Nursing Leadership Competencies Research Articles

Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review.

To identify strategies that develop clinical nursing leadership competencies among staff nurses, and to explain the contextual elements and mechanisms that underpin the development of clinical nursing leadership competencies. Realist review according to the Realist and Meta-narrative Evidence Syntheses-Evolving Standards (RAMESES). PubMed, Embase, CINAHL, Web of Science, Wiley Online Library, PsycInfo and ProQuest were searched from January 2000 until October 2022. Three iterative phases: (1) development of initial programme theory, (2) structured searches for relevant published and grey literature and (3) data synthesis and interpretation by researchers and theory triangulation, and discussions within the research group. Multiple context-mechanism-outcome configurations were extracted from 10 reports that explain how, under what circumstances and why strategies can facilitate (or discourage) staff nurses to act as clinical leaders. Reports were both quantitative and qualitative in design, originating from English-speaking countries only. A logic model was developed and suggests four contexts and five mechanisms underlying the development of clinical nursing leadership. Growth in clinical nursing leadership was mainly experienced through experiential learning, which was enhanced by a supportive relationship with a coach or mentor, the use of reflective practices and modelling from other leaders. Furthermore, a supportive work environment triggers ownership, confidence and motivation, and thereby growth in clinical nursing leadership competencies. Fostering competencies for clinical leadership among staff nurses requires multifaceted strategies. Strategies are successful if, and only if, they combine learning by doing, by knowing and by observing, and establish a responsive work environment. Hospital policy should ensure that staff nurses have access to reciprocal relationships with role models or a coach. In order to grow as clinical nurse leader, ownership and self-reflection on own leadership behaviour need to be facilitated. Prospero ID CRD42021292290.

Nurse's Leadership Challenges in Primary Health Care: A Focus Group Analysis in Albania

For health and care systems to succeed in the future, primary head nurses must demonstrate leadership. A focus group discussion was used to assess the primary head nurses' leadership abilities in 2022 in Albania. The focus group was composed of 12 primary head health care nurses, two men and ten women, with a mean age of 40 ± (SD) years old. Eight participants were charged with the duty of head nurse for more than five years, while seven participants were in the position of paid head nurse for more than five years. The majority of nurses reported they lack a clearly defined, written job description relevant to the position. Additionally, they stated that they lacked a reference work plan based on which to organize and coordinate the associated healthcare service activities. Participants indicated that the role of the head nurse in daily practice is more focused on the work as a service nurse than as a head nurse. The majority of nurses reported having never received training expressly related to their role as head nurses. The most crucial aspects of the head nurse position were efficient planning and organization of work, vaccination, infrastructure improvement, and the effective use of human resources. The results of this study can be used by head nurses in primary healthcare settings to address and deal with problems in their leadership roles. The findings can also be used by policymakers when developing new regulations or guidelines for nursing leadership competencies. In addition to functioning in a crisis situation, nurse leaders have to demonstrate their capacity for effective leadership and transparent communication. In this regard, training is recommended.

Development and Psychometric Testing of a Leadership Competency Assessment.

This article discusses the development and psychometric testing of the Nursing Leadership Competency Assessment (LCA). Several leadership assessments are available for purchase, which are aligned with professional organizations. A competency-based leadership assessment is needed to identify the developmental needs of nurse leaders. Competent and confident nurse managers are critical to ensure positive relationships between nurse managers and clinical nurses. A multimethod approach was used to develop and test psychometric properties of the LCA. Items were drawn from 8 sources identifying nurse leader competencies. The 76-item assessment had a Cronbach's α of 0.99. Confirmatory factor analysis supported 6 hypothesized factors (domains): leading self, people, organizations, change, innovation, and globally. Subscale reliabilities ranged from α = 0.87 to α = 0.98. The LCA has demonstrated utility in assessing nurse leader competencies and guiding the development of educational opportunities in targeted content areas for specific leadership roles.

American Organization for Nursing Leadership Nurse Leader Core Competencies: A Framework Reaching Across the Continuum and Leadership Levels.

