Nurse Leadership to Create Positive Clinical Learning Environments for Students and New Graduates

2.50
Hdl Handle:
http://hdl.handle.net/10755/162171
Category:
Abstract
Type:
Presentation
Title:
Nurse Leadership to Create Positive Clinical Learning Environments for Students and New Graduates
Author(s):
Cross, Heather; Kelly, Marilyn; Hagerman, Lisa-Anne; Frizzell, Sherry; Jalali, Paris
Author Details:
Heather Cross, RN, MN, Coordinator, BScN Program, Conestoga College, Kitchener, Ontario, Canada, email: hcross@conestogac.on.ca; Marilyn Kelly; Lisa-Anne Hagerman; Sherry Frizzell; Paris Jalali
Abstract:
Academic institutions and clinical agencies are jointly responsible for creating positive learning environments. Objective: To present results of a study evaluating a leadership development program created to support clinical learning environments and workplaces. Nursing faculty and clinical partners from eight agencies implemented a leadership development program for 46 staff nurses and mentors that included concurrent workshops, mentorship, and project experience. This study investigated whether the program created change in leadership practices and attitudes. A pre- and post program design was used to evaluate the change in leadership practices using the Leadership Practice Inventory (LPI) (Kouzes & Posner, 2000). Focus groups were conducted to evaluate changes in beliefs. Results: LPI scores increased in post-program measures for combined leader and mentor scores (p<.001) and leaders (P<.01). Leaders emerged with a desire to make a positive change, and commitment to making a difference in their workplaces. Conclusions: A combined approach to leadership development was an effective intervention for developing nursing leadership skills in mid-career point of care nurses. The findings are relevant to educators and clinical partners who are looking for evidence that formal leadership development strategies can support the development of positive leadership behaviours in clinical learning environments and practice settings.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2009
Conference Name:
CASN Nursing Research Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Moncton, New Brunswick, Canada
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleNurse Leadership to Create Positive Clinical Learning Environments for Students and New Graduatesen_GB
dc.contributor.authorCross, Heatheren_US
dc.contributor.authorKelly, Marilynen_US
dc.contributor.authorHagerman, Lisa-Anneen_US
dc.contributor.authorFrizzell, Sherryen_US
dc.contributor.authorJalali, Parisen_US
dc.author.detailsHeather Cross, RN, MN, Coordinator, BScN Program, Conestoga College, Kitchener, Ontario, Canada, email: hcross@conestogac.on.ca; Marilyn Kelly; Lisa-Anne Hagerman; Sherry Frizzell; Paris Jalalien_US
dc.identifier.urihttp://hdl.handle.net/10755/162171-
dc.description.abstractAcademic institutions and clinical agencies are jointly responsible for creating positive learning environments. Objective: To present results of a study evaluating a leadership development program created to support clinical learning environments and workplaces. Nursing faculty and clinical partners from eight agencies implemented a leadership development program for 46 staff nurses and mentors that included concurrent workshops, mentorship, and project experience. This study investigated whether the program created change in leadership practices and attitudes. A pre- and post program design was used to evaluate the change in leadership practices using the Leadership Practice Inventory (LPI) (Kouzes & Posner, 2000). Focus groups were conducted to evaluate changes in beliefs. Results: LPI scores increased in post-program measures for combined leader and mentor scores (p&lt;.001) and leaders (P&lt;.01). Leaders emerged with a desire to make a positive change, and commitment to making a difference in their workplaces. Conclusions: A combined approach to leadership development was an effective intervention for developing nursing leadership skills in mid-career point of care nurses. The findings are relevant to educators and clinical partners who are looking for evidence that formal leadership development strategies can support the development of positive leadership behaviours in clinical learning environments and practice settings.en_GB
dc.date.available2011-10-27T09:58:12Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:12Z-
dc.conference.date2009-
dc.conference.nameCASN Nursing Research Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationMoncton, New Brunswick, Canadaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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