Nurse Educator Leadership Competencies: Instrument Development and Testing

2.50
Hdl Handle:
http://hdl.handle.net/10755/603148
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Nurse Educator Leadership Competencies: Instrument Development and Testing
Other Titles:
Nursing Education Leadership Competencies [Session]
Author(s):
Patterson, Barbara J.; Krouse, Anne Marie; Morin, Karen H.; Almaskari, Mohammed; Krouse, Anne Marie; Morin, Karen H.; Almaskari, Mohammed
Lead Author STTI Affiliation:
Eta Beta
Author Details:
Barbara J. Patterson, RN, ANEF, bjpatterson@mail.widener.edu; Anne Marie Krouse, RN-BC; Karen H. Morin, PhD, RN, ANEF, FAAN; Mohammed Almaskari, RN
Abstract:
Session presented on Sunday, November 8, 2015: Leadership is an essential element of the role of the nurse educator.  Many nurse faculty leaders find themselves in adminstrative positions in higher education with insufficient leadership education and/or experience.  Leadership succession planning in nursing education is often overlooked.  This is of great concern in nursing education because leadership in academia has been associated with organizational outcomes, faculty satisfaction, and a healthy work environment.  Organizational success is dependent upon the competency of its leaders. The development of nurse faculty who have the leadership skills that are essential to take on these challenging roles is critical.  This study builds upon two previous studies conducted by the authors examining the leadership competencies of nurse educators and to develop an instrument to measure these leadership competencies. The Competencies for Leaders in Nursing Education Instrument (CLNEI) was developed based on four competencies and task statements that emerged from a qualitative study with nurse educator leaders and a follow-up national Delphi study to confirm the results.  The four core competencies are: Articulate and promote a vision for nursing education, Function as a steward for the organization and nursing education, Embrace professional values in context of higher education, and Develop and nurture relationships.  The data were used to create the items and subscales of a self-report instrument to assess leadership competencies in nurse educators.  The 24-item instrument uses a 7-point Likert scale rating the frequency (never to every time) in which the nurse educator perceives he/she engages in the leadership activity.  Therefore, the purposes of this descriptive study were to describe the leadership competencies of nurse educators in academia and to establish psychometrics for a newly developed instrument. All participants were nursing faculty members teaching in programs in a Commission on Collegiate Nursing Education (CCNE) member school of nursing, and were recruited using proportionate random sampling of schools from the nine US regions determined by the US Census Bureau ( N = 84 nursing schools).  An email was sent to all potential participants from the schools ( n = 2400) via Survey Monkey ® from the study investigators.   All data were downloaded to SPSS.  Demographic data were analyzed using descriptive statistics.  Psychometric evaluation of the instrument was conducted to determine reliability and validity including determination of Cronbach alpha coefficients for the instrument overall and subscales, as well as confirmatory factor analysis.  Qualitative comments from the findings were analyzed using in-vivo coding and analysis for similarities among participants.  Findings and demographics of the sample will be presented. Nurse educators are challenged to become leaders, using innovation and creativity to create a more efficient and effective learning environment for students.  As members of the academic community, they must become leaders in university governance to proactively address increasing regulation in higher education and threats to academic freedom.  This study contributes an instrument for the science of nursing education that can be used to assess leadership in nurse educators.  It may be used in in conjunction with leadership development programs for nurse educators to identify areas for development or to assess program outcomes.  It may also be used to evaluate relationships between leadership competencies and organizational outcomes in higher education.  The findings of this study contribute to best practices for leadership in nursing education.
Keywords:
leadership; instrument development; nurse faculty
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15C14
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleNurse Educator Leadership Competencies: Instrument Development and Testingen
dc.title.alternativeNursing Education Leadership Competencies [Session]en
dc.contributor.authorPatterson, Barbara J.en
dc.contributor.authorKrouse, Anne Marieen
dc.contributor.authorMorin, Karen H.en
dc.contributor.authorAlmaskari, Mohammeden
dc.contributor.authorKrouse, Anne Marieen
dc.contributor.authorMorin, Karen H.en
dc.contributor.authorAlmaskari, Mohammeden
dc.contributor.departmentEta Betaen
dc.author.detailsBarbara J. Patterson, RN, ANEF, bjpatterson@mail.widener.edu; Anne Marie Krouse, RN-BC; Karen H. Morin, PhD, RN, ANEF, FAAN; Mohammed Almaskari, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603148en
dc.description.abstractSession presented on Sunday, November 8, 2015: Leadership is an essential element of the role of the nurse educator.  Many nurse faculty leaders find themselves in adminstrative positions in higher education with insufficient leadership education and/or experience.  Leadership succession planning in nursing education is often overlooked.  This is of great concern in nursing education because leadership in academia has been associated with organizational outcomes, faculty satisfaction, and a healthy work environment.  Organizational success is dependent upon the competency of its leaders. The development of nurse faculty who have the leadership skills that are essential to take on these challenging roles is critical.  This study builds upon two previous studies conducted by the authors examining the leadership competencies of nurse educators and to develop an instrument to measure these leadership competencies. The Competencies for Leaders in Nursing Education Instrument (CLNEI) was developed based on four competencies and task statements that emerged from a qualitative study with nurse educator leaders and a follow-up national Delphi study to confirm the results.  The four core competencies are: Articulate and promote a vision for nursing education, Function as a steward for the organization and nursing education, Embrace professional values in context of higher education, and Develop and nurture relationships.  The data were used to create the items and subscales of a self-report instrument to assess leadership competencies in nurse educators.  The 24-item instrument uses a 7-point Likert scale rating the frequency (never to every time) in which the nurse educator perceives he/she engages in the leadership activity.  Therefore, the purposes of this descriptive study were to describe the leadership competencies of nurse educators in academia and to establish psychometrics for a newly developed instrument. All participants were nursing faculty members teaching in programs in a Commission on Collegiate Nursing Education (CCNE) member school of nursing, and were recruited using proportionate random sampling of schools from the nine US regions determined by the US Census Bureau ( N = 84 nursing schools).  An email was sent to all potential participants from the schools ( n = 2400) via Survey Monkey ® from the study investigators.   All data were downloaded to SPSS.  Demographic data were analyzed using descriptive statistics.  Psychometric evaluation of the instrument was conducted to determine reliability and validity including determination of Cronbach alpha coefficients for the instrument overall and subscales, as well as confirmatory factor analysis.  Qualitative comments from the findings were analyzed using in-vivo coding and analysis for similarities among participants.  Findings and demographics of the sample will be presented. Nurse educators are challenged to become leaders, using innovation and creativity to create a more efficient and effective learning environment for students.  As members of the academic community, they must become leaders in university governance to proactively address increasing regulation in higher education and threats to academic freedom.  This study contributes an instrument for the science of nursing education that can be used to assess leadership in nurse educators.  It may be used in in conjunction with leadership development programs for nurse educators to identify areas for development or to assess program outcomes.  It may also be used to evaluate relationships between leadership competencies and organizational outcomes in higher education.  The findings of this study contribute to best practices for leadership in nursing education.en
dc.subjectleadershipen
dc.subjectinstrument developmenten
dc.subjectnurse facultyen
dc.date.available2016-03-21T16:44:20Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:44:20Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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