Leadership competencies represent the knowledge, skills, and abilities associated with effective leadership. This fall, the American Organization for Nursing Leadership published its core nursing leadership competencies that are intended to be measurable and translatable across the care continuum and throughout all levels of nursing leadership. In this column, the authors discuss these updated competencies and the relevance to practice, academia, and industry.

An innovative approach for graduate nursing student achievement of leadership, quality, and safety competencies.

The COVID-19 pandemic abruptly disrupted nursing education, forcing schools of nursing to move from in-person to online classes while clinical sites suspended rotations. These changes jeopardized graduate nursing degree completion for Registered Nurses (RNs) at a time when they were urgently needed to practice. The aim of this initiative was to develop proficiency of Master of Science in Nursing (MSN) leadership competencies in the absence of in-person clinical experiences and ensure timely program completion. To meet this aim, an interactive virtual clinical experience was rapidly designed. A team of expert faculty integrated a blend of perspectives from academia and practice to develop an unfolding case study across the health care continuum based on the real-world trajectory of the pandemic. This innovative interactive virtual clinical resulted in achievement of the aim. The faculty closely monitored progressive development of student proficiency in leadership, quality, and safety competencies as the teams effectively navigated the rigorous demands of the healthcare system within a complex scenario. Students reported satisfaction with the interactive clinical experience and gained increased confidence in leadership, quality, and safety competencies.

AONL Nurse Leader Competencies: Core Competencies for Nurse Leadership

AONL Nurse Leader Competencies: Core Competencies for Nurse Leadership

Creating the Nurse Executive for the Future: A Collaborative Academic and Health System Partnership

A collaborative academic and health system partnership was developed to create the nurse executive fellowship academy (NEFA). One aim of NEFA was to foster succession planning by strengthening existing executive nurse leaders’ skills, enhancing their strategic capability to lead dynamic change. Program development was guided by the American Organization for Nursing Leadership competencies. A roadmap outlines the program development phases, including chief nursing officer interviews, design team activities, curriculum, and intervention strategies. Evaluation data showed positive results for the first cohort of participants and such data are a vital component in succession planning for developing future executive nurse leaders.

Do Nurse Managers Feel Competent in the Financial and Business Aspects of Their Roles?: Exploring Self-perceptions.

The aim of this study was to assess the influence of 3 variables on unit-based nurse managers' self-perception of business and financial competence in patient care: 1) educational degree; 2) participation in leadership development continuing education; and 3) prior nursing management experience. Nurse managers must develop business acumen to support patient care and the nurses who provide care. Successful managers must become fluent in the language of finance and must understand how to use it. Their ability to promote continuous quality improvement (QI) in a cost-effective, resource-conscious manner is the foundation of economic viability. A feasibility study was conducted using Facebook to recruit nurse managers nationally and to distribute an electronic survey designed to assess the unit-based managers' self-perceptions of business and financial competence in patient care. The strongest predictors of self-perceived business and financial competence were continuing education and MSN degree. Years of experience in a leadership role did not predict self-reported levels of business or financial competence in patient care. Findings suggest that nursing leadership competency in the area of finance is developed through continuing education. Healthcare organizations should implement comprehensive nursing leadership mentoring and orientation programs for nurse managers to improve their self-perceptions of business and financial competencies.

Improving Leadership Competence Among Undergraduate Nursing Students: Innovative Objectives Development, Implementation, and Evaluation

The aim of the study was to identify baccalaureate nursing leadership objectives and evaluate their effectiveness when embedded into an undergraduate nursing curriculum. The objectives of nursing leadership competencies cannot be met in one semester but must be gradually developed over successive courses. A list of learning objectives for leadership competence was generated and reviewed by 12 experts using the Delphi method. The consensuses objectives were embedded into a four-year nursing baccalaureate curriculum in Taiwan. Nursing students (N = 120) who participated in the courses evaluated the embedded objectives of leadership competency introduced in their undergraduate nursing program. Leadership competence was improved among students on nine items (t = 2.282 to 5.741, p = .001 to .030) of the Nursing Leadership Competence Assessment Scale for Undergraduate Nursing Students. The results can serve as a reference for universities seeking to promote nursing leadership education.

