Journal article
Learning to lead: A scoping review of undergraduate nurse education.
- Scammell JME Department of Nursing and Clinical Science, Bournemouth University, Bournemouth, Dorset, UK.
- Apostolo JLA Escola Superior de Enfermagem de Coimbra, Coimbra, Portugal.
- Bianchi M Department of Business Economics, Health and Social care, University of applied Sciences and Arts of Southern Switzerland, Manno, Switzerland.
- Costa RDP Department of Nephrology, Centro Hospitalar Lisboa Norte - Santa Maria Hospital, Lisbon, Portugal.
- Jack K Department of Learning and Teaching Development, Manchester Metropolitan University, Manchester, UK.
- Luiking ML Leiden University Medical Centre, Leiden, The Netherlands.
- Nilsson S Institute of Health and Care Sciences, University of Gothenburg Centre for Person-Centred Care, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.
- 2020-01-08
Published in:
- Journal of nursing management. - 2020
English
AIM
To explore undergraduate student's preparation for leadership roles upon registration.
BACKGROUND
Effective leadership is vital when promoting positive workplace cultures and high-quality care provision. However, newly registered nurses are not always well-prepared for leadership roles.
EVALUATION
A scoping review of primary research published in English between 2009 and 2019 was undertaken. Data were analysed using an adapted version of Arksey and O'Malleys' (2005. International Journal of Social Research Methodology: Theory and Practice, 8, 19) framework. Nine papers met the review eligibility criteria.
KEY ISSUES
Findings revealed three themes: leadership education content; positioning of leadership education within the nursing programme; and teaching and learning delivery.
CONCLUSIONS
The review highlighted some agreement about the knowledge, skills and behaviours to be addressed in leadership education. What varied more was the pedagogical methods used to deliver this, the extent of its integration throughout the programme and the nature of collaborative academic-practice working to ensure good quality clinical supervision.
IMPLICATIONS FOR NURSING MANAGEMENT
(a) Students must be exposed to positive leadership practices during clinical placements to facilitate theory-practice integration. (b) Bullying negatively impacts on students' self-efficacy whereas positive role modelling from registered nurses supports development of leadership competence. (c) Leadership theory and competence should be introduced early and revisited throughout the programme.
To explore undergraduate student's preparation for leadership roles upon registration.
BACKGROUND
Effective leadership is vital when promoting positive workplace cultures and high-quality care provision. However, newly registered nurses are not always well-prepared for leadership roles.
EVALUATION
A scoping review of primary research published in English between 2009 and 2019 was undertaken. Data were analysed using an adapted version of Arksey and O'Malleys' (2005. International Journal of Social Research Methodology: Theory and Practice, 8, 19) framework. Nine papers met the review eligibility criteria.
KEY ISSUES
Findings revealed three themes: leadership education content; positioning of leadership education within the nursing programme; and teaching and learning delivery.
CONCLUSIONS
The review highlighted some agreement about the knowledge, skills and behaviours to be addressed in leadership education. What varied more was the pedagogical methods used to deliver this, the extent of its integration throughout the programme and the nature of collaborative academic-practice working to ensure good quality clinical supervision.
IMPLICATIONS FOR NURSING MANAGEMENT
(a) Students must be exposed to positive leadership practices during clinical placements to facilitate theory-practice integration. (b) Bullying negatively impacts on students' self-efficacy whereas positive role modelling from registered nurses supports development of leadership competence. (c) Leadership theory and competence should be introduced early and revisited throughout the programme.
- Language
-
- English
- Open access status
- closed
- Identifiers
-
- DOI 10.1111/jonm.12951
- PMID 31909519
- Persistent URL
- https://fredi.hepvs.ch/global/documents/129012
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