Nursing students’ experiences and perceptions of an innovative graduate level healthcare grand challenge course: a qualitative study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Lorelli Nowell ◽  
Swati Dhingra ◽  
Sandra Carless ◽  
Sandra Davidson ◽  
Eloise Carr
Keyword(s):  
Nursing Students ◽  
Leadership Skills ◽  
Nursing Leadership ◽  
Grand Challenge ◽  
Graduate Nurses ◽  
Leadership Practice ◽  
Challenge Course ◽  
Qualitative Research Study ◽  
Nursing Leaders ◽  
Challenge Courses

Abstract Nursing leaders are increasingly required to create and implement innovative solutions to address challenges in the workplace. However, the present-day education of graduate nurses may not adequately prepare them for entrepreneurial approaches to problem solving required in today’s complex healthcare environments. To fill this gap, we designed, implemented, and evaluated a Healthcare Grand Challenge course for graduate nurses interested in developing their leadership skills. Following the course, students were invited to participate in a qualitative research study to explore their experiences and perceptions of the course and identify how they used the knowledge and skills developed through the course in their leadership practices. This study provides key lessons for future offerings of grand challenge courses while highlighting the influence of grand challenge courses on current and future nursing leadership practice.

scholarly journals Physician leadership during the COVID-19 pandemic: an emphasis on the team, well-being and leadership reasoning

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000344
Author(s):  
Taylor C. Standiford ◽  
Kavya Davuluri ◽  
Nicole Trupiano ◽  
David Portney ◽  
Larry Gruppen ◽  
...  
Keyword(s):  
Academic Medicine ◽  
Leadership Skills ◽  
Well Being ◽  
Crisis Leadership ◽  
Leadership Skill ◽  
Leadership Practice ◽  
Semistructured Interviews ◽  
Physician Leaders ◽  
Learning From Others ◽  
Leadership Skill Development

BackgroundThe COVID-19 pandemic impacted many aspects of normal operations in academic medicine. While effective leadership is always important, the intensity and urgency of COVID-19 challenged academic medicine leaders to find new ways to lead their institutions and manage their own experiences of the pandemic.MethodsSixteen physician leaders from Michigan Medicine took part in semistructured interviews during April and May 2020. Participants were asked open-ended questions about the attributes and techniques that were important to effectively lead during a crisis. The authors analysed the interviews using thematic analysis.ResultsParticipants described three overarching themes of leadership during the COVID-19 pandemic: (1) bringing together a diverse team with clear, shared goals; (2) using a range of strategies to tend to their teams’—as well as their own—well-being; and (3) engaging in leadership reasoning as a way of learning from others and reflecting on their own actions to inform their future leadership practice.ConclusionThe results of this study reveal several salient themes of crisis leadership during the COVID-19 pandemic. The findings also highlight the role of leadership reasoning, a reflective practice employed by leaders to understand and improve their leadership skills. This finding presents leadership skill development as part of lifelong learning in medicine. Findings may be incorporated into best practices and preparations to inform future healthcare leaders.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

scholarly journals Community Engagement Leads to Professional Identity Formation of Nursing Students

2020 ◽  
Vol 5 (3) ◽  
pp. 181-184
Author(s):  
Edna R. Magpantay-Monroe ◽  
Ofa-Helotu Koka ◽  
Kamaile Aipa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Community Engagement ◽  
Research Literature ◽  
Self Awareness ◽  
Clinical Learning ◽  
Professional Identity Formation ◽  
Nursing Leaders

Professional identity formation is essential to nursing education. Knowledge, skills, attitudes, and values help form nursing students’ identity. Professional identity is a process of becoming independent and having self-awareness of one’s educational journey (All Answers Ltd., 2018). Maranon and Pera (2015) described that the contrast between didactic and clinical learning may play a role in the ambiguity that initiates nursing students about professional identity. There is a gap in the current research literature and has been underexplored with no intentional plan to address new areas (Godfrey, 2020; Haghighat, Borhani, & Ranjbar, 2020). The goal of professional identity formation is to develop well-rounded students with moral competencies who will blossom into future nursing leaders (Haghighat et al., 2020). The benefit to the community of producing well-rounded nursing students is safety and quality in their actions. This descriptive paper will address examples of how professional identity may be achieved by nursing students’ participation in community engagement such as attendance to professional conferences and intentional mentoring.

