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Demeke GW, van Engen ML, Markos S. Servant Leadership in the Healthcare Literature: A Systematic Review. J Healthc Leadersh 2024; 16:1-14. [PMID: 38192640 PMCID: PMC10771778 DOI: 10.2147/jhl.s440160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Accepted: 12/09/2023] [Indexed: 01/10/2024] Open
Abstract
Servant leadership has received a growing consideration among scholars and practitioners as a viable leadership model capable of bringing positive changes in the increasingly complex healthcare system. The increasing servant leadership literature in healthcare requires an integrated research work that provides a holistic picture of the existing studies. This systematic review aims to synthesize servant leadership conceptualizations, theoretical frameworks, measurement tools, and nomological networks (antecedents, mediators, outcomes, and moderators) associated with prior research in healthcare. A systematic synthesis of 55 pertinent healthcare-specific conceptual and empirical studies demonstrated that servant leadership assumes a crucial role in developing a committed workforce that contributes towards the achievement of performance excellence in healthcare. The review uncovers that the Global Servant Leadership Scale is the most utilized measure of servant leadership in sector-specific studies in healthcare. Moreover, social exchange theory is the dominant underpinning mechanism explaining the influence of servant leadership on specific variables of interest. The findings further revealed that servant leadership has a positive relationship with a range of valued individual and organizational outcomes in healthcare. Our review contributes to the development of servant leadership theory and practice through ascertaining sector-specific studies in the territory of healthcare. We finally conclude by providing a detailed panorama for future healthcare-specific servant leadership research in terms of potential topics, methodological rigor, and less explored variables in prior studies.
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Affiliation(s)
- Getnet Worku Demeke
- Department of Business Administration and Information Systems, Addis Ababa University, Addis Ababa, Ethiopia
- Department of Management, Kotebe University of Education, Addis Ababa, Ethiopia
| | - Marloes L van Engen
- Institute for Management Research, Radboud University, Nijmegen, the Netherlands
| | - Solomon Markos
- Department of Business Administration and Information Systems, Addis Ababa University, Addis Ababa, Ethiopia
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Weber MB, Baumann AA, Rakhra A, Akwanalo C, Gladys Amaning Adjei K, Andesia J, Apusiga K, Ha DA, Hosseinipour MC, Muula AS, Nguyen HL, Price LN, Ramirez-Zea M, Fitzpatrick AL, Fort MP. Global implementation research capacity building to address cardiovascular disease: An assessment of efforts in eight countries. PLOS GLOBAL PUBLIC HEALTH 2023; 3:e0002237. [PMID: 37708090 PMCID: PMC10501667 DOI: 10.1371/journal.pgph.0002237] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 08/01/2023] [Indexed: 09/16/2023]
Abstract
Cardiovascular diseases are the leading causes of morbidity and mortality worldwide, but implementation of evidence-based interventions for risk factors such as hypertension is lacking, particularly in low and middle income countries (LMICs). Building implementation research capacity in LMICs is required to overcome this gap. Members of the Global Research on Implementation and Translation Science (GRIT) Consortium have been collaborating in recent years to establish a research and training infrastructure in dissemination and implementation to improve hypertension care. GRIT includes projects in Ghana, Guatemala, India, Kenya, Malawi, Nepal, Rwanda, and Vietnam. We collected data from each site on capacity building activities using the Potter and Brough (2004) model, mapping formal and informal activities to develop (a) structures, systems and roles, (b) staff and infrastructure, (c) skills, and (d) tools. We captured information about sites' needs assessments and metrics plus program adaptations due to the COVID-19 pandemic. All sites reported capacity building activities in each layer of the Capacity Pyramid, with the largest number of activities in the Skills and Tools categories, the more technical and easier to implement categories. All sites included formal and informal training to build Skills. All sites included a baseline needs assessment to guide capacity building activities or assess context and inform intervention design. Sites implementing evidence-based hypertension interventions used common implementation science frameworks to evaluate implementation outcomes. Although the COVID-19 pandemic affected timelines and in-person events, all projects were able to pivot and carry out planned activities. Although variability in the activities and methods used existed, GRIT programs used needs assessments to guide locally appropriate design and implementation of capacity building activities. COVID-19 related changes were necessary, but strong collaborations and relationships with health ministries were maintained. The GRIT Consortium is a model for planning capacity building in LMICs.
