2.50
Hdl Handle:
http://hdl.handle.net/10755/603422
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Practices of Reflective Leaders: Being Thrust into Leadership
Other Titles:
Practices of Reflective Leaders [Symposium]
Author(s):
Young, Patricia K.
Lead Author STTI Affiliation:
Mu Lambda
Author Details:
Patricia K. Young, RN, patricia.young@mnsu.edu
Abstract:
Session presented on Sunday, November 8, 2015: This presentation describes a multi-year interpretive phenomenological study of the experiences of becoming a nurse faculty leader and explicates themes (findings) related to the particular experience of being thrust into leadership. How the practice of reflection underpins the work is also highlighted. Researchers interviewed 23 self-identified nurse faculty leaders from across the United States about their experiences of becoming a leader, whether leadership occurred in the classroom, among colleagues, within their institution, or more broadly in academe. Interviews were tape-recorded, transcribed, and the written texts were analyzed hermenutically by a research team for themes (common shared experiences or practices). Hermeneutic analysis is a reiterative process of reading the text (data), writing an interpretation, and then rereading and rewriting as understanding is reshaped by continued reflective dwelling in the narrative data. Researchers engaged in reflection through reading the data, writing interpretations, and then reading the interpretations generated by research team members and dialogue with the team. One theme was further explored through data obtained two years after the initial interviews by re-interviewing six of the original participants and conducting two focus-group discussions among seven members of the research team, focusing on the experience of taking risks as a nurse faculty leader. This recorded and transcribed data was then analysed hermeneutically. Last, to further explore another theme, three members of the research team formed a focus group to dialogue about the experience of reflecting in leadership decision-making. This dialogue was recorded, transcribed, and analyzed hermeneutically. In total, 30 nurse faculty leaders participated in 39 interviews. Findings include four main themes and many sub-themes—all practices of becoming a nurse faculty leader—that illuminate practical knowledge about developing as a leader in nursing education. One common experience of participants was being thrust into leadership. This occurred when taking on something new and succeeding or simply by enacting ways of being . In addition, building in a pause for reflection was an effective practice when educators found themselves facing the situation of being asked to take on a new assignment and were feeling leadership being thrust upon them. Acknowledging and identifying one’s feelings in response to a situation was another small but significant act of being thrust into leadership. Exemplars with explications of these four practices as well as questions designed for personal reflection on one’s own leadership capacity will be offered to encourage introspection on leadership practices and challenge nurse educators to consider areas for growth and development as a leader.
Keywords:
Interpretive phenomenology; Leadership practices; Reflective leaders
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15C09
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.titlePractices of Reflective Leaders: Being Thrust into Leadershipen
dc.title.alternativePractices of Reflective Leaders [Symposium]en
dc.contributor.authorYoung, Patricia K.en
dc.contributor.departmentMu Lambdaen
dc.author.detailsPatricia K. Young, RN, patricia.young@mnsu.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603422en
dc.description.abstractSession presented on Sunday, November 8, 2015: This presentation describes a multi-year interpretive phenomenological study of the experiences of becoming a nurse faculty leader and explicates themes (findings) related to the particular experience of being thrust into leadership. How the practice of reflection underpins the work is also highlighted. Researchers interviewed 23 self-identified nurse faculty leaders from across the United States about their experiences of becoming a leader, whether leadership occurred in the classroom, among colleagues, within their institution, or more broadly in academe. Interviews were tape-recorded, transcribed, and the written texts were analyzed hermenutically by a research team for themes (common shared experiences or practices). Hermeneutic analysis is a reiterative process of reading the text (data), writing an interpretation, and then rereading and rewriting as understanding is reshaped by continued reflective dwelling in the narrative data. Researchers engaged in reflection through reading the data, writing interpretations, and then reading the interpretations generated by research team members and dialogue with the team. One theme was further explored through data obtained two years after the initial interviews by re-interviewing six of the original participants and conducting two focus-group discussions among seven members of the research team, focusing on the experience of taking risks as a nurse faculty leader. This recorded and transcribed data was then analysed hermeneutically. Last, to further explore another theme, three members of the research team formed a focus group to dialogue about the experience of reflecting in leadership decision-making. This dialogue was recorded, transcribed, and analyzed hermeneutically. In total, 30 nurse faculty leaders participated in 39 interviews. Findings include four main themes and many sub-themes—all practices of becoming a nurse faculty leader—that illuminate practical knowledge about developing as a leader in nursing education. One common experience of participants was being thrust into leadership. This occurred when taking on something new and succeeding or simply by enacting ways of being . In addition, building in a pause for reflection was an effective practice when educators found themselves facing the situation of being asked to take on a new assignment and were feeling leadership being thrust upon them. Acknowledging and identifying one’s feelings in response to a situation was another small but significant act of being thrust into leadership. Exemplars with explications of these four practices as well as questions designed for personal reflection on one’s own leadership capacity will be offered to encourage introspection on leadership practices and challenge nurse educators to consider areas for growth and development as a leader.en
dc.subjectInterpretive phenomenologyen
dc.subjectLeadership practicesen
dc.subjectReflective leadersen
dc.date.available2016-03-21T16:50:18Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:50:18Zen
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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