Preparing nurse scientists for health services and policy research: Five-year outcomes of interprofessional postdoctoral training in the National Clinician Scholars Program

BackgroundThe National Clinician Scholars Program (NCSP) is an interprofessional postdoctoral fellowship for physicians and nurses with a PhD. or DNP focused on health services research, policy, and leadership.PurposeTo evaluate 5-year outcomes of nurse postdoctoral scholars in the NCSP.MethodsWe describe the 5-year outcomes of nurse fellows and graduates from six NCSP sites (positions, number of peer-reviewed publications, citations, and h-index).ConclusionThere were 53 nurses in the sample (34 alumni, 19 fellows). Approximately half (47%, n = 16) of alumni had tenure-track faculty positions and had bibliometric performance indicators (such as h-indices) 2 to 4 times greater than those previously reported for assistant professors in nursing schools nationally. NCSP nurse scholars and alumni also had an impact on community partnerships, health equity, and health policyDiscussionThis study highlights the potential of interprofessional postdoctoral fellowships such as the NCSP to prepare nurse scientists for health care leadership roles.     

A Dedicated Education Unit and a Novel Resident Nurse Transition-to-Practice Program in an Ambulatory Oncology Setting

ObjectiveTo summarize an innovative initiative in oncology nurse workforce development that addresses critical current and future gaps and encompasses use of dedicated education units for student nurse rotation and a transition-to-practice residency program.Data SourcesReview of institutional data including original pilot analysis and ongoing programmatic metrics (N=8 years), consensus, professional guidelines, and published literature.ConclusionThe dedicated education unit serves as a conduit for recruitment into institutional oncology nurse residency positions, and retention rates in the residency program continue to exceed national averages. Subsequent mentoring of these nurses in transition to practice has manifested high rates of promotion into nurse leadership roles year over year.Implications for Nursing PracticeOncology nurse practice incorporates state-of-the-science approved therapies, early phase clinical trial implementation, and evidence-based complex oncology patient care management. A new model of student clinical nurse rotations in ambulatory settings, nurse resident transition to practice, and ongoing leadership mentoring is essential in creating a sustainable, highly skilled, and robust oncology nurse work force.     

An ethnographic evaluation of a speciality training pathway for general practice nursing in the UK

AimsThe aim of the study was to evaluate the implementation and impact of the General Practice Nurse – Specialty Training (GPN-ST) programme across seven sites in one geographical location in the UK. The objectives were to understand, describe and evaluate: 1) the implementation of the ‘proof of concept’ training scheme; 2) the learning undertaken during the training; and 3) the impact of the training scheme on individual nurses. These objectives offer the opportunity to describe the potential return on investment for General Practices supporting nurses new to General Practice through the programme.BackgroundGeneral Practice Nurses (GPNs) play a vital role in delivering primary and community care. In the UK there is a shortfall in the GPN workforce. Unlike training for other clinical professions there is currently no standardised training pathway or entry route for nurses wishing to work in General Practice.An ethnographic evaluation was undertaken of a one-year speciality training programme (GPN-ST). The programme, aimed at nurses new to General Practice, included formal higher education training and funded supported learning and mentoring whilst in practice.MethodsA qualitative ethnographic evaluation was undertaken. Observations were conducted of programme implementation, network and education meetings in the scheme. In-depth, semi-structured, interviews and focus groups were conducted with a wide range of professionals (n = 40) including nurse mentors, nursing students, academic providers, commissioners and the programme managers. These data were supplemented by documentary analysis of meeting notes, learning materials, internal student feedback and locally collected evaluation material in line with ethnographic approaches to research. Kirkpatrick’s model for course evaluation and complimentary inductive emergent thematic analysis was used.FindingsThere is evidence of learning at every level of the Kirkpatrick model from reaction through to changes in behaviour and results in practice for patients. The speciality training route offered opportunities for deep learning for GPNs. The scheme offered a comprehensive career pathway to General Practice nursing which in turn benefited General Practices. Practices benefitted from confident, independent nurses who were able to contribute to patient care, practice safely and also contributed widely in the long-term for example in research, workforce development and mentoring.ConclusionsGeneral Practice needs to invest in developing a workforce of GPNs, there are significant benefits to investing in the development of GPNs through a training pathway. This scheme provides scope for application in other clinical settings as well in other countries where there is a gap in career progression into GP practices.Tweetable abstractGPNs play a vital role in delivering primary and community care. Unlike training for other clinical professions there is currently no standardised training pathway or entry route for nurses wishing to work in General Practice. There are significant benefits to investing in the development of GPNs through a training pathway     