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Affiliation(s)
- Mary Beth Weber
- Hubert Department of Global Health, Emory University, Rollins School of Public Health, Atlanta, Georgia, United States of America
| | - Ana A. Baumann
- Division of Public Health Sciences, Department of Surgery, Washington University in St. Louis, St. Louis, Missouri, United States of America
| | - Ashlin Rakhra
- Department of Population Health, NYU Grossman School of Medicine, New York City, New York, United States of America
| | | | - Kezia Gladys Amaning Adjei
- Department of Physiology, School of Medicine and Dentistry, Kwame Nkrumah University of Science & Technology, Kumasi, Ghana
| | - Josephine Andesia
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | - Kingsley Apusiga
- Department of Physiology, School of Medicine and Dentistry, Kwame Nkrumah University of Science & Technology, Kumasi, Ghana
| | - Duc A. Ha
- Health Strategy and Policy Institute, Vietnam Ministry of Health, Hanoi, Vietnam
| | - Mina C. Hosseinipour
- Department of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Adamson S. Muula
- College of Medicine, University of Malawi and the Kamuzu University of Health Sciences, Blantyre, Malawi
| | - Hoa L. Nguyen
- University of Massachusetts Chan Medical School, Boston, Massachusetts, United States of America
| | - LeShawndra N. Price
- National Institute of Allergy and Infectious Diseases, National Institutes of Health, Bethesda, Maryland, United States of America
| | - Manuel Ramirez-Zea
- INCAP Research Center for the Prevention of Chronic Diseases, Institute of Nutrition of Central America and Panama (INCAP), Guatemala City, Guatemala
| | - Annette L. Fitzpatrick
- School of Public Health, University of Washington, Seattle, Washington, United States of America
| | - Meredith P. Fort
- Colorado School of Public Health, University of Colorado – Anschutz Medical Campus, Aurora, Colorado, United States of America
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Wardani E, Ryan T, Yusuf M, Kamil H, Rachmah R, Sulistiana Susanti S, Shields L, Spicer JG. How nurses in a developing country perceive and experience leadership: A qualitative study. Contemp Nurse 2021; 57:28-38. [PMID: 33858305 DOI: 10.1080/10376178.2021.1917433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
BACKGROUND In Indonesia, information on and research into how Indonesian nurses perceive and experience leadership and leadership roles is limited. AIMS This study was designed to identify Indonesian nurses' perceptions and experiences of leadership and nurse leadership roles in the hospital setting. DESIGN A qualitative study with semi-structured interviews. METHODS The study was conducted in a large, urban hospital in Indonesia. Twenty nurses who had worked in this hospital for more than a year were interviewed. A thematic approach was used for data analysis. This study is conducted and reported according to the SRQR checklist. RESULTS The participants' perceptions and experiences of leadership were organized within three themes: searching for a description of leadership, viewing leadership and management as the same, and experiencing limited leadership opportunities. IMPACT STATEMENTS The study revealed little evidence that nurses were being empowered to provide leadership within the organization. Although nurses in many developed countries now serve on governing boards, this is not immediately foreseeable for nurses in Indonesia. CONCLUSIONS The participants' view of leadership in nursing was not overtly critical. Perhaps they did not understand that leadership is a dynamic concept and that it might be perceived differently depending on the context.
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Affiliation(s)
- Elly Wardani
- Faculty of Nursing, Department of Nursing Leadership & Management, Universitas Syiah Kuala, Jalan Tengku Tanoh Abee Darussalam, Banda Aceh 23111, Indonesia
| | - Tony Ryan
- School of Nursing and Midwifery, The University of Sheffield, Barber House Annexe, 3a Clarkehouse Road, Sheffield S10 2LA, UK
| | - Mutia Yusuf
- Nursing Department, Health Polytechnic of Aceh, Jl. Tgk. Mohd. Daud Beureueh No. 110, Bandar Baru, Kec. Kuta Alam, Kota Banda Aceh 23126, Indonesia
| | - Hajjul Kamil
- Faculty of Nursing, Department of Nursing Leadership & Management, Universitas Syiah Kuala, Jalan Tengku Tanoh Abee Darussalam, Banda Aceh 23111, Indonesia
| | - Rachmah Rachmah
- Faculty of Nursing, Department of Nursing Leadership & Management, Universitas Syiah Kuala, Jalan Tengku Tanoh Abee Darussalam, Banda Aceh 23111, Indonesia
| | - Suryane Sulistiana Susanti
- Faculty of Nursing, Department of Community Health Nursing, Universitas Syiah Kuala, Jalan Tengku Tanoh Abee Darussalam, Banda Aceh 23111, Indonesia
| | - Linda Shields
- Faculty of Medicine, The University of Queensland, Queensland, Australia.,School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia
| | - Joan Gygax Spicer
- San Mateo Medical Center/San Mateo County Health System, San Mateo, CA, USA
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Booher L, Yates E, Claus S, Haight K, Burchill CN. Leadership self-perception of clinical nurses at the bedside: A qualitative descriptive study. J Clin Nurs 2021; 30:1573-1583. [PMID: 33555652 DOI: 10.1111/jocn.15705] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Revised: 12/21/2020] [Accepted: 01/07/2021] [Indexed: 11/30/2022]
Abstract
AIM & OBJECTIVE Explore leadership self-perception of clinical nurses at the bedside and their perception of leadership on patient care and outcomes. BACKGROUND According to Institute of Medicine Future of Nursing Report, nurses are called to exhibit leadership at every level. Published research on nursing leadership is primarily focused on formal leaders. Research examining leadership at the clinical nurse level has either tested application of a particular leadership model or studied nurses who have been identified as informal clinical leaders. We took an inductive approach without any prior knowledge if participating clinical nurses viewed themselves as leaders. DESIGN Descriptive qualitative method was used. METHODS Four focus groups were conducted with a total of 20 clinical nurses from 2 hospitals within an integrated health system using a convenience sampling method until saturation was reached. The Consolidated criteria for Reporting Qualitative research (COREQ) was used to report findings. RESULTS All participants identified qualities they admired in leaders. Fifty percent did not initially view themselves as leaders until they realised that they often demonstrated those same leadership qualities in providing nursing care to patients and families. Participants struggled to make a connection between their leadership at the bedside and patient outcomes. CONCLUSIONS Clinical nurses assume a formal title is required to be a leader. Findings from this study imply that leadership attributes required at point of care are embedded in the nursing practice and look similar to servant leadership. RELEVANCE TO CLINICAL PRACTICE Leadership is in the nature of nursing practice, and more work is required to increase awareness that every nurse is a leader. Further efforts need to be pursued to help clinical nurses become self-aware they are leaders in order to impact patient outcomes and transform health care from bottom-up and inside-out.
