Student Preparation for Nursing Leadership: Lessons from an Undergraduate Programs Review

Abstract

Facilitating student achievement of nationally recognized entry-level-competencies in nursing leadership is a critical step in building capacity to promote patient safety, quality of care, and healthy work environments. Data for this substudy were drawn from a larger multi-phased, multi-method, cross-sectional, descriptive study conducted to inform comprehensive undergraduate curricular revision. The research question for this substudy was: what are the perceptions about undergraduate program preparation for nursing leadership? Frequencies and percentages summarized relevant quantitative data from the surveys and deductive content analysis was used to further explore the category of leadership which emerged from content analysis of qualitative data in the larger study. Key findings illustrate need for additional attention to learning experiences in conflict management, delegation and supervision of clinical teams, and advocacy. Greater collaboration between educational and clinical agencies is needed to find mutually beneficial strategies to support nursing leadership development for nursing students and new graduates.

Learning to lead: A scoping review of undergraduate nurse education

“…Parmenter found that not all placements provided students with leadership learning opportunities and supervisors did not routinely support students in applying leadership concepts in practice. However, the students found the simulated experiences to be beneficial, a finding reinforced by Ross et al (). Support for leadership learning from practice supervisors was highlighted in other studies: Pepin et al () reports the significance of good clinical role models; sadly, Francis‐Shama () described students' descriptions of a ‘fierce’ culture in clinical practice with ‘toxic’ mentors and destructive leadership styles.…”

“…Educators might struggle with their responsibility to support students in practice (O'Driscoll, Allan, & Smith, ) perhaps due to heavy workloads or skills deficits. Some nursing students were exposed to negative cultures during clinical placements, ones which included bullying and horizontal violence (Ross et al, ). Regrettably, Nicotera and Clinkscales () suggest that bullying is viewed as an acceptable aspect of nursing practice and students often report being ignored and humiliated by registered colleagues (Rosser et al, ).…”

“…In some settings, curricular content is prescribed by national leadership competencies. Ross et al () reported on a sub‐section of a descriptive study of a curricular content review to prepare Canadian students for nursing leadership. Overall content reflected leadership competencies, but the study identified that their achievement required support from clinical placements; first, organisational support facilitated by health care and education provider organisations working together to ensure a positive learning environment with receptive clinical role models and a zero tolerance of bullying.…”

“…Support for leadership learning from practice supervisors was highlighted in other studies: Pepin et al () reports the significance of good clinical role models; sadly, Francis‐Shama () described students' descriptions of a ‘fierce’ culture in clinical practice with ‘toxic’ mentors and destructive leadership styles. Ross et al () adds how ‘hostile’ environments where bullying is evident inhibits leadership development.…”

Planejamento de sucessão de lideranças em enfermagem: caminhos para sua elaboração

“…Enfermeiros que desempenham papel de líderes, em geral, não receberam educação formal sobre liderança (1) . Aqueles com conhecimentos clínicos e eficácia comprovada no processo de cuidar são promovidos e vão adquirindo habilidades para a liderança, sem apoio institucional.…”