Implementation and Evaluation of a Transformational Leadership Education Session for Nurse Leaders and Nurse Educators

Singh, Ashley

doi:10.1891/jdnp-d-19-00054

Cited by 4 publications

(6 citation statements)

References 6 publications

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“…Along with the present study, Singh (2020) (40) demonstrated statistically significant increase of transformational leadership dimensions after educational sessions about the transformational leadership. Mallek and El-Hosany (2020) (33) found that majority of clinical instructors' level of knowledge in post intervention were excellent.…”

Section: Ii) Immediate Post Educational Programsupporting

confidence: 82%

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

Edrees

Hamouda

El-Demerdash

et al. 2021

Tanta Scientific Nursing Journal

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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.

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Section: Ii) Immediate Post Educational Programsupporting

confidence: 82%

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

Edrees

Hamouda

El-Demerdash

et al. 2021

Tanta Scientific Nursing Journal

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“…This result revealed the important role of TL in explaining the interaction between WFC and patient safety outcomes. This could be because relational leadership styles, including TL, enable an empowering work environment in which staff nurses are provided greater discretion over their job and more professional authority over their nursing practice, allowing them to achieve work–family balance, ultimately improving patient outcomes (Ree, 2020; Singh, 2020). Further, a leader demonstrating TL encourages decision‐making and problem‐solving skills, which are known to have a positive influence on the individual's ability to reconcile family and job demands, which subsequently leads to better nursing care provision and fewer patient safety concerns (Boamah et al, 2018; Weeks et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…TL in nurses can be fostered by employing leadership development training (e.g. leadership simulation, leadership education, encouraging nurse managers to take relevant certifications and further education; Singh, 2020).…”

Section: Discussionmentioning

confidence: 99%

Transformational leadership as a mediator between work–family conflict, nurse‐reported patient safety outcomes, and job engagement

Labrague

Obeidat

2021

J of Nursing Scholarship

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Patient safety, a vital indicator of a quality healthcare delivery system, remains an important issue that plagues many healthcare systems around the world. Despite efforts to curtail and prevent patient safety errors, a wide range of studies conducted across countries suggested that many healthcare systems are vulnerable to these errors and adverse patient events (Kim et al., 2020; Lee & Quinn, 2020). The Institute of Global Health Innovation (2019) reported that these preventable errors have caused approximately 420 million hospitalizations and 5.7 to 8.4 million lives in previous years, as well as massive economic and health concerns in many countries, particularly in underdeveloped and developing regions. This issue is exacerbated by the aging nurse population, the increasing rate of

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“…Certain professions, such as social workers and nurses, have different functions in different countries. The development of advanced practices would make it possible to acquire skills in case management (and, thus, patient data management) or team leadership (Goldsberry, 2018;Singh, 2020).…”

Section: Perspectivesmentioning

confidence: 99%

Interprofessional clinical decision‐making process in health: A scoping review

Bouchez,

Cagnon,

Hamouche

et al. 2023

Journal of Advanced Nursing

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AimsTo describe the key elements of the interprofessional decision‐making process in health, based on published scientific studies. To describe the authors, reviews and subject matter of those publications.DesignScoping review of the literature.Data SourcesMEDLINE, APA Psycinfo OpenGrey, Lissa and Cochrane databases were searched in December 2019 and January 2023.Review MethodsReferences were considered eligible if they (i) were written in French or English, (ii) concerned health, (iii) studied a clinical decision‐making process, (iv) were performed in an interprofessional context. ‘PRISMA‐scoping review’ guidelines were respected. The eligible studies were analysed and classified by an inductive approachResultsWe identified 1429 sources of information, 145 of which were retained for the analysis. Based on these studies, we identified five key elements of interprofessional decision‐making in health. The process was found to be influenced by group dynamics, the available information and consideration of the unique characteristics of the patient. An organizational framework and specific training favoured improvements in the process.ConclusionDecision‐making can be based on a willingness of the healthcare organization to promote models based on more shared leadership and to work on professional roles and values. It also requires healthcare professionals trained in the entire continuum of collaborative practices, to meet the unique needs of each patient. Finally, it appears essential to favour the sharing of multiple sources of accessible and structured information. Tools for knowledge formalization should help to optimize interprofessional decision‐making in health.ImpactThe quality of a team decision‐making is critical to the quality of care. Interprofessional decision‐making can be structured and improved through different levels of action. These improvements could benefit to patients and healthcare professionals in every settings of care involving care collaboration.Impact StatementInterprofessional decision‐making in health is an essential lever of quality of care, especially for the most complex patients which are a contemporary challenge. This scoping review article offers a synthesis of a large corpus of data published to date about the interprofessional clinical decision‐making process in healthcare. It has the potential to provide a global vision, practical data and a list of references to facilitate the work of healthcare teams, organizations and teachers ready to initiate a change.

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Implementation and Evaluation of a Transformational Leadership Education Session for Nurse Leaders and Nurse Educators

Cited by 4 publications

References 6 publications

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

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

Transformational leadership as a mediator between work–family conflict, nurse‐reported patient safety outcomes, and job engagement

Interprofessional clinical decision‐making process in health: A scoping review

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