Nursing Graduates' Perceptions of Their Undergraduate Clinical Placement

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Jackie A Hartigan-Rogers ◽  
Shelley L Cobbett ◽  
Mardi A Amirault ◽  
Martha E Muise-Davis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Semantic Analysis ◽  
Nursing Graduates ◽  
Clinical Experiences ◽  
Graduate Nurses ◽  
Clinical Placements ◽  
Newly Graduated Nurses ◽  
Nurses Perceptions ◽  
Supportive Learning Environment

Student clinical practice is a significant and essential part of nursing education. Accordingly, clinical placements need to be positive and valuable. The purpose of this study was to describe newly-graduated nurses' perceptions of their student clinical intersession placements and how these placements impacted their functioning as graduate nurses. Inductive semantic analysis of the data revealed four themes: developing nursing skills and knowledge; preparing for future employment; experiencing supportive relationships; and experiencing realities of work-life. Educators must ensure that clinical placements are in an environment that is conducive to learning and promotes the personal and professional development of nursing students. Positive clinical experiences are more likely related to how valued and supported students feel than the physical aspects of a placement; thus, it is imperative educators assess and focus on providing placements that offer a supportive learning environment.

Nursing, Ethics, and Healthcare Policy

2011 ◽  
pp. 200-206
Author(s):  
Marilyn Jaffe-Ruiz ◽  
Sarah Matulis ◽  
Patricia Sayre
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Shortage ◽  
The United States ◽  
Healthcare Policy ◽  
Nursing Leadership ◽  
Economically Disadvantaged Students ◽  
Safe Patient Care ◽  
International Recruitment ◽  
The Impact

This chapter examines and analyzes ethical problems associated with the global nursing shortage, the international recruitment of nurses, and the strategies healthcare systems and governments use to minimize the impact of the nursing shortage within their borders. An argument is made that a more appropriate solution to the U.S. nursing shortage is not to pull from already burdened systems, but rather to recruit and provide financial aid to potential nursing students, especially underrepresented and economically disadvantaged students, from within the United States. Implications for migration, education, and healthcare policy are explored. Resulting challenges for nursing leadership and demands on nursing education are addressed, as well as approaches for addressing the issues of providing safe patient care, a satisfying work environment, and professional development.

Leadership

2018 ◽  
pp. 573-586
Author(s):  
Maria Flynn ◽  
Dave Mercer
Keyword(s):  
Patient Experience ◽  
Nursing Care ◽  
Nursing Practice ◽  
Care Delivery ◽  
Leadership Skills ◽  
Nursing Leadership

There is an ongoing professional debate about the nature of effective nursing leadership. It is important that general adult nurses have an understanding of definitions and key principles of leadership, and the leadership skills and attributes which are relevant to nursing care delivery. Exploring these issues will support nurses in reflecting on their role and responsibilities, examining how, as a leader of care, they can enhance nursing practice and improve the patient experience. This chapter considers the broad principles of leadership which are relevant to general adult nurses and their practice.

Evaluation of Self-transformational and Authenticity Among Students in College of Nursing

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Idauli Simbolon ◽  
Mori Agustina Br Perangin-angin
Keyword(s):  
Nursing Students ◽  
Single Point ◽  
Descriptive Analysis ◽  
Maximum Level ◽  
Nursing Schools ◽  
Nursing Leaders ◽  
Healthy Work ◽  
Point Data ◽  
College Of Nursing ◽  
Self Administered Questionnaire