Supporting completion of an online continuing professional development programme for newly qualified practitioners: A qualitative evaluation

BackgroundDevelopment programmes to support newly qualified practitioners gain confidence in their first professional role often show varied levels of engagement, due to competing priorities and demands. In Scotland, the Flying Start NHS® programme uses a structured programme of online and work-based learning with associated mentoring, to support individuals through an often difficult transition to become capable, confident practitioners. Whilst the programme was generally well received, the factors leading to widely varying completion rates between professions and organisations were not well understood. Aim: The aim of this study was to identify the factors leading to successful completion of Flying Start, a transition programme for newly qualified practitioners.MethodA qualitative approach was adopted to gather data from two groups of participants. Semi-structured telephone interviews were conducted with strategic and management level participants (n = 23), from five health boards in Scotland. Semi-structured interviews (n = 22) and focus groups (n = 11) were conducted with practitioners within 6 months either side of completing the programme. The interviews were transcribed and analysed using framework analysis.ResultsThree key themes relating to successful completion emerged from the analysis: Management and Delivery; Content and Material; Participation and Completion. Factors leading to successful completion were identified at programme, organisational and individual levels. These included clear communication and signposting, up-to-date and relevant content, links with continuing professional development frameworks, effective leadership, mentor and peer support, setting clear standards for assessment, and facilitating appropriate IT access.ConclusionsA strong strategic commitment to embedding a development programme for newly qualified practitioners can ensure that the necessary support is available to encourage timely completion. The mentor's role – to provide face-to-face support – is identified as a key factor in completion and is achieved through setting attainable targets, monitoring progress, and providing motivation. However organisational structures that facilitate the mentoring relationship are also necessary.     

Transition support for the newly licensed nurse: a programme that made a difference

dyess s. & parker c.G. (2012) Journal of Nursing Management  20, 615–623 Transition support for the newly licensed nurse: a programme that made a difference Aim To describe and evaluate a collaborative programme that supports newly licensed registered nurses (RNs). Background New RN transition is recognized globally as a challenge. Nurse managers desire successful programmes that support transition into professional practice. One community developed and implemented an on-going programme that supported the new RNs transition and leadership development. Methods One hundred and nine newly licensed nurses participated in a 10-month programme. Quantitative data were collected and analysed. The present study reports on the evaluation of the programme. Results Skill acquisition occurred, retention improved, and transition was supported. Leadership development and psychosocial and technical skills sets improved for participants involved with the programme. Conclusions and implications for Nursing Management The results of the present study suggest that transition support is valuable. Enhanced retention, improved transition and leadership development were noted. Newly licensed RNs gained leadership, patient care and professionalism skills, and were supported with their transition. The results demonstrate that Nurse Managers need to consider opportunities to offer their newly licensed nurses a programme that is targeted for transition support and leadership development.     

Competencias en enfermeras Especialistas y en Enfermeras de Práctica Avanzada

ObjectiveTo analyse the distribution of advanced competences in specialist nurses and advanced practice nurses and to evaluate their association with some characteristics of their professional profile.MethodMulticentre analytical cross-sectional study. Nurses who worked as advanced practice nurses and specialist nurses were included. Their level of perceived advanced competences was measured, as well as sociodemographic and professional characterization variables.ResultsA total of 277 nurses participated (149 practised as advanced practice nurses and 128 as specialists), with an average of 13.88 (11.05) years as a specialist and 10.48 (5.32) years as an advanced practice nurse. In the sample, 28.8% had a master's or doctorate level qualification, 50.2% worked in Primary Care, 24.9% in hospitals and 22.7% in Mental Health. The self-perceived global level was high in the different competences, the lowest dimensions being research, evidence-based practice, quality and safety management and leadership and consulting. The advanced practice nurses obtained a higher level of competence globally and in the dimensions of leadership and consulting, interprofessional relations, care management, and health promotion. There were no differences based on experience or possession of a master's degree or doctorate. In the advanced practice nurses, the practice context did not influence competence levels, although in the specialist nurses it did, in favour of those practicing in Mental Health.ConclusionsSpecialist and advanced practice nurses have different competences that should be adequately managed for the development of advanced and specialist nursing services.     

