Becoming a nurse faculty leader: practices of leading illuminated through advancing reform in nursing education

PURPOSE. The purpose of this study was to explore the lived experience of becoming a nurse faculty leader. BACKGROUND. In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders. METHODS. This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership. Exemplars of participant leadership development experiences are provided to assist readers in determining how the findings relate to their own practice. FINDINGS. The data revealed that leadership emerges as an embodied practice when nurse educators become involved in advancing reform. Practical leadership strategies for advancing reform in nursing education are presented. CONCLUSION. Leadership is learned through three everyday practices of advancing reform in nursing education: being involved with others; struggling to serve as a symbol and preserve authenticity; and creating an environment for change. This study offers new insight on leadership development, with practical implications for how leadership is taught in nursing curriculum and how nurses can more effectively own leadership roles.     

Leadership: a peak and perk of professional development.

Leadership doesn't just happen. It's not a default, or something an individual does because no one else would do it. It takes time, energy, and commitment to recognize and develop one's own skills. It takes the willingness to risk and follow through when a trusted, valued colleague recognizes potential and makes the commitment to help you grow and develop. Leaders are those who accept the challenge and work first to strengthen/grow their abilities and then accept the challenges of leadership to lead others to achieve a common vision and goals. At the same time, leaders are removing barriers, scouting for talent, and developing additional leaders because they realize that part of being a leader is recognizing the potential in others (just as someone recognized their potential). Leaders help us confront and deal with the challenges of today, tomorrow, and the distant future. But leadership starts where you are in the here and now. You can become a leader (or be a stronger leader) if you have the drive and support along the way. What leaders are and do--leadership--has a life cycle that breathes confidence into developing leaders, strengthens current leaders, and plans for the succession of others into leadership positions. It can be hard work but work worth doing. So, here's the bottom line: CAN you be a leader? Yes. WILL you be a leader? That's up to you.     

Becoming a nurse faculty leader: facing challenges through reflecting,persevering and relating in new ways

horton-deutsch s ., young p.k . & nelson k.a . (2010) Journal of Nursing Management 18, 487–493
Becoming a nurse faculty leader: facing challenges through reflecting, persevering and relating in new ways Aim The aim of the present study was to explore the experience of becoming a nurse faculty leader. Background In a recent interpretation of 23 interviews conducted with nurse faculty leaders from across the United States about their experiences of becoming a leader three themes were identified: being thrust into leadership, taking risks and facing challenges. Evaluation This interpretive phenomenological study further explicates three aspects of how nurse educators faced challenges in becoming and serving as a leader. Key issues Facing challenges meant reflecting, persevering through difficulties and learning to relate to others in new ways. Exemplars of participant experiences are provided for concreteness, to assist readers in determining how findings resonate with their own experience and how they can actualize this resonance in their own leadership practice. Conclusions In the present study, reflecting, persevering through difficulties and learning to relate with others in a new way was how leaders faced challenges. Implications for nursing management Leadership development opportunities that facilitate self-exploration, caring and thoughtful interactions with others and values clarification serve as the foundation for becoming a nurse faculty leader who is, in turn, able to build leadership capacity in other individuals and organizations.     

Faculty roles in supporting new deans and directors

Although the topic is not frequently addressed in the literature, faculty members are influential in leadership transitions within colleges. New leaders are chosen for their experience; vision; and ability to work with faculty, students, staff, and upper-level administrators to clarify and implement their vision for academic departments, schools, or colleges. However, a degree of uncertainty is involved when people learn to work with each other. Faculty play an important role in facilitating interactions and enhancing leader success. This article describes strategies faculty can use during these transitions.     

Health professional faculty perspectives on community-based research: implications for policy and practice

Community-based research (CBR) has become central to the understanding and elimination of health disparities within the USA and across the globe. The authors sought to determine the perspectives of health professional faculty on the factors affecting their involvement in CBR and the extent of community participation in that research. Faculty from 18 health professional schools in the USA identified by their deans as being leaders in CBR completed a written survey. Respondents reported that between 5?-?10% of faculty in their schools were involved in CBR. Public perception of the university, familiarity with community-based organization leaders and institutional leadership were cited as the most significant factors contributing to a school's involvement in CBR. Long-term community relationships, recognition in tenure and promotion policies and access to funding were cited as factors that support faculty in conducting CBR. The authors conclude that a more significant investment of public and private funds, the development of interdisciplinary institutional structures for community partnerships and a more inclusive definition of scholarship are needed to achieve a central role for CBR in efforts to understand and eliminate health disparities.     

Authentic leadership.