Development of a Staff Nurse to Chief Nursing Officer Succession Planning Program

The purpose of this article is to describe how UF Health Jacksonville’s nursing designed and implemented a deliberate and systematic succession planning program to ensure nursing leadership continuity in key positions, retain and develop future leaders, and encourage professional development and advancement. Our formal program known as FOCUSED (Fostering Organizational Change Using Structured Education and Development) is inclusive of all levels of nursing. FOCUSED uses 5 nursing leadership competencies and a 9-box talent matrix tool to select high potential candidates for development and promotion. Since implementing FOCUSED, we have reduced nurse leader turnover, increased hiring internal candidates, and decrease temporary agency spending for interim leadership. The purpose of this article is to describe how UF Health Jacksonville’s nursing designed and implemented a deliberate and systematic succession planning program to ensure nursing leadership continuity in key positions, retain and develop future leaders, and encourage professional development and advancement. Our formal program known as FOCUSED (Fostering Organizational Change Using Structured Education and Development) is inclusive of all levels of nursing. FOCUSED uses 5 nursing leadership competencies and a 9-box talent matrix tool to select high potential candidates for development and promotion. Since implementing FOCUSED, we have reduced nurse leader turnover, increased hiring internal candidates, and decrease temporary agency spending for interim leadership. Patrice Jones, DNP, RN, NE-BC, is vice president and chief nursing officer at UF Health Jacksonville, in Jacksonville, Florida. Rose Rivers, PhD, RN, NEA-BC, is special projects coordinator at UF Health Jacksonville. She can be reached at [email protected] or [email protected] .

Nursing Leadership Competencies among New Nurses: Perceptions of Nursing Managers’

Nursing Leadership Competencies among New Nurses: Perceptions of Nursing Managers’

Nurse Leader Competencies: Today and Tomorrow.

The coronavirus-2019 (COVID-19) pandemic has resulted in turbulent times challenging nurse leaders to adopt, adapt, and develop new leadership competencies to navigate current and future challenges. In never-imagined approaches, nurse leaders have responded to a different type of crisis management. In this new era, nursing leadership will need competencies to reshape the future of nursing and nurses' role in caring for patients, families, and promotion of healthy communities along with a focus on reducing health disparities. The pandemic has drawn critical focus on the health and well-being needs of nurses. The American Organization for Nursing Leadership and the Association for Leadership Science in Nursing have offered insights of nursing leadership competencies critical for practice and education in shaping the future.

Nursing leadership competency learning- an integrative review

Background: In the last decade literature, inquiries and reports into the short comings in health services have highlighted the vital role of leadership in clinical practice and the impact on patient care and effective workplace culture. Given the important role of nurses as the largest therapeutic group in health systems, the question is how nurses acquire clinical leadership abilities? and what is the situation in our country?This study has reviewed related literature. Methods: In this review paper, the databases such as Science Direct, ProQuest, PubMed and Scopus databases, Emerald and Google Scholar search engine and also the Scientific Information Database and Magiran databases for Iranian articles searched for valid English and Persian articles from 2008 to 2018 using keywords combination of keywords such as “nurses leadership competency” in 2019. After reviewing the papers24 relevant cases were selected. Results: In the first phase, 136 articles were selected and after careful examination, 24 papers were approved at the final stage, it was found that education and leadership development is the most important factor for gaining managerial competencies for nurses. Also, the status of teaching leadership skills for nursing in Iran has a weak position. Because there are no plans for leadership skills training either in the educational curriculum or after graduation. Conclusion: It is imperative nursing managers and planners need to revise the current curriculum incorporate leadership training. Also, in the post-graduation period in continuing education, the courses of applied management and leadership should be identified and trained according to the real problems of country's health systems.

The Implementation of a Structured Nursing Leadership Development Program for Succession Planning in a Health System.