Peer mentoring of adults with spinal cord injury: a transformational leadership perspective

Purpose: Drawing from the tenets of transformational leadership theory, the purpose of this study was to examine the nature of effective peer mentoring of adults with a spinal cord injury (SCI) from the perspective of mentees.

Methods: The study utilised a qualitative methodology (informed by a social constructionist approach), involving 15 adult mentees with a SCI (mean age?=?47.2; mean time since injury?=?14.5 years), in which data were obtained via semi-structured interviews.

Results: The results revealed that effective mentoring, as used by mentors with SCIs, closely aligns with the core components of transformational leadership. Specifically, all four dimensions of transformational leadership (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation) as displayed by mentors with a SCI were evident in their interactions with mentees. Participants who perceived their mentors to use transformational leadership behaviours reported increases in motivation, self-confidence, hope and overall well-being, relatedness with their mentor, greater comfort/acceptance of their situation, a redefined sense of their limitations, as well as greater engagement in various life pursuits.

Conclusions: Displays of transformational leadership by peer mentors (i.e. transformational mentoring) were reported by mentees to be associated with a range of adaptive psychological and behavioural outcomes. The results have the potential to inform the development and dissemination of peer mentor-based interventions and initiatives.

• Implications for Rehabilitation

• Within the context of spinal cord injury (SCI) rehabilitation, positive peer mentorship is reflected in mentors’ use of transformational leadership behaviours (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation).

• When SCI peer mentors use transformational leadership behaviours, mentees report a redefined sense of their limitations, and increased self-confidence, hope, motivation, acceptance, participation and overall well-being.

• The results of this study have the potential to inform future longitudinal and experimental research concerning the (causal) effects of peer mentoring on mentee outcomes. In particular, research should examine the effects of peer-mentorship training, informed by the tenets of transformational leadership theory, in relation to the mentee outcomes assessed in this qualitative study.

     

Clinical leadership and pre-registration nursing programmes: A model for clinical leadership and a prospective curriculum implementation and evaluation research strategy

AimTo present for wider debate a conceptual model for clinical leadership development in pre-registration nursing programmes and a proposed implementation plan.BackgroundGlobally, leadership in nursing has become a significant issue. Whilst there is continued support for leadership preparation in pre-registration nursing programmes, there have been very few published accounts of curriculum content and/or pedagogical approaches that foster clinical leadership development in pre-registration nursing. A doctoral research study has resulted in the creation of an overarching model for clinical leadership.DesignA multi-method research study using theoretical and empirical literature 1974–2015, a focus group, expert opinion and a national on-line survey.DiscussionA conceptual model of clinical leadership development in pre-registration nursing programme is presented, including the infinity loop of clinical leadership, an integral curriculum thread and a conceptual model: a curriculum-pedagogy nexus for clinical leadership. In order to test out usability and evaluate effectiveness, a multi method programme of research in one school of nursing in Australia is outlined.ConclusionImplementation of the proposed conceptual model for clinical leadership development in pre-registration nursing programmes and a programme of (post-doctoral) research will contribute to what is known about curriculum content and pedagogy for nurse academics. Importantly, for nursing students and the profession as a whole, there is a clearer expectation of what clinical leadership might look like in the novice registered nurse. For nurse academics a model is offered for consideration in curriculum design and implementation with an evaluation strategy that could be replicated.     

Towards nursing leadership for professional and career outcomes of Bachelor of Nursing (Honours) students: A case study

BackgroundWithin Australia and internationally, there is increasing and widespread recognition of the importance of developing nurses’ capabilities in research and evidence-based practice to advance the discipline. Literature is sparse on the contribution of nursing Honours degrees to academic, professional, and industry outcomes in nursing.Aims and objectivesTo critically evaluate the contribution of a Bachelor of Nursing (Honours) degree to individual career development and nursing leadership, the profession, higher education, and the health industry to inform future directions.MethodsThis case study of a longstanding Bachelor of Nursing (Honours) degree uses data collected from multiple sources. The data included university and public records, as well as an anonymous online survey in 2018-19 of all students who had enrolled in the programme since 2004. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Cross-Sectional Studies checklist was followed.FindingsOf the 95 Honours programme graduates, 22.1% (n = 21) progressed to PhD studies, and 33.7% (n = 32) produced one or more publications. Of the 42 participants who accessed the survey, 78.6% (n = 33) had completed the nursing Honours programme, and 21.4% (n = 9) had commenced but did not complete the degree. Insufficient time was the main reason for not completing the nursing Honours degree, and qualitative responses indicated the nursing Honours degree developed student confidence and skills relevant to research and professional practice.DiscussionFindings highlight opportunities for nursing Honours degrees to contribute to individual achievement, best practices in healthcare, development of future leaders in nursing, and discipline-specific research outcomes.ConclusionNursing Honours degrees can offer important benefits to the individual, as well as the profession and the healthcare industry.     