There is leadership, and then there is authentic leadership. If you are not willing to engage from your heart, to passionately work to create a greater quality of work life for front-line staff every day, and to push yourself to the ultimate limit to make that happen, you might be a leader, but you will not be perceived as an authentic leader. Authentic leaders love, challenge people to do what they didn't believe was possible, and generate the energy to make the impossible possible by their passion for their people, their patients, and for doing the right thing. Thankfully, there are leaders who are willing to live on the edge, model their love, and inspire people to change the world. Will you be one of them?     

Leadership skills for the 21st century

In today's ever-changing health care environment, nurses, especially administrators and managers, require leadership skills that provide direction for a new generation of nurses. Currently, there is a shortage of nurses globally. Along with this shortage of nurses, there is a shortage of nurse leaders. The importance of cultivating new nursing leaders is imperative for a healthful society. Gaining knowledge to become an effective nurse leader is one way to ensure quality health care for the future.     

Characteristics of nurse leaders in hospitals in the USA from 1992 to 2008

Aim Describe the nurse leader workforce in hospitals in the USA over time by exploring three research questions: (1) What are the characteristics of the nurse leader workforce in US hospitals? (2) How does the nurse leader workforce change over time? (3) How do nurses in executive positions (administrators) differ from nurses in first-line supervisory positions (supervisors)? Background Effective nurse leaders use management skills to ensure safe patient care in hospitals in the USA. Changes in the nurse leader workforce have an impact on patient care. Method A non-experimental design was used to explore the characteristics of 10 150 nurse leaders using the 1992, 1996, 2000, 2004 and 2008 National Sample Surveys of Registered Nurses. Results Number of masters and doctorally prepared nurse leaders increased from 14.5% to 23.2% along with an increase in mean age. A 30% decrease in the number of nurses in leadership positions was found. Male nurses reported significantly higher salaries P < 0.000. Conclusions Nurse leaders are older and have achieved higher educational degrees. Salary disparities based on gender still prevail. Implications for nursing management Identifying and developing future leaders with necessary skills and competencies is critical for organizational success.     

What constitutes successful nurse leadership?: A qualitative approach utilizing Kanter's theory of organizational behavior

What constitutes successful leadership in today's healthcare environment and what are the principal components of an organization that supports the role of the nurse leader? To answer these questions, 16 nurse leaders from four acute care hospitals were interviewed for their perception of leadership traits that are effective in the inpatient hospital setting and types of organizational infrastructures that create conditions for job effectiveness. Kanter's theory of organizational behavior provided the conceptual framework for this study. Leadership effectiveness is linked to having access to opportunity, resources, information, and formal and informal power in the work setting. Nurse leaders with access to these structures are empowered and successful, which leads to enhanced worth and overall organizational achievement. Also, strong central beliefs and business astuteness are considered vital attributes in today's economically oriented environment.     

Growing nurse leaders: an undergraduate teaching assistant program

In today's complex health care system, leader behaviors are critical for all nurses. The undergraduate teaching assistant (TA) program empowers students to develop leadership behaviors through a collaborative mentoring model. This successful program enables undergraduate students to collaborate with faculty and graduate TAs in co-teaching large classes. The collaborative mentoring, structured class, and ongoing support provide fertile ground for growing nurse leaders.     

Maryland's agenda: moving the faculty shortage to the forefront

As the United States faces an ever-increasing nursing and faculty shortage, Maryland has become a leader in finding innovative ways to address the faculty shortage crisis in an effort to increase the number of bedside nurses. Three years of diligent advocacy involving multiple stakeholders has finally garnered results. In December 2005, the Maryland Heath Care Cost Review Commission and Maryland's Higher Education Commission, with the support of the state government's executive and legislative branches, launched an unprecedented 10-year, $8.8 million annual initiative to address the faculty shortage in the state. This article discusses the process that led to Maryland becoming a national leader in addressing the nurse faculty shortage.     

Becoming a nurse faculty leader: Taking risks by doing the right thing

Risk taking is a key aspect of academic leadership essential to meeting the challenges and opportunities in higher education. What are the practices of risk taking in nurse faculty leaders? This interpretive phenomenological study examines the experience and meaning of risk taking among nurse leaders. The theme of doing the right thing is brought forth through in-depth hermeneutic analysis of 14 individual interviews and two focus group narratives. The practice of doing the right thing is propelled and captured by leaders through a sense professional responsibility, visioning the future, and being true to self and follow one's core values. This study develops an evidence base for incorporating ways of doing the right thing in leadership development activities at a time when there is tremendous need for highly effective leaders in academic settings. Examining the practices of doing the right thing as a part of leadership development lays a foundation for building the next generation of nursing leaders prepared to navigate the ever-changing and complex academic and health care environments.     

