Effect of Implementing Transformational Leadership Educational Program on Sense of Responsibility of Nursing Clinical Educators at Faculty of Nursing

Abstract

Background: Transformational leadership of nursing clinical educators is preferred for facing challenges that arise from the technological changes of globalization in nursing clinical education. It is also a creative approach which needed to deal with these challenges through enhancement of nursing clinical educators' sense of responsibility. The study was aimed to determine the effect of implementing transformational leadership educational program on sense of responsibility of nursing clinical educators at Faculty of Nursing. Subjects and Method: Design: Quasi-experimental design was used. Setting: Tanta University, Faculty of Nursing. Subject: All (80) nursing clinical educators at the above mentioned setting. Tools: Three tools were used to collect data; I: Nursing clinical educators' knowledge questionnaire about transformational leadership and sense of responsibility. II: Nursing clinical educators' transformational leadership questionnaire. III: Nursing clinical educators' sense of responsibility questionnaire. Results: Majority of nursing clinical educators had poor knowledge level of transformational leadership and sense of responsibility at pre-educational program, while at immediate post and 3 months post educational program, majority of them had good knowledge level. Majority of nursing clinical educators rated themselves as low level of transformational leadership and sense of responsibility at pre-educational program decreased to low percent at immediate post educational program, and at 3 months post educational program. Conclusion: Nursing clinical educators at Tanta University Faculty of Nursing showed low knowledge level of transformational leadership and sense of responsibility. Also, they rated themselves as low level of transformational leadership and sense of responsibility. Nursing clinical educators develop transformational leadership and sense of responsibility after implementation of program. Recommendations: Nursing faculty give more consideration to the crucial role of transformational leadership and sense of responsibility to upgrade the nursing clinical educators.

Nurse educators’ experiences regarding management practices at a nursing education institution

“…Despite the intimidation, nurse educators are required to be research oriented and appropriately qualified, skills that present new challenging opportunities for nurse educators in this study. According to Bakker et al ( 2022 ), Edrees et al ( 2021 ) and Senekal and Lenz ( 2021 ), when new learning opportunities are created, authentic transformational leaders lend empowerment and individualised support where followers are treated as unique persons and their individual needs, abilities and differences are considered to assist them self-actualise. Therefore, their individual self-concept and self-worth are considered.…”

“…In accordance with the TFL style, authentic transformational leaders use intellectual stimulation to challenge their followers to bring creative, innovative solutions to solving organisational challenges. They are encouraged to think independently and outside the box about challenges while viewing long-standing problems from different perspectives (Bakker et al 2022 ; Edrees et al 2021 ).…”