This study addresses the global leadership crisis in healthcare, which leaves an unprepared nursing workforce who are unable to achieve acceptable patient outcomes. Generation Y nurses will soon form the majority cohort of nurses; they therefore represent the future of the nursing profession worldwide. Their leadership ability will no doubt impact on healthcare globally. There has been a lack of academic research focusing on the leadership needs of Generation Y nurses, specifically bedside nurses who are closest to the point of care. There is also a lack of mixed methods research in this field. This research answers the question: How can the nursing profession prepare Generation Y nurses to become effective leaders? A multistage mixed methods advanced framework design was used, with data integration occurring at multiple levels. Data was collected on Generation Y nurses working at a hospital in Saudi Arabia, through the Values in action (VIA)-24 strengths survey, the American Organization of Nurse Executives (AONE) leadership survey on ‘The leader within’, and semi-structured face-to-face interviews. Data analysis included statistical measures and thematic analysis using Tesch’s coding. The aim of the study was to develop a sustainable leadership framework for generation Y bedside nurses, through data collected from them and for them. This study shows that Generation Y nurses have a clear leadership vision, and strongly desire leadership education that is creative, innovative, technology-driven and fun. It is vital that bedside nurses are given the opportunity to meet their full leadership potential, which will contribute towards the much needed transformation of healthcare globally.

Background The KwaZulu-Natal College of Nursing trains students to be professional nurses through the R425 programme. Teaching and evaluation are done in English, although the majority speak isiZulu as their home language. Due to inequalities in the South African schooling system, many English Additional Language (EAL) student nurses have poor English proficiency and struggle academically. There is a need to ensure that those selected for nurse-training are academically successful. Aim of the study The aim of this study was to determine if there was a relationship between English proficiency, determined by the matriculation English results, and first-year nursing academic results. Methodology A quantitative design was used, and comprised of two phases, namely a self-administered questionnaire and a correlation, retrospective record-review. The total population of first-year nurses was 271. The participating sample amounted to 133 consenting nurses, undertaking the R425 programme at KwaZulu-Natal College of Nursing campuses. Stratification sampling was used to ensure that approximately half the sample of nurses attended a rural campus and half attended an urban campus. Random sampling was then used to select the urban campuses and the rural campuses from where students were invited to participate. Descriptive and inferential statistical analysis as well as regression analysis was applied, using the SPSS version 20.0. Results Matriculation English appears to be positively related to many factors including the socio-economic situation when growing up, attending a rural primary school, library access at primary school and access to computers in primary and high school. English additional language nurses prefer to be taught nursing in English and consider it an advantage. The examination failure rate of first-year nurses was 24%. Nurses’ with higher matriculation English results on entry to nurse-training obtained better academic results in first-year nursing examinations. Recommendations Language should not be a barrier to admission into higher education, however a certain threshold of proficiency in the language of instruction is recommended. Under-resourced schools need to be addressed, especially in rural areas, including the language of instruction at schools. The matriculation results of the home language should also be considered in admission criteria to higher education. Policy formulation on formal academic support and language training, especially during the first-year of nurse-training is required for those struggling academically.

This study addresses the global leadership crisis in healthcare. Generation Y nurses are the face of the future for the nursing profession and they will soon form the majority cohort of nurses worldwide. Leaders look similar all over the world, and Filipino nurses are now working in most countries. Their leadership ability will no doubt impact on healthcare worldwide. There has been a lack of academic research focusing on the leadership needs of Generation Y nurses, and in particular a lack of mixed methods research in this field. Aim The aim of the study was to develop a sustainable, structured, Generation Y appropriate leadership framework for practitioner nurses, incorporating the knowledge, skills and abilities required so that they are adequately prepared to fulfil leadership at the bedside. Methodology The study design was a multistage mixed methods advanced framework, with concurrent and sequential phases. The design suitably addressed the quantitative and qualitative research questions. Integration occurred at multiple levels. The Relationship-Based Care (RBC) model was adapted to serve as the theoretical framework. Data was collected on Generation Y Filipino nurses working at a hospital in Saudi Arabia. The data collection methods included the online VIA-24 strengths survey, the American Organization of Nurse Executives (AONE) leadership survey on ‘the leader within’ using Benner’s rating scale, and semi-structured face-to-face interviews. The quantitative data was analysed using statistical measures, while the qualitative data was analysed using Tesch’s coding and thematic analysis. Findings The three sets of data revealed insights into the perceptions, leadership needs and leadership development of Generation Y nurses. The significant findings were that Generation Y nurse’s rate ‘fairness’ as the most important character strength and they want equal opportunity to take on leadership roles. The character of a leader determines leadership ability and effectiveness, and they believe they have leadership ability, and that anyone can lead. Generation Y nurses are keen to take the lead, but they need further personal and professional development, and a clear career plan. They value collaborative teamwork, relationships and good communication. They have a clear leadership vision, and strongly desire leadership education that is creative, innovative, technology-driven and fun. They want to learn through active learning and reflective practice. The outcome of the study led to the development of a leadership framework for practitioner nurses that can be used to prepare them for future leadership roles.