Roles and Skills for Effective Academic Nurse Leaders

Abstract

Background: The extant nursing literature reveals limited information about specific aspects of the academic nurse leader role. To fully prepare academic nurse leaders for actualizing their roles, a deeper understanding of the knowledge and skills within these roles is needed. Objectives: This study assessed the extent to which academic nurse leaders are prepared for the challenges they face by measuring their perception of the importance of select leadership activities and their associated self-assessed level of competence with those activities. This study sought to answer the following research questions: What are the characteristics of the current New York state academic nurse leadership group? What are leaders’ beliefs about the importance of specific components of the leadership role? What are leaders’ beliefs about their competence in activities necessary for effective leadership and management? Methodology: Using a descriptive study method, academic nurse leaders in New York state (n=69) were queried using the Academic Nurse Leader Survey©. An email, using SurveyMonkey, was sent to academic nurse leaders for all NY state pre-and post-licensure nursing programs asking for their participation in the research study and asking them to forward the study to qualified individuals on their leadership team. Results: Fifty-two percent of the sample had worked 40 years or more in nursing; 54% worked 20 or more years in a faculty position. The majority of the respondents (58%) reported holding their current leadership position for 5 years or fewer. Activities were grouped into role dimensions. Findings demonstrate that competence was rated consistently lower than importance on all role dimensions with the largest gaps (15-24%) for the monitor, resource allocator/financial control, and strategic assessment dimensions, (p < .0005). Limitations: Sample size, sample geographic distribution, survey fatigue, format bias and response bias may be possible limitations. The format change from paper to electronic survey format may have contributed to the limited sample size since it is likely the time to complete the survey lengthened. The survey was restricted to academic nurse leaders in New York state. Response bias could have been a factor since the research team members may have been known to the respondents. Conclusions and recommendations: Future study of academic nurse leader role is warranted. Mixed method studies can be useful in extracting information about the lived experience of the academic nurse leader in relation to the activities and dimensions studied using the Academic Nurse Leader Survey©. It is suggested that the results may be used to further develop academic leaders both in formal and continuing education settings. Instruction in the areas of the largest gaps, monitor, resource allocator/financial control, and strategic assessment dimensions would be useful. Establishing academic nurse leader competencies across program types is also suggested, as well as strengthening accreditation standards around the development of academic nurse leaders.