A New Leadership Development Model for Nursing Education

Abstract

Background Leadership competency is required throughout nursing. Students have difficulty understanding leadership as integral to education and practice. A consistent framework for nursing leadership education, strong scholarship and an evidence base are limited. Purpose To establish an integrated leadership development model for prelicensure nursing students that recognizes leadership as a fundamental skill for nursing practice and promotes development of nursing leadership education scholarship. Method Summarizing definitions of nursing leadership, conceptualizing leadership development capacity through reviewing trends, and synthesizing existing leadership theories through directed content analysis. Discussion Nine leadership skills form the organizing structure for the Nursing Leadership Development Model. Leadership identity development is supported via dimensions of knowing, doing, being and context. Conclusion The Nursing Leadership Development Model is a conceptual map offering a structure to facilitate leadership development within prelicensure nursing students, promoting student ability to internalize leadership capacity and apply leadership skills upon entry to practice Table 4. Critical values in the social change model of leadership-Komives et al., 2013. Critical values Definitions Consciousness of self Awareness of personal beliefs, values and patterns of behavior Congruence Consistent action based on personal values, attitudes and emotions Commitment Passionate energy focuses on an activity or outcome beyond self Collaboration Ability to promote group action around a value and/or ideal Common purpose Enabling work aimed at shared goals and a common vision Controversy with civility Acceptance of differences and conflict resolution through dialogue Citizenship Active engagement in social change and community/civic responsibilities

Leadership development of nursing students in a material and sterilization center

“…Acting with knowledge in the CME was important to develop leadership in the students. In their records, they tell how the social skills base was elaborated for the development of the common team objective, in the CME (3) : offering the patients a health product in safe use conditions.…”

“…Regarding the students, how could they positively influence their team in pursuit of this common objective? In addition, they would also be strengthening teamwork skills at a time when they were improving their management view and personal skills in appropriating behavioral values in the CME (3) .…”

“…The reflection on the challenges of leadership development in the training process has been the subject of discussions in Nursing, considering that the National Curricular Guidelines for Nursing (Diretrizes Curriculares Nacionais para a Enfermagem, DCN/ENF) (1)(2) contain elements that report on an innovative teaching-learning process, in that they recommend a critical, reflective and creative view of learning, in which the students are considered active subjects in this process. A context in which the act of leading represents a managerial competence, through which the students seek to influence and motivate the team in which they are inserted to achieve objectives and goals that favor meeting the health demands, requesting students able to be entrepreneurs, managers and leaders of Nursing and health teams (3) . In this way, anchored in the DCN-ENF as a national policy document that regulates the type of curriculum and training that Nursing professionals should receive in the country, leadership has as guiding elements that the students need to develop relational skills that will facilitate conflict management, management of people and of material supplies, as well as the clinical and managerial decision-making process (4) .…”

The Teacher´s Training in the Field of Leadership

“…Výuka leadershipu je interdisciplinární záležitost a vyučuje se např. i v oblastech medicíny a nelékařských oborů (Miles & Scott, 2018). Zavádění leadershipu ve školství je považování za jeho reformu (Greany & Earley, 2017), neboť se jedná o změnu celé školské politiky a zvýšení standardů výuky (nároků na ní).…”

The Significance of Leadership for Advancing Clinical Practice and Improving Patient Outcomes in Athletic Training

“…Leadership has been reported to be a significant dimension of what any profession does. 17,18 The ability to practice leadership is an ''essential component of both administrative and clinical practice.'' 17(p5) Because it is considered an essential component, it is easy to conclude that without the regular practice of leadership by all of a profession's members, the profession suffers.…”