Building Maryland's health care leadership capacity: The Nurse Leadership Institute at the University of Maryland School of Nursing

Franklin, Patricia D.; Montgomery, Kathryn Lothschuetz; Dorr, Peggy; Trandel, Darlene

doi:10.1016/j.outlook.2020.06.001

Cited by 2 publications

(13 citation statements)

References 19 publications

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“…Most studies involved a coach to develop clinical leadership among staff nurses. This strategy was seen as one‐on‐one coaching (Bramley et al., 2018; Franklin et al., 2020; McNamara et al., 2014; Miskelly & Duncan, 2014) or group coaching (George et al., 2002; Goudreau et al., 2015). One study established an intended match between coach and coachee (Cable & Graham, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Observational learning led to a behavioural change in clinical nursing leadership overall (O) (Franklin et al, 2020;George et al, 2002), and in the attributes of collaboration (O) (McNamara et al, 2014) and communication (O) (George et al, 2002). Underlying mechanisms were building ownership and responsibility (George et al, 2002) and building confidence (Franklin et al, 2020). For example, well-known clinical leaders were invited to the programme and served as role models (C) whereby they triggered the confidence of the trainees (M) (Franklin et al, 2020).…”

Section: Configurations With Observational Learning As Contextmentioning

confidence: 99%

“…Underlying mechanisms were building ownership and responsibility (George et al, 2002) and building confidence (Franklin et al, 2020). For example, well-known clinical leaders were invited to the programme and served as role models (C) whereby they triggered the confidence of the trainees (M) (Franklin et al, 2020). Also, the mentor served as a role model, et al, 2018) or at group level (Brody et al, 2012;Miskelly & Duncan, 2014).…”

Section: Configurations With Observational Learning As Contextmentioning

confidence: 99%

“…Two studies targeted the work environment in their clinical nursing leadership programme (Franklin et al, 2020;George et al, 2002), and important driving mechanisms were as follows: feeling more responsible to fix their own problems (M) (George et al, 2002), feeling more confident (M) (George et al, 2002) and a responsive environment gave motivation (M)…”

Section: Configurations With Organizational Culture As Contextmentioning

confidence: 99%

“…to staff nurses to act as clinical leaders (Franklin et al, 2020). Especially, combining experiential learning within a responsive work environment (George et al, 2002) triggered a change in clinical nursing leadership behaviour by both confidence and ownership (George et al, 2002).…”

Section: Configurations With Organizational Culture As Contextmentioning

confidence: 99%

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Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review

Duprez,

Dhont,

van der Cingel

et al. 2023

Journal of Advanced Nursing

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AimTo identify strategies that develop clinical nursing leadership competencies among staff nurses, and to explain the contextual elements and mechanisms that underpin the development of clinical nursing leadership competencies.DesignRealist review according to the Realist and Meta‐narrative Evidence Syntheses—Evolving Standards (RAMESES).Data SourcesPubMed, Embase, CINAHL, Web of Science, Wiley Online Library, PsycInfo and ProQuest were searched from January 2000 until October 2022.Review MethodsThree iterative phases: (1) development of initial programme theory, (2) structured searches for relevant published and grey literature and (3) data synthesis and interpretation by researchers and theory triangulation, and discussions within the research group.ResultsMultiple context–mechanism–outcome configurations were extracted from 10 reports that explain how, under what circumstances and why strategies can facilitate (or discourage) staff nurses to act as clinical leaders. Reports were both quantitative and qualitative in design, originating from English‐speaking countries only.ConclusionsA logic model was developed and suggests four contexts and five mechanisms underlying the development of clinical nursing leadership. Growth in clinical nursing leadership was mainly experienced through experiential learning, which was enhanced by a supportive relationship with a coach or mentor, the use of reflective practices and modelling from other leaders. Furthermore, a supportive work environment triggers ownership, confidence and motivation, and thereby growth in clinical nursing leadership competencies.ImpactFostering competencies for clinical leadership among staff nurses requires multifaceted strategies. Strategies are successful if, and only if, they combine learning by doing, by knowing and by observing, and establish a responsive work environment. Hospital policy should ensure that staff nurses have access to reciprocal relationships with role models or a coach. In order to grow as clinical nurse leader, ownership and self‐reflection on own leadership behaviour need to be facilitated.No Patient or Public ContributionProspero ID CRD42021292290.

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