Factors affecting the advancement of Black nurses into leadership roles: A scoping review

BackgroundThe profession of nursing has recognized the lack of diversity in nursing leadership. Nurses of color represent fewer than 20% of leadership roles in nursing administration, education, and professional organizations. Efforts are needed to identify and implement strategies to increase the representation of nurses of color in positions of high influence.PurposeTo review the literature to uncover the factors that may impact Black nurses in their pursuit of leadership roles in nursing administration, education, and professional organizations.MethodsThe authors conducted a scoping review, searching CINAHL and PubMed databases in November 2022 for peer-reviewed English-language studies of leadership among U.S. nurses. They excluded studies that did not include a research method, did not have participants, a minimum of baccalaureate preparation as an inclusion criterion for participants, or were published before January 1, 2012.DiscussionOf 331 articles identified, a total of 12 met the inclusion criteria. Evaluation of the studies revealed three concepts related to mentorship, racism, and hiring practices. Of the 12 studies, 9 addressed issues related to mentorship, 5 addressed issues related to racism, and 2 addressed issues related to hiring practices. Some studies address more than one of the concepts. Ten were qualitative studies, and two were quantitative studies.ConclusionFindings suggest that Black nurse leaders are faced with obstacles and challenges when considering entering and/or staying in leadership roles. The limited amount of research on Black nurses in leadership roles remains inadequate.     

Validity and reliability of the Korean version of authentic leadership among ICU nurses

BackgroundAuthentic leadership affects the safety climate or job satisfaction of nurses, especially in intensive care unit (ICU). It is extremely challenging to find a suitable instrument for measuring authentic leadership among Korean nurses. Because the existing scales were developed within a Western cultural context and among business students, a new scale for measuring authentic leadership among Korean nurses must be evaluated.ObjectivesThis study aimed to assess the reliability of the Korean version of the Authentic Leadership Inventory (K-ALI) for ICU nurses.DesignA cross-sectional study and secondary data analysis were used.MethodsThis study evaluated 203 ICU registered nurses from four South Korean university hospitals. The ALI developed by Neider and Schriesheim was developed. The reliability and validity of this scale were analyzed using Cronbach's alpha and factor analysis.ResultsThe factor analysis identified two subconstructs that accounted for 57.3 % of the total variance. The overall model fit indices for the K-ALI from the confirmatory factor analysis were an acceptable fit. Cronbach's alpha for the internal consistency of the reliability was 0.92.ConclusionUsing the K-ALI, nurses can assess authentic leadership and develop or demonstrate their professional leadership.     

Peer mentoring experiences of nursing students based on the caring perspective: A qualitative study

BackgroundCare competency is a critical aspect required of nursing students who want to become nurses. Peer mentoring is a useful way to experience the natural care process.ObjectivesThis study aimed to explore from the caring perspective the experiences of nursing students who have participated in peer mentoring as mentors and mentees.DesignThis was a qualitative study; individual interviews were conducted and content analysis was performed to explore and describe peer mentoring experiences.SettingsThis study was conducted in the department of nursing at a university in the Republic of Korea.ParticipantsThe participants were nine students in their second to fourth year who participated as mentors and mentees in the peer mentoring program organized by the department of nursing.MethodsData on participants' experiences of mentoring were collected through individual interviews. The transcribed content was analyzed using content analysis, and the categorized content was reorganized through the framework of the theory of caring.ResultsThe results of the content analysis revealed five categories that formed a sequential process of caring, which became the cycle of another process of care.ConclusionsThis study's findings regarding peer mentoring experiences of nursing college students indicate that the program can be effective in improving care competencies related to nursing. Peer mentoring in nursing education could be a useful method to develop students' professional competencies.