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Affiliation(s)
- Lydia Booher
- Acute Pain Management Service, Anesthesiology Institute, Cleveland Clinic, Cleveland, OH, USA
| | - Erica Yates
- Nursing Institute, Cleveland Clinic, Cleveland, OH, USA
| | - Stacey Claus
- Cleveland Clinic-Fairview Hospital, Cleveland, OH, USA
| | - Kelly Haight
- Cleveland Clinic-Medina Hospital, Medina, OH, USA
| | - Christian N Burchill
- Formerly Office of Nursing Research and Innovation, Cleveland Clinic, Cleveland, OH, USA
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James AH, Bennett CL, Blanchard D, Stanley D. Nursing and values-based leadership: A literature review. J Nurs Manag 2021; 29:916-930. [PMID: 33484188 DOI: 10.1111/jonm.13273] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 01/15/2021] [Accepted: 01/19/2021] [Indexed: 12/15/2022]
Abstract
AIM To explore literature that supports an understanding of values-based leadership in nursing. BACKGROUND Understanding values-based leadership in nursing means understanding several leadership theories such as authentic, servant and congruent leadership. EVALUATION Electronic databases were systematically searched to locate studies with the terms values-based, authentic, servant and congruent leadership. The literature was assessed with the Joanna Briggs Institute Critical Appraisal Tools and the Preferred Reporting Items for Systematic Reviews and meta-analysis approach and a thematic analysis. KEY ISSUES Existing evidence focuses on specific perspectives within three dominant leadership approaches under the umbrella of values-based leadership: authentic, servant and congruent leadership. Limited literature suggests that values-based leadership can support professional collaboration, enhanced trust and voice for nurses, support for staff well-being, empowerment, job satisfaction, patient-focused outcomes and quality care. CONCLUSIONS A dearth of empirical literature concerning values-based leadership and nursing exists. Evidence suggests that authentic, servant and congruent leadership correlate with values-based leadership theories and core nursing values. IMPLICATIONS FOR NURSING MANAGEMENT Nurse managers should recognize the potential benefits of a values-based leadership approach for staff well-being, enhanced professional collaboration and the nurses voice, improved insight into clinical leadership attributes and improvements in quality patient care.
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Affiliation(s)
- Alison H James
- Cardiff University, Cardiff, United Kingdom of Great Britain and Northern Ireland
| | - Clare Louise Bennett
- Cardiff University, Cardiff, United Kingdom of Great Britain and Northern Ireland
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Cleary M, Jackson D, Sayers JM, Lopez V. Building Early Academic Career Capacity Through Mentoring. Issues Ment Health Nurs 2017; 38:971-973. [PMID: 29136396 DOI: 10.1080/01612840.2017.1392168] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Michelle Cleary
- a School of Health Sciences , University of Tasmania , Sydney , NSW , Australia
| | - Debra Jackson
- b Oxford Institute of Nursing & Allied Health Research (OxINAHR), Faculty of Health & Life Sciences , Oxford Brookes University , UK . Oxford University Hospitals NHS Foundation Trust , Oxford UK
| | - Jan M Sayers
- a School of Health Sciences , University of Tasmania , Sydney , NSW , Australia
| | - Violeta Lopez
- c Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine , National University of Singapore , Singapore
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Parker V, Lieschke G, Giles M. Ground-up-top down: a mixed method action research study aimed at normalising research in practice for nurses and midwives. BMC Nurs 2017; 16:52. [PMID: 28919839 PMCID: PMC5596929 DOI: 10.1186/s12912-017-0249-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2017] [Accepted: 09/05/2017] [Indexed: 12/03/2022] Open
Abstract
Background Improving health, patient and system outcomes through a practice-based research agenda requires infrastructural supports, leadership and capacity building approaches, at both the individual and organisational levels. Embedding research as normal nursing and midwifery practice requires a flexible approach that is responsive to the diverse clinical contexts within which care is delivered and the variable research skills and interest of clinicians. This paper reports the study protocol for research being undertaken in a Local Health District (LHD) in New South Wales (NSW) Australia. The study aims to evaluate existing nursing and midwifery research activity, culture, capacity and capability across the LHD. This information, in addition to input from key stakeholders will be used to develop a responsive, productive and sustainable research capacity building framework aimed at enculturating practice-based research activities within and across diverse clinical settings of the LHD. Methods A three-phased, sequential mixed-methods action research design underpinned by Normalization Process Theory (NPT). Participants will be nursing and midwifery clinicians and managers across rural and metropolitan services. A combination of survey, focus group, individual interviews and peer supported action-learning groups will be used to gather data. Quantitative data will be analysed using descriptive statistics, correlation and regression, together with thematic analysis of qualitative data to produce an integrated report. Discussion Understanding the current research activity and capacity of nurses and midwives, together with organisational supports and culture is essential to developing a productive and sustainable research environment. However, knowledge alone will not bring about change. This study will move beyond description of barriers to research participation for nurses and midwives and the promulgation of various capacity building frameworks to employ a theory driven action-oriented approach to normalisation of nursing and midwifery research practice. In doing so, our aim is to make possible the utilisation, generation and translation of practice based research that informs improved patient and service delivery outcomes. Electronic supplementary material The online version of this article (10.1186/s12912-017-0249-8) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Vicki Parker
