Future Nursing Leaders Research Articles

Nursing leaders of tomorrow: a peer selection process

This paper describes a case presentation of a process for using peer evaluation to identify and select new nursing leaders in hospital settings. A reliable method for identifying emerging leaders has yet to be defined. Often, it is based only on managerial observation and evaluation, and does not involve staff opinion. We developed a three-tiered selection process consisting of: confidential peer voting, head nurse recommendations and a personal interview. Forty-three potential leaders were enrolled in our leadership training workshop. Twelve graduates of this workshop were chosen to fill leadership positions in the hospital. Peer recognition of potential nursing leaders might serve as a critical component in the process of selecting future nursing leaders. Combining peer evaluation with structured leadership selection may be beneficial for the early recognition of future nursing leaders. This approach is not commonly used in the leader identification and selection process. It may contribute to a sense of trust between management and staff, and promote transparency as well as legitimacy in the selection process.

Integrating the Curriculum to Advance Baccalaureate Nursing Education

In 2004, the School of Nursing at the University at Buffalo began a program in which individuals with a degree in another field could complete an intensive 12-month program leading to a baccalaureate degree in nursing. Curriculum design using courses from the basic baccalaureate and RN-to-BS program, as well as graduate courses, not only provided the opportunity to integrate accelerated bachelor of science (ABS) students with the other student populations but eliminated the need for the development of courses specific to the ABS program. A unique feature of the program is the incorporation of graduate courses, allowing students to earn 9 to 12 graduate credits. The potential for future nursing leaders has also increased, given the characteristics of these mature, highly motivated, career-minded students who have chosen nursing as a second career.

The Role of Nurse Educators in Grooming Future Nurse Leaders

The authors have found in their research that too often our current nurse leaders have "fallen into" their positions, rather than choosing nursing leadership as a career path. With the impending retirements of so many nurse leaders, there is a need for a more proactive approach to ensure the next generation of nurse leaders is ready to assume the leadership of our profession. Guiding the development of a leadership mindset and promoting nursing leadership as a career choice are two important strategies. Nurse educators are in a key position to influence students and start grooming our future nurse leaders. There is no time to waste.

An Evidence-based Model for Enriching Academic Nursing Leadership

The challenge of developing contemporary nurse leaders for today and tomorrow is compounded not only by the faculty shortage but also by limited faculty expertise in healthcare administration. The authors describe an effective academic-service partnership designed to ground future nursing leaders in the knowledge, skills, and abilities essential for success.

Outcomes and lessons learned from the John A. Hartford Foundation Building Academic Geriatric Nursing Capacity Initiative Centers of Geriatric Nursing Excellence

This article uses data and conclusions from the independent evaluation of the John A. Hartford Foundation Geriatric Nursing Initiative (HGNI). The purpose of the evaluation was to systematically examine the activities of the John A. Hartford Foundation Centers of Geriatric Nursing Excellence (HCGNE or Center), their outcomes, and early impact during their first four years of funding. Each of the Centers built strong programs with an emphasis on developing an expanded cadre of future geriatric nursing leaders to expand academic geriatric nursing capacity and ultimately the size and quality of the general workforce in geriatric nursing. In the course of building the five HCGNEs, a national network of geriatric nursing training and research programs evolved. The core of this network was a collaborative group of key geriatric nursing leaders who then developed local and national linkages to several hundred other Schools of Nursing and healthcare facilities. This article describes the key strategies, implementation methods, and policy development tools that have been shared across the network. As the Initiative enters its second five-year period of operation, a number of Inter-Center Initiatives are planned that will combine the strengths of collaborating HCGNEs and key, linked, strategic partners to build further infrastructure in support of an expanded and higher-quality geriatric nursing workforce to provide better care. This article uses data and conclusions from the independent evaluation of the John A. Hartford Foundation Geriatric Nursing Initiative (HGNI). The purpose of the evaluation was to systematically examine the activities of the John A. Hartford Foundation Centers of Geriatric Nursing Excellence (HCGNE or Center), their outcomes, and early impact during their first four years of funding. Each of the Centers built strong programs with an emphasis on developing an expanded cadre of future geriatric nursing leaders to expand academic geriatric nursing capacity and ultimately the size and quality of the general workforce in geriatric nursing. In the course of building the five HCGNEs, a national network of geriatric nursing training and research programs evolved. The core of this network was a collaborative group of key geriatric nursing leaders who then developed local and national linkages to several hundred other Schools of Nursing and healthcare facilities. This article describes the key strategies, implementation methods, and policy development tools that have been shared across the network. As the Initiative enters its second five-year period of operation, a number of Inter-Center Initiatives are planned that will combine the strengths of collaborating HCGNEs and key, linked, strategic partners to build further infrastructure in support of an expanded and higher-quality geriatric nursing workforce to provide better care. G. J. Huba is the President of The Measurement Group and lead evaluator for the Hartford Geriatric Nursing Initiative, Culver City, CA. Claire M. Fagin is the former Director of the Hartford Building Academic Geriatric Nursing Initiative portion of the Hartford Geriatric Nursing Initiative, New York, NY. Patricia D. Franklin is the Coordinator of the Hartford Building Academic Nursing Initiative, American Academy of Nursing, Washington, DC. Donna I. Regenstreif is an independent consultant in gerontology/geriatrics education, services and philanthropy, Jensen Beach, FL.

Impact of Management Development on Nurse Retention

Nurse retention is essential to maintain quality healthcare organizations. In an effort to mitigate the loss of nurse managers, a management education program was created for new and transitioning nurse managers that included scholarships for nurses from long-term and rural acute care settings. Program evaluation was based upon the outcomes of anticipated turnover and employee satisfaction. Using a preprogram and postprogram evaluation, the Index of Work Satisfaction (IWS) and the Anticipated Turnover Scale (ATS) were used to survey participants. Descriptive statistics as well as Wilcoxon statistics for group comparisons were used for analysis. ATS scores were significantly reduced (P < .05) for all program participants. Further analysis of scholarship recipients indicated that the management program significantly increased their intent to stay (P < .08) in their current positions. However, because of a large rate of attrition, findings can only be considered preliminary. While the high level of attrition among the scholarship recipients is disappointing, potential attendance barriers are discussed, particularly from long-term care settings. Management development programs may improve the satisfaction and retention of critically needed managers and enhance development of future nursing leaders.

The Academic Nursing Practice Dean: An Emerging Role

This article describes the contributions of academic nursing practice to nursing education; delineates the role characteristics and competencies needed by academic practice deans; and provides examples of the challenges and issues academic practice deans face related to nursing education, research, and practice. While schools' missions vary from a strong focus on education to multiple emphases on education, research, and practice, academic nursing practice has the potential to facilitate achievement in each of these areas. Academic nursing practice deans play important roles in advancing the missions of their schools through the clinical practice activities within the schools. Strong academic nursing practice programs can serve as catalysts for the development and refinement of new models of care delivery and for the development of future nursing leaders who are comfortable with innovation.