Transformational leadership in development of transformative education in nursing: a qualitative study

Abstract

Background Regarding the dynamic and increasing needs of communities, changes in the education system are essential to train competent healthcare professionals. The study aimed to explore the experience of educational directors, teachers, and students to gain insight into the implementation of educational transformative programs. Method A qualitative approach with the grounded theory method was applied in this study. Twenty-four participants were selected by using a purposive and theoretical sampling method. The data were collected from April 2019 to May 2020 in nursing schools of Tehran, through in-depth semi-structured individual face-to-face interviews and field notes. Collected data were analyzed by Corbin and Strauss’s (2015) approach. Results In this study, transformational leadership was extracted as the core concept. The core concept emerged from four sub-concepts including transformative management; educational policy requirements; providing a platform and community-centered education. Conclusions Nurse educational directors need to achieve some competencies and capabilities for implementing transformative education in nursing schools. Also, achieving a transformative perspective by educational directors is essential.

Clinical nursing mentors’ motivation, attitude, and practice for mentoring and factors associated with them

“…Additionally, emphasizing the importance of patience, constructive guidance, and clinical exposure for new nurses/interns can promote a more positive mentoring experience [ 26 , 27 ]. It is also recommended that standardized evaluation criteria be developed based on a balanced assessment of these attributes [ 28 ].…”

Resistance to Curriculum Changes among Teachers of Madrasah Ibtidaiyah in Indonesia

“…These challenges were further exacerbated by poor internet connectivity, the diversity of student characteristics, and a lack of support from school policy makers. It is somewhat paradoxical that these challenges exist, given that students nowadays have an affinity for ICT-based media due to their familiarity with using ICT in their daily lives (Ghorbani, et al, 2023).…”

Una revisión de la investigación empírica sobre liderazgo transformacional en universitarios (2014-2023)

“…Concerniente a las variables estudiadas en los 23 artículos elegidos, en primer lugar, encontramos los estudios que resaltan el interés por estudiar el mismo Liderazgo transformacional ya sea autoevaluado por el estudiante (Álamo & Falla, 2023;Amjad et al, 2022;Fauzi et al, 2021;Howell et al, 2022;Konuk & Posner, 2021;Lamm et al, 2021;Lamm et al, 2014;Perreault et al, 2016;Salanova et al, 2022); o por un equipo (Matthew, 2014), el Comportamiento del líder (Rosch, 2015), las Prácticas del liderazgo (Díaz et al, 2019;Diaz, 2020), la Orientación al liderazgo, los Estilos de liderazgo y la Motivación para liderar (Álamo et al, 2023;Devecioğlu, 2018;Ghorbani et al, 2023). En segundo lugar, podemos agrupar las investigaciones por Autoeficacia del liderazgo, Expectativas de la eficacia, Eficacia del líder y Creencias de Autoeficacia (Lisak & Harush, 2021;Perreault et al, 2016;Rosch, 2015;Salanova et al, 2022).…”