- School of Health, University of New England, Armidale, 2351 NSW Australia.,Centre for Nursing and Midwifery Research, Hunter New England Local Health District, Newcastle, NSW 2300 Australia
| | - Gena Lieschke
- Centre for Nursing and Midwifery Research, Hunter New England Local Health District, Newcastle, NSW 2300 Australia
| | - Michelle Giles
- Centre for Nursing and Midwifery Research, Hunter New England Local Health District, Newcastle, NSW 2300 Australia
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8
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Kramer B, Libhaber E. Writing for publication: institutional support provides an enabling environment. BMC MEDICAL EDUCATION 2016; 16:115. [PMID: 27091342 PMCID: PMC4835876 DOI: 10.1186/s12909-016-0642-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2015] [Accepted: 04/14/2016] [Indexed: 06/01/2023]
Abstract
BACKGROUND Due to the excessive service delivery loads in public hospitals supported by academic institutions in developing environments, researchers at these institutions have little time to develop scientific writing skills or to write up their research. It is imperative to expand the writing skills of researchers and train the next generation of health sciences academics in order to disseminate research findings. This study reports on the implementation of approaches for writing and publication and the extent of support to staff suffering from the overload of service delivery and of heavy teaching duties. METHODS Workshops in scientific writing and writing retreats were initiated and were offered to all staff. RESULTS Feedback from participants of the writing skills workshops indicated that the workshops provided an injection of confidence and proficiency. Protected writing time resulted in 132 papers submitted to journals and 95 in preparation from 230 participants of the writing retreats over a two year period. Staff commended the off-site, collegial environment, which also supported future collaboration with new-found colleagues. CONCLUSION This enabling environment facilitates not only the development of writing skills per se, but also the dissemination of the generated scientific knowledge. In addition, the training in writing skills of this generation will be of value in the training of future cohorts in countries with similar health care deliverables.
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Affiliation(s)
- Beverley Kramer
- Health Sciences Research Office, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa.
| | - Elena Libhaber
- Health Sciences Research Office, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa
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Pascale Blakey E, Jackson D. Editorial: Reflections on being a new nurse: 10 insights after four weeks as a registered nurse. J Clin Nurs 2016; 25:1483-5. [DOI: 10.1111/jocn.13310] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Emma Pascale Blakey
- Oxford Institute of Nursing & Allied Health Research; Oxford Brookes University; Oxford UK
| | - Debra Jackson
- Oxford Institute of Nursing & Allied Health Research; Oxford Brookes University; Oxford UK
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10
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Sveinsdóttir H, Ragnarsdóttir ED, Blöndal K. Praise matters: the influence of nurse unit managers' praise on nurses' practice, work environment and job satisfaction: a questionnaire study. J Adv Nurs 2015; 72:558-68. [PMID: 26564786 DOI: 10.1111/jan.12849] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/15/2015] [Indexed: 11/27/2022]
Abstract
AIM The aim of this study was to investigate the associations between praise from nurse unit managers and job satisfaction, professional practice, workload, work climate and organizational commitment of nurses caring for surgical patients. BACKGROUND Praise influences experiences of employees. DESIGN Web-based, cross-sectional explorative survey design. METHODS A structured questionnaire was used to measure praise given by nurse unit managers as perceived by nurses (n = 383; 49% response rate) working with surgical patients. Data were collected between December 2009-January 2010. Several variables assessed the major concepts under study. Binary logistic regression analysis was employed to compare nurses who receive praise very rarely/rarely as compared with very often/rather often. RESULTS Praise was received often/very often by 31·6% of participants. Compared with nurses receiving praise rarely/very rarely those who received it often/rather showed more job satisfaction, stated they had more opportunities to practice professionally, described a more positive work climate and were more committed to the organization such as being proud to work at and willing to make effort for the unit and hospital. There was no difference between the groups regarding workload. Main findings of the regression analysis were that nurses display their organizational commitment by not thinking about leaving the current workplace and those who value professional recognition are likelier to receive praise than their counterparts. CONCLUSION Nurse unit managers should praise their staff in a realistic fashion. Such praise is cost-effective, takes short time, produces positive influences on members of their staff and may improve patient safety.