ABSTRACT Introduction: Authentic and Transformative leader are needed in nursing profession. This kind of leader is very important in creating healthy work environment in nursing practice. According to behavioral theory, leader can be made by learning some characteristics of previous successful leaders. Assuming this theory, authentic and transformative nursing leaders can be made. Therefore, nursing schools are responsible to produce such leader characters while they are in college. However, before employs certain strategies for the students it is better to evaluate their baseline authenticity and transformational traits first. So the aim of this study is to describe the authenticity and transformational characters of the freshman nursing students. The result will be benefit for nursing school to be used as a baseline in establishing certain strategies in the curriculum to maximize students’ authenticity and transformational characters to maximum level. Methods: The study using descriptive quantitative design with single point data collection by self-administered questionnaire that content 25 Authentic and Transformative behaviors. Sample of the study is freshman nursing students. Data is analyzed using SPPS with descriptive analysis. Results: The percentage of students who always practiced Authentic and Transformative characters is only 50,8 %.  The highest percentage falls on character no.24 in which most of the students always use different stress management to reduce their stress (77,7%). Only five characters always performed 60%-77.7% and the rest 24 characters are below 60%. Conclusion: Most of the Authentic and &Transformational characters already practiced by freshman nursing students. However, the percentage of the students who practiced certain behaviors still low. It shows that there is still big room for improvement and developing those characters.   KEYWORDS Authenticity; Evaluation; Transformational

Nursing Leadership Roles and Its Influence on the Millennial Psychiatric Nurses’ Job Satisfaction and Intent to Leave

2020 ◽  
pp. 107839032097961
Author(s):  
Rhanee T. Perkins ◽  
Sarah Bamgbade ◽  
Laura Bourdeanu
Keyword(s):  
Job Satisfaction ◽  
Intent To Leave ◽  
Nursing Leadership ◽  
Psychiatric Nurses ◽  
Leadership Roles ◽  
Current Position ◽  
Managerial Skills ◽  
Nursing Leaders ◽  
Job Satisfaction Survey ◽  
The Relationship

Background: There is an increasing need for millennial psychiatric nurses in health care. Nurses’ levels of satisfaction with their manager’s leadership styles are critical to their remaining in the profession. Aim: To explore the relationship between the roles of nursing leadership and their influence on the millennial psychiatric nurse’s level of job satisfaction and intent to leave. Method: Eighty-three psychiatric registered nurses between the ages of 22 and 37 with 6 months or more experience completed a Managerial Skills and Job Satisfaction Survey questionnaire. Results: The millennial psychiatric nurse who perceived their managers to display the roles in being a mentor ( M = 24.95, SD = 2.81), director ( M = 23.08, SD = 2.55), and monitor ( M = 22.71, SD = 2.51) had higher job satisfaction and would be less likely to leave the specialty, current position, and organization. Conclusion: The study revealed that nursing leaders need to focus on strengthening the monitor and mentor roles and work on changing from having a coordinator role to the director role.

scholarly journals New Graduate Nurses’ Clinical Competence, Clinical Stress, and Intention to Leave: A Longitudinal Study in Taiwan

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ching-Yu Cheng ◽  
Hsiu-Min Tsai ◽  
Chia-Hao Chang ◽  
Shwu-Ru Liou
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Clinical Competence ◽  
Clinical Training ◽  
Longitudinal Research ◽  
Intention To Leave ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Before And After ◽  
New Graduate

This longitudinal research study aimed to develop a pregraduation clinical training program for nursing students before graduation and evaluate its effect on students’ self-perceived clinical competence, clinical stress, and intention to leave current job. A sample of 198 students returned the questionnaires before and after the program. They were followed up at 3, 6, and 12 months after graduation. Results showed that posttest clinical competence was significantly higher than pretest competence, positively related to clinical competence at 3 and 12 months, and negatively related to clinical stress at 3 months. The clinical competence at 3 months was positively related to clinical competence at 6 and 12 months, and clinical competence at 6 months was related to intention to leave at 12 months. Intention to leave at 6 months was positively related to intention to leave at 3 and 12 months. Clinical stress at 3 months was positively related to clinical stress at 6 and 12 months, but not related to intention to leave at any time points. The training program improved students’ clinical competence. The stressful time that was correlated with new graduate nurses’ intention to leave their job was between the sixth and twelfth months after employment.

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