Classroom

Cited by 3 publications

References 1 publication

Leadership teaching strategies in undergraduate nursing courses

Leadership teaching strategies in undergraduate nursing courses

Using Innovative Online Course Design to Close Students Skills Gaps: Preemptive Workplace Learning

<p>Use of guest speakers in nursing education: an integrative review of multidisciplinary literature</p>

Contact Info

Product

Resources

About