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Affiliation(s)
- Herdís Sveinsdóttir
- University of Iceland, Faculty of Nursing, Reykjavík, Iceland.,Landspitali University Hospital, Surgical Services, Reykjavík, Iceland
| | | | - Katrín Blöndal
- University of Iceland, Faculty of Nursing, Reykjavík, Iceland.,Landspitali University Hospital, Surgical Services, Reykjavík, Iceland
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11
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Mannix J, Wilkes L, Daly J. ‘Watching an artist at work’: aesthetic leadership in clinical nursing workplaces. J Clin Nurs 2015; 24:3511-8. [DOI: 10.1111/jocn.12956] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/21/2015] [Indexed: 11/30/2022]
Affiliation(s)
- Judy Mannix
- School of Nursing & Midwifery; University of Western Sydney; Sydney NSW Australia
| | - Lesley Wilkes
- School of Nursing & Midwifery; University of Western Sydney/Nepean Blue Mountains Local Health District; Penrith NSW Australia
| | - John Daly
- Faculty of Health; University of Technology; Sydney NSW Australia
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12
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Park NK, Lee H, Lee T, Park JS. Correlations among Emotional Labor, Servant Leadership, and Communication Competence in Hospital Nurses. ACTA ACUST UNITED AC 2015. [DOI: 10.5807/kjohn.2015.24.2.57] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
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Hutchinson M, Jackson D, Daly J, Usher K. Distilling the Antecedents and Enabling Dynamics of Leader Moral Courage: A Framework to Guide Action. Issues Ment Health Nurs 2015; 36:326-35. [PMID: 26090942 DOI: 10.3109/01612840.2015.1017627] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Intelligent, robust and courageous nursing leadership is essential in all areas of nursing, including mental health. However, in the nursing leadership literature, the theoretical discourse regarding how leaders recognise the need for action and make the choice to act with moral purpose is currently limited. Little has been written about the cognitions, capabilities and contextual factors that enable leader courage. In particular, the interplay between leader values and actions that are characterised as good or moral remains underexplored in the nursing leadership literature. In this article, through a discursive literature synthesis we seek to distill a more detailed understanding of leader moral courage; specifically, what factors contribute to leaders' ability to act with moral courage, what factors impede such action, and what factors do leaders need to foster within themselves and others to enable action that is driven by moral courage. From the analysis, we distilled a multi-level framework that identifies a range of individual characteristics and capabilities, and enabling contextual factors that underpin leader moral courage. The framework suggests leader moral courage is more complex than often posited in theories of leadership, as it comprises elements that shape moral thought and conduct. Given the complexity and challenges of nursing work, the framework for moral action derived from our analysis provides insight and suggestions for strengthening individual and group capacity to assist nurse leaders and mental health nurses to act with integrity and courage.
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Affiliation(s)
- Marie Hutchinson
- Southern Cross University, Health, and Human Sciences , Lismore, New South Wales , Australia
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14
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McKeown M, Carey L. Editorial: Democratic leadership: a charming solution for nursing's legitimacy crisis. J Clin Nurs 2015; 24:315-7. [DOI: 10.1111/jocn.12752] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Mick McKeown
- Democratic Mental Health; School of Health; University of Central Lancashire; Preston UK
| | - Lynda Carey
- Faculty of Health & Social Care; Edge Hill University; Ormskirk UK
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15
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Spies L, Gray J, Opollo J, Mbalinda S. Uganda nursing research agenda: a Delphi study. Int Nurs Rev 2015; 62:180-6. [DOI: 10.1111/inr.12167] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- L.A. Spies
- Louise Herrington School of Nursing; Baylor University; Dallas TX USA
| | - J. Gray
- College of Nursing; University of Texas at Arlington; Arlington TX USA
| | - J. Opollo
- Professional Practice and Nursing Research; Parkland Health & Hospital System; Dallas TX USA
| | - S. Mbalinda
- Department of Nursing; College of Health Sciences; Makerere University; Kampala Uganda
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16
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Cutcliffe J, Cleary M. Nursing Leadership, Missing Questions, and the Elephant(s) in the Room: Problematizing the Discourse on Nursing Leadership. Issues Ment Health Nurs 2015; 36:817-25. [PMID: 26514260 DOI: 10.3109/01612840.2015.1042176] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
To expose inconsistencies and contradictions in the nurse leadership literature ("text"), this article adopts a deconstructive approach and draws upon the work of Derrida in examining the text or discourse. What is almost entirely missing in the literature are articles that ask difficult, searching questions that challenge some of the taken-for-granted truths or maxims about nursing leadership. The current examination of the literature, described in this article, shows: (a) a lack of convergence of the literature and health care/nursing organizations concerning leadership, (b) a conflation of nursing leadership with managerial or administrative positions, and
