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.
Highlights
Nursing Clinical Educators (NCEs) are full time clinical teaching staff employed by a university to provide clinical supervision and training for nursing students [1,2]
Transformational leadership is the most effective leadership approach. It focuses on the NCEs/students relationship with a sense of responsibility for the improvement of both NCEs and students
The transformational NCEs (TNCEs) with high sense of responsibility become important characteristic to put into consideration[12,14]
Summary
Nursing Clinical Educators (NCEs) are full time clinical teaching staff employed by a university to provide clinical supervision and training for nursing students [1,2].NCEs teach student nurses in clinical class, laboratory, and clinical environments.They play several roles during the clinical learning, including leader role [2,3,4].The NCEs' leadership refers to skills exhibited by NCEs to influence nursing students during the clinical training. 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. They rated themselves as low level of transformational leadership and sense of responsibility. 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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