2.50
Hdl Handle:
http://hdl.handle.net/10755/338376
Category:
Abstract
Type:
Presentation
Title:
Ready or Not? Leadership Readiness Among Nursing Faculty
Author(s):
Bilder, Loretta L.
Lead Author STTI Affiliation:
Xi Gamma
Author Details:
Loretta L. Bilder, PhD, CRNP, WHNP-BC, loretta.bilder@wilkes.edu
Abstract:
Session presented on Friday, September 26, 2014: Purpose: Leadership skills in faculty and administrators are vital given the complex challenges faced in higher education, yet little is known about how best to prepare for a leadership role. According to the literature in other disciplines, empowerment can be identified as a primary antecedent to leadership readiness. Empowerment has been studied related to job satisfaction and burnout among faculty members and results indicate that it plays a significant role. However, there are no published research studies related to empowerment as a measure of leadership readiness among nurse educators. The purpose of this study was to examine the relationship between empowerment and leadership readiness and explore select demographical variables and their influence on leadership readiness in nursing education. Methods: A descriptive correlational design was used to examine the relationship between empowerment and leadership readiness among full-time nursing faculty. Additionally, an open-ended response was used to elicit data related to reasons why participants did not rate themselves as ready to assume a leadership role within nursing education. A national sample (N=125) of full-time nursing faculty and administrators from 32 states participated. Full-time faculty and administrators reported a moderate level of both structural and psychological empowerment as measured by the CWEQ-II and the PEI. Leadership readiness was measured using two researcher developed tools. Results: Results indicate that there is a moderate, positive correlation between leadership readiness and empowerment. Years of experience in nursing education, previous experience holding a formal leadership position within nursing education, and psychological empowerment were identified as significant predictors of leadership readiness. Conclusion: Nurse educators often assume leadership roles, not by choice but by default, without sufficient preparation and with a lack of support for development. Nurses who are ready to assume the role, may be capable of transforming the academic environment to one where open communication is encouraged, more opportunities exist, and there is empowerment, autonomy, and shared decision-making. Findings of the study provide data on which to base recommendations to address the shortage of leaders within nursing education, to fill the predicted void as current leaders retire, and to guide future research.
Keywords:
Nursing Education; Empowerment; Leadership Readiness
Repository Posting Date:
15-Jan-2015
Date of Publication:
15-Jan-2015
Conference Date:
2014
Conference Name:
Leadership Summit 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.
Note:
This is an abstract-only submission. If the author has submitted a full-text item related to this abstract, you may find it by browsing the repository by author. If author contact information is available in this abstract, please feel free to contact him

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleReady or Not? Leadership Readiness Among Nursing Facultyen_GB
dc.contributor.authorBilder, Loretta L.en_GB
dc.contributor.departmentXi Gammaen_GB
dc.author.detailsLoretta L. Bilder, PhD, CRNP, WHNP-BC, loretta.bilder@wilkes.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/338376-
dc.description.abstractSession presented on Friday, September 26, 2014: Purpose: Leadership skills in faculty and administrators are vital given the complex challenges faced in higher education, yet little is known about how best to prepare for a leadership role. According to the literature in other disciplines, empowerment can be identified as a primary antecedent to leadership readiness. Empowerment has been studied related to job satisfaction and burnout among faculty members and results indicate that it plays a significant role. However, there are no published research studies related to empowerment as a measure of leadership readiness among nurse educators. The purpose of this study was to examine the relationship between empowerment and leadership readiness and explore select demographical variables and their influence on leadership readiness in nursing education. Methods: A descriptive correlational design was used to examine the relationship between empowerment and leadership readiness among full-time nursing faculty. Additionally, an open-ended response was used to elicit data related to reasons why participants did not rate themselves as ready to assume a leadership role within nursing education. A national sample (N=125) of full-time nursing faculty and administrators from 32 states participated. Full-time faculty and administrators reported a moderate level of both structural and psychological empowerment as measured by the CWEQ-II and the PEI. Leadership readiness was measured using two researcher developed tools. Results: Results indicate that there is a moderate, positive correlation between leadership readiness and empowerment. Years of experience in nursing education, previous experience holding a formal leadership position within nursing education, and psychological empowerment were identified as significant predictors of leadership readiness. Conclusion: Nurse educators often assume leadership roles, not by choice but by default, without sufficient preparation and with a lack of support for development. Nurses who are ready to assume the role, may be capable of transforming the academic environment to one where open communication is encouraged, more opportunities exist, and there is empowerment, autonomy, and shared decision-making. Findings of the study provide data on which to base recommendations to address the shortage of leaders within nursing education, to fill the predicted void as current leaders retire, and to guide future research.en_GB
dc.subjectNursing Educationen_GB
dc.subjectEmpowermenten_GB
dc.subjectLeadership Readinessen_GB
dc.date.available2015-01-15T13:36:31Z-
dc.date.issued2015-01-15-
dc.date.accessioned2015-01-15T13:36:31Z-
dc.conference.date2014en_GB
dc.conference.nameLeadership Summit 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionLeadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item related to this abstract, you may find it by browsing the repository by author. If author contact information is available in this abstract, please feel free to contact himen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.