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Affiliation(s)
- John Cutcliffe
- a Wright State University, Center for Nursing Research, College of Nursing and Health, Dayton, Ohio, USA, and Cutcliffe Consulting , Hampden , Maine , USA
| | - Michelle Cleary
- b University of Western Sydney, School of Nursing and Midwifery , Sydney , New South Wales , Australia
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17
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Sayers J, Lopez V, Howard PB, Escott P, Cleary M. The leadership role of nurse educators in mental health nursing. Issues Ment Health Nurs 2015; 36:718-24. [PMID: 26440875 DOI: 10.3109/01612840.2015.1033040] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Leadership behaviors and actions influence others to act, and leadership in clinical practice is an important mediator influencing patient outcomes and staff satisfaction. Indeed, positive clinical leadership has been positioned as a crucial element for transformation of health care services and has led to the development of the Practice Doctorate Movement in the United States. Nurse educators in health care have a vital leadership role as clinical experts, role models, mentors, change agents, and supporters of quality projects. By enacting these leadership attributes, nurse educators ensure a skilled and confident workforce that is focused on optimizing opportunities for students and graduates to integrate theory and practice in the workplace as well as developing more holistic models of care for the consumer. Nurse educators need to be active in supporting staff and students in health care environments and be visible leaders who can drive policy and practice changes and engage in professional forums, research, and scholarship. Although nurse educators have always been a feature of the nursing workplace, there is a paucity of literature on the role of nurse educators as clinical leaders. This discursive article describes the role and attributes of nurse educators with a focus on their role as leaders in mental health nursing. We argue that embracing the leadership role is fundamental to nurse educators and to influencing consumer-focused care in mental health. We also make recommendations for developing the leadership role of nurse educators and provide considerations for further research such as examining the impact of clinical leaders on client, staff, and organizational outcomes.
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Affiliation(s)
- Jan Sayers
- a University of Western Sydney, School of Nursing and Midwifery , Sydney , New South Wales , Australia
| | - Violeta Lopez
- b National University of Singapore, Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine , Singapore
| | - Patricia B Howard
- c University of Kentucky, College of Nursing , Lexington , Kentucky , USA
| | - Phil Escott
- d Sydney Local Health District Mental Health Service , Sydney , Australia
| | - Michelle Cleary
- a University of Western Sydney, School of Nursing and Midwifery , Sydney , New South Wales , Australia
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Jackson D, Darbyshire P, Luck L, Peters K. Intergenerational reflections on doctoral supervision in nursing. Contemp Nurse 2014; 32:83-91. [DOI: 10.5172/conu.32.1-2.83] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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19
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Tropello PD, DeFazio J. Servant Leadership in Nursing Administration and Academia Shaping Future Generations of Nurses and Interdisciplinary Team Providers to Transform Healthcare Delivery. ACTA ACUST UNITED AC 2014. [DOI: 10.1016/j.mnl.2014.09.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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20
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Waite R, McKinney N, Smith-GLASGOW ME, Meloy FA. The Embodiment of Authentic Leadership. J Prof Nurs 2014; 30:282-91. [DOI: 10.1016/j.profnurs.2013.11.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2013] [Indexed: 10/26/2022]
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21
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Cleary M, Jackson D, Hungerford CL. Mental health nursing in Australia: resilience as a means of sustaining the specialty. Issues Ment Health Nurs 2014; 35:33-40. [PMID: 24350749 DOI: 10.3109/01612840.2013.836261] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
As a concept, resilience is continuing to attract considerable attention and its importance across various life domains is increasingly recognised. Few studies, however, have defined or considered the notion of the group or collective resilience of a profession, including the capacity of that profession to withstand adversity and continue to develop positively in the face of change. This article considers the notion of resilience from the perspective of the specialty of mental health nursing, including the ways the specialty has adapted--and continues to develop--to changes experienced since deinstitutionalisation. Insights are drawn from a national Delphi study undertaken in Australia to develop a Scope of Practice for Mental Health Nurses, with responses used as a springboard to consider the impact of the perceived loss of professional identity on the collective resilience of the profession. Recommendations for a way forward for the profession are considered, including the ways in which a collective professional resilience could be developed to sustain and strengthen the professional identity of mental health nursing in Australia and across the globe.