Preparing future nursing leaders to be successful is important because many current leaders will retire in large numbers in the future. A structured nursing leadership development program utilizing the Essentials of Nurse Manager Orientation online program provided future nursing leaders with content aligned with nursing leadership competencies. Paired with assigned mentors and monthly leadership sessions, the participants increased their perception of leadership competence.

Exploration and development of standardized nursing leadership competencies during disasters

Exploration and development of standardized nursing leadership competencies during disasters

Does empowerment matter? Perceptions of nursing leaders in Pakistan through qualitative approach

Background: In a patriarchal society like Pakistan, where women are oppressed, women dominating professions like nursing is mostly seen as disempowered and requires considerable struggle to achieve its due recognition and respect. Aim: This study aims to explore the experiences of empowerment among the nursing leaders of Pakistan.Methods: This study uses a qualitative descriptive design. Total of twelve Pakistani Nursing leaders were interviewed using semi-structured interview guideline to explore their experiences of empowerment.Results: The study findings revealed five major categories which include: status of a nurse, nursing profession, power relationships, value-belief system, and leadership and management.Conclusions: Nurses’ empowerment is essential for enhancing the image and status of nursing profession in Pakistan. The study identified various personal and professional factors affecting nurses’ empowerment in the country and suggests various strategies, such as access to higher nursing education, development of enhanced nursing leadership competencies and understanding of power and politics of the organization, through which nurses can achieve empowerment.

Integration of leadership competencies in a community health simulation

The purpose of this article is to address ways in which a nursing faculty can build nursing leadership competencies into a nursing programme. This article describes the use of simulation as a compelling learning strategy. Nurses need to be prepared to meet the demands of mass casualty events. With the growing need for major incident training, leadership competency development is a critical gap in the literature. A collaborative simulation was used to help students apply classroom knowledge. In this simulation, students participated in major incident triage and the application of leadership competencies to appropriately manage victims' care. Collaboration among faculty members when designing simulation scenarios is a powerful approach to nursing education. Students were able to engage in necessary skills for their future nursing practice.

Concept Analysis of Nursing Leadership

Purpose: The purpose of this study was to provide a concept analysis of nursing leadership. Methods: The concept analysis process of Walker and Avant (2011) was used. A review of the literature was conducted using several databases, including PubMed, CINAHL, Ovid-Medline, DBpia, and KISS. The databases were searched using the following terms ‘nursing leadership’, ‘nursing’ & ‘leadership’, and ‘nurse & ‘leadership’, and for studies published from January 2000 to March 2015. Strict inclusion and exclusion criteria were applied. Results: Analysis of these studies indicated nursing leadership attributes were individual growth, collaboration, nursing excellence, creative problem solving, and influence. The antecedents of nursing leadership were the individual maturity level, construction of mutual trust and confidential relationships, and a job requirement. The consequences were improvement in nursing productivity, development of a supportive work environment, and satisfaction with the nursing profession. Conclusion: The findings in this study provide a definite concept of nursing leadership. The findings also provide the theoretical evidence for the development of nursing leadership competencies in nursing students and professional nurses.

Nursing leadership competencies: Low-fidelity simulation as a teaching strategy

Nurses must demonstrate leadership and followership competencies within complex adaptive team environments to ensure patient and staff safety, effective use of resources, and an adaptive health care system. These competencies are demonstrated through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational patterns of behavior, and the subsequent impact that these behaviors have on others. Students articulate situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning.

Education as a Springboard for Transformational Leadership Development: Listening to the Voices of Nurses

Nurses must assume a transformational leadership role in increasing the quality, safety, access, and value in the health care system. To lead effectively in this transformation process, nurses must be prepared for leadership roles. A strong leadership knowledge based acquired through education provides the springboard for nursing leadership competency development. This metasynthesis of 27 studies provided a broad understanding of the contribution and effectiveness of education for leadership competency from the perspective of nurses who have experienced it. Four overarching themes emerged: evidence-based relevant content, optimized learning strategies, benefits to the learner and others, and tensions and threats to the application of learning. This study affirms the value of a strong educational foundation for nursing leadership. With the support of a firm, yet flexible, educational platform, nurses will be positioned to more effectively lead and partner in health care transformation.