The Role of Education in Developing Leadership in Nurses

Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency

INTRODUCTION

The adoption of the CanMEDS framework into the 2024 competency profiles established by the Canadian Association of Medical Radiation Technologists (CAMRT) requires an increased focus on leadership education and training of student medical radiation technologists (MRTs).

METHODS

A literature review was used to explore current MRT novice leadership and to identify content that should be incorporated into Canadian nuclear medicine curricula to meet the leadership component of the CanMEDS framework. A table, summarizing leadership education currently provided in English-speaking Canadian nuclear medicine programs, is provided.

RESULTS

A gap in leadership preparedness for medical radiation technologists as well as inconsistencies in leadership education within Canadian nuclear medicine curricula were identified. Content inclusions for leadership education is also provided.

DISCUSSION

Recommended content and strategies to revise MRT curricula are offered to enable effective healthcare leadership by MRTs. A specific focus on leadership areas such as technology adoption, radiation safety, and professional advocacy is recommended. The implications for nuclear medicine practice and education are described.

CONCLUSION

Standardized leadership education in nuclear medicine and medical radiation technology education will ensure MRTs are equipped with the skills required to lead effectively.

Including administrators in curricular redesign: How the academic-practice relationship can bridge the practice-theory gap

AIM

Health care administrators provided information through semi-structured interviews as to how one faculty of nursing (FoN) was preparing students for practice.

BACKGROUND

There is a long-standing disconnect between the nursing education and the clinical arena known as the theory-practice gap. The FoN wanted to redevelop their curriculum to better prepare students for practice and bridge the gap.

METHOD

Using developmental evaluation, 36 administrators were interviewed and asked about their expectations of newly graduated nurses, the FoN curriculum, and changes to be made.

RESULTS

Four themes were identified: entry to programme; curricular content, delivery and structure; clinical recommendations; and stronger relationships.

CONCLUSION

Strong academic-practice partnerships are still needed. The current lack of communication and partnership has compromised students' quality of education and their transition into the workforce.

IMPLICATIONS FOR NURSING MANAGEMENT

Leaders in both the education and practice settings can better prepare newly graduated nurses and bridge the theory-practice gap by co-creating a joint committee and creating more touchpoints with one another. A joint committee can develop appropriate entry-to-programme guidelines, discuss relevant trends in practice and shape the curriculum. Clinical experiences for students may also act as extra touchpoints whereby the two groups can discuss clinical mentorship needs and build stronger academic-practice relationships.