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Affiliation(s)
- Michelle Cleary
- National University of Singapore, Yong Loo Lin School of Medicine, Singapore
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McAllister M, Oprescu F, Jones C. N 2E: Envisioning a process to support transition from nurse to educator. Contemp Nurse 2013:3403-3427. [PMID: 24261970 DOI: 10.5172/conu.2013.3403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Abstract Rising health inequities, continuing nursing shortages, and overlooked professional development needs of nurse educators are three important issues facing nursing in Australia. This paper argues for an innovative and proactive strategy that could transform the nurse education workforce into one that is repopulated, reinvigorated and refocused. The problem facing nurse educators, and subsequently affecting nurses' preparation for practice and longevity in the profession, was identified by drawing on findings from the literature, extensive educational experience, and an exploratory study of nurse educators working in universities, colleges and health services. A solution has been devised by drawing together the tenets of critical social theory, transformative learning, communities of practice and social media. Nursing educators, refocused around a social justice agenda, may be the remedy that the Australian Health Care System requires to embark on effective action that can benefit everyone, from the health service staff to our most vulnerable groups in society. This refocusing can be achieved in a structured and strategic process that builds confidence and professional capabilities.
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Affiliation(s)
- Margaret McAllister
- Professor of Nursing, Centre for Mental Health Nursing Innovation, School of Nursing and Midwifery, Central Queensland University
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Developing a culture to facilitate research capacity building for clinical nurse consultants in generalist paediatric practice. Nurs Res Pract 2013; 2013:709025. [PMID: 23956854 PMCID: PMC3730357 DOI: 10.1155/2013/709025] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2013] [Revised: 05/28/2013] [Accepted: 06/11/2013] [Indexed: 11/17/2022] Open
Abstract
This paper reports a research capacity building exercise with a group of CNCs practicing in the speciality of paediatrics in New South Wales (NSW), Australia. It explores the first step in building a research culture, through identifying the research priorities of members of the NSW Child Health Networks Paediatric Clinical Nurse Consultant group, and this forms the major focus of this paper. A nominal group technique (NGT) was utilised with sixteen members to identify research topics for investigation which were considered a priority for improving children's health care. The group reviewed and prioritised 43 research topics in children's health which were identified in the literature. As a result of conducting this research prioritisation exercise, the group chose two research topics to investigate: reasons for children representing to the Emergency Department and a comparison of the use of high-flow and low-flow nasal prongs in children with bronchiolitis. The research team will continue to mentor the nurses throughout their research projects which resulted from the NGT. One bridge to leadership development in enhancing patient care is translating knowledge to practice and policy development. This study leads the way for a group of CNCs in paediatric nursing to combine their research capacity and influence clinical knowledge.
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Cleary M, Mackey S, Hunt GE, Jackson D, Thompson DR, Walter G. Reputations: a critical yet neglected area of scholarly enquiry. J Adv Nurs 2013; 68:2137-9. [PMID: 22954363 DOI: 10.1111/j.1365-2648.2012.06058.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Cleary M, Jackson D, Watson R, Chan SWC. Quality doctoral programmes: views from the East Asian Forum of Nursing Scholars. J Clin Nurs 2012; 22:1198-200. [DOI: 10.1111/j.1365-2702.2012.04329.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/23/2012] [Indexed: 11/29/2022]
Affiliation(s)
- Michelle Cleary
- Alice Lee Centre for Nursing Studies; Yong Loo Lin School of Medicine; Clinical Research Centre; Singapore; Singapore
| | - Debra Jackson
- Faculty of Nursing, Midwifery & Health; University of Technology; Sydney; NSW; Australia
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Cleary M, Horsfall J, O'Hara-Aarons M, Hunt GE. Leadership, support and acknowledgement of registered nurses work in acute mental health units. Int J Ment Health Nurs 2012; 21:445-52. [PMID: 22554252 DOI: 10.1111/j.1447-0349.2011.00804.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
In acute mental health inpatient units, it is not surprising that culture, peers, immediate management, and sources of support and acknowledgment all contribute to positive nursing outcomes. In this qualitative study, four questions targeting leadership, culture, support, and acknowledgement of work well done were asked of 40 registered nurses (RN) working in acute mental health units. Findings convey a mixed picture indicating variation across units. Three-quarters believe that senior nursing staff actively contribute to a positive working environment. Almost half of the RN nominated peers as the providers of counsel and support when required, and a similar percentage believed that senior nursing staff fulfil these roles. Of interviewees, 33% said their nursing achievements are never, or rarely, acknowledged. For these RN, management, peers, and nurse unit managers are the preferred personnel to provide appropriate positive feedback. Thus, there is a gap between the expectations and hopes that nurses have for senior management approaches and behaviours and the reality of their daily experience. Overall, the responses portray a culture that underpins and enables both subtle interpersonal interactions that might arise out of necessity given the perceived lack of support from non-hands-on RN and administrators.
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Affiliation(s)
- Michelle Cleary
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, Singapore.
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Davis K, Brownie S, Doran F, Evans S, Hutchinson M, Mozolic-Staunton B, Provost S, van Aken R. Action learning enhances professional development of research supervisors: an Australian health science exemplar. Nurs Health Sci 2012; 14:102-8. [PMID: 22303872 DOI: 10.1111/j.1442-2018.2011.00660.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed.
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Affiliation(s)
- Kierrynn Davis
- School of Health and Human Sciences, Southern Cross University, Lismore, New South Wales, Australia.
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DIGNAM DENISE, DUFFIELD CHRISTINE, STASA HELEN, GRAY JOANNE, JACKSON DEBRA, DALY JOHN. Management and leadership in nursing: an Australian educational perspective. J Nurs Manag 2011; 20:65-71. [DOI: 10.1111/j.1365-2834.2011.01340.x] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Jackson D, Peters K, Andrew S, Salamonson Y, Halcomb EJ. "If you haven't got a PhD, you're not going to get a job": the PhD as a hurdle to continuing academic employment in nursing. NURSE EDUCATION TODAY 2011; 31:340-344. [PMID: 20685014 DOI: 10.1016/j.nedt.2010.07.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2010] [Revised: 06/04/2010] [Accepted: 07/10/2010] [Indexed: 05/29/2023]
Abstract
This paper is drawn from a larger study that sought to identify and examine issues around the employment of sessional academic staff in baccalaureate nurse education. Twelve sessional teachers and 12 continuing academics participated in the interviews. Examination of the data revealed the PhD was perceived as a hurdle to continuing employment in nurse education in the university sector. In the current climate, sessional teachers continue to be an essential part of the nursing academic workforce and are necessary to meet the teaching and learning demands associated with implementing nursing curricula. Findings suggest a need for scrupulous processes in relation to the recruitment of sessional staff, and highlight the difficulties that sessional teachers may have in securing continuing academic employment. We provide recommendations to facilitate the appointment of appropriate individuals into sessional roles and highlight the need to mentor and support sessional teachers wishing to pursue a career as nurse academics. Questions are raised about how nursing can plan for future academic workforce needs in a context of an aging academic workforce, the demand for doctoral training for nurse academics, and widespread casualisation of the nursing academic workforce.
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Affiliation(s)
- Debra Jackson
- Family & Community Health Research Group (FaCH), School of Nursing and Midwifery, College of Health & Science, University of Western Sydney, Sydney, Australia.
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Cleary M, Horsfall J, Jackson D. Mental health nursing: transitions from practice roles to academia. Perspect Psychiatr Care 2011; 47:93-7. [PMID: 21426354 DOI: 10.1111/j.1744-6163.2010.00280.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
PURPOSE This paper provides an overview of some challenges facing mental health practice nurses transitioning to academic life, and suggests possible strategies to prevent foreseeable difficulties. FINDINGS New and existing mental health faculty will benefit from a greater awareness of barriers and developing entry protocols to enhance the transition experience and reduce early workplace stressors. PRACTICE IMPLICATIONS Preparation and support for mental health staff transitioning from practice to the academe are essential to enhance the transition experience and reduce early workplace stressors.
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Affiliation(s)
- Michelle Cleary
- Family and Community Health Research Group, School of Nursing and Midwifery, University of Western Sydney, Sydney, NSW, Australia.
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Abstract
This discussion paper argues for the critical importance of successful leadership for effective mental health nursing, observing that nursing leadership has long been regarded problematically by the profession. Using empirical and theoretical evidence we debate what leadership styles and strategies are most likely to result in effective, recovery-orientated mental health nursing. Models of transformational and distributed leadership are found to be highly congruent with mental health nursing values, yet the literature suggests it is a type of leadership more often desired than experienced. We note how the scholarly literature tends to ignore the "elephant in the room" that is organizational power, and we question whether transformational leadership pursued within a specific clinical context can influence beyond those confines. Nevertheless it is within these contexts that consumers experience nursing, effective or otherwise, thus we should advocate what is known about effective leadership wherever it is required.
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Affiliation(s)
- Michelle Cleary
- University of Western Sydney, School of Nursing and Midwifery, Australia.
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Jackson D. Mentored residential writing retreats: a leadership strategy to develop skills and generate outcomes in writing for publication. NURSE EDUCATION TODAY 2009; 29:9-15. [PMID: 18692282 DOI: 10.1016/j.nedt.2008.05.018] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2008] [Revised: 05/26/2008] [Accepted: 05/28/2008] [Indexed: 05/26/2023]
Abstract
There is an increasing expectation that academic and clinical nurses will contribute to disciplinary and professional discourses through scholarly writing. However, the difficulties and challenges associated with writing for publication mean that many papers will never be written. This current paper describes an innovative approach developed to support skill development and outcomes in writing for publication. Intensive residential writing retreats informed by the principles of servant leadership and incorporating strategies such as mentoring and peer learning were conducted in 2005 and 2007. Positive outcomes and benefits included publications submitted to peer-reviewed journals, as well as positive effects on collegial relationships, and team building. Novice writers benefited from intensive and sustained support and coaching by experienced writers. Organisational benefits included increased participation by staff and research higher degree students in publication activities, enhanced collegial relationships and opportunities for senior established writers to work with inexperienced writers.
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Affiliation(s)
- Debra Jackson
- School of Nursing, College of Health and Science, University of Western Sydney, Locked Bag 1797, Penrith South DC, NSW 1797, Australia.
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