Succession planning for academic nursing

Academic nursing must plan for the future by retaining, developing, and recruiting academic nurse leaders, utilizing best practices in succession planning. This article presents a case study in which an evidence-based model was developed to provide academic nurse leaders with a guide for succession planning. A formal succession plan gives purposeful direction in identifying and developing emerging leaders and is especially useful for individuals who are new to a major leadership role. The author collaborated with an academic nurse leader at a selected College of Nursing in gathering information essential to forecasting future leadership needs. An Executive Summary report, highlighting recommendations, was provided to the academic leader in order to initiate a formal succession plan. The model provides a means for the assessment of current leadership skills and talents, analysis of future needs for academic nurse leaders, and development of evidence-based recommendations to strengthen and improve an academic succession plan. The succession planning model lays the groundwork for academic nursing leaders to achieve and uphold a highly qualified nursing leadership workforce to meet the future needs.     

Leadership and learning from the politicians

The successful leader must first make the commitment to practice evidence-based leadership by examining best practices and modeling her/his leadership practice after these models. We know from a plethora of evidence that the relationship-based leader who is also grounded in good operational abilities and can paint the picture of a compelling future is much more effective than the leader who is only selling facts and chooses to manage from her/his office. The leader who is driving toward success can use the saltshaker test: How often are you spreading "yes" to create that sense of connectedness and openness? Is the leader creating a sense of magnetism that comes from communicating the compelling story of optimism and hope for the future of the company that will draw people into an exciting future for the organization? We have great opportunities to watch the candidates for political office position themselves for election. Polls are telling the candidates what is working and what is not. Similar evidence about leaders and their characteristics tell us that relationships with people are what successful leadership is all about.     

A Role Model of Leadership in and Advocacy for Nursing

Surely most nurses have heard her name. While in undergraduate nursing programs students dutifully study nursing leaders, trying to differentiate their theories and memorize their accomplishments. At the least, they recognize the names. But does the new generation of nurses understand the impact that one nursing leader can have on the profession? Unless one has been privileged to attend NYU, for example, I wonder if today's young nurse realizes what Martha Rogers has accomplished in her career. Does today's nurse know what her advocacy for nursing has meant to our profession? This paper addresses those issues and attempts to explain the leadership and advocacy roles that Martha Rogers has assumed in the practice of professional nursing.     

Health professional faculty perspectives on community-based research: implications for policy and practice

Community-based research (CBR) has become central to the understanding and elimination of health disparities within the USA and across the globe. The authors sought to determine the perspectives of health professional faculty on the factors affecting their involvement in CBR and the extent of community participation in that research. Faculty from 18 health professional schools in the USA identified by their deans as being leaders in CBR completed a written survey. Respondents reported that between 5-10% of faculty in their schools were involved in CBR. Public perception of the university, familiarity with community-based organization leaders and institutional leadership were cited as the most significant factors contributing to a school's involvement in CBR. Long-term community relationships, recognition in tenure and promotion policies and access to funding were cited as factors that support faculty in conducting CBR. The authors conclude that a more significant investment of public and private funds, the development of interdisciplinary institutional structures for community partnerships and a more inclusive definition of scholarship are needed to achieve a central role for CBR in efforts to understand and eliminate health disparities.     

Making explicit the development of PhD-prepared nurses to steward the discipline

Leadership is a core curricular element of PhD programs in nursing. Our PhD faculty began a dialogue about being a leader, a steward of the discipline. We asked ourselves: (a) What expertise do PhD prepared nurse needs to begin to steward the discipline? (b) How do faculty engage PhD nursing students to assume responsibility for stewarding the discipline? Lastly, (c) How do we work with PhD nursing students to create their vision for how their work contributes to stewarding the discipline, from doctoral coursework throughout their career? We support the need for PhD graduates to have the skills to generate knowledge, conserve that which is important, and transform by disseminating new knowledge to a broad audience. Examples of nurses stewarding the discipline when pioneering research, critiquing traditional approaches to inquiry or trends in nursing practice, and developing policy, are highlighted along with examples of how PhD nursing students begin to steward the discipline.     

Research Prescription for Undergraduate Students: Research Mentoring in a Small Liberal Arts University

Creating and executing unique research projects for completion in four semesters is a challenge especially in a small liberal arts university in a rural Health Professions Shortage Area (HPSA) with a newly established BSN program. HPSAs are designations that indicate health care provider shortages in primary care, dental health or mental health. Undergraduate research is an emerging focus across campus with limited faculty funding. Most of our nursing faculty are in the process of developing their programs of research which required faculty of the research course to become mentors for both faculty and students. This article describes one strategy utilized in establishing an undergraduate research focus within a BSN nursing program. Working in small groups with a faculty mentor, students planned and conducted their entire research study, presenting their findings to the university community in the period of four semesters of the nursing program. Research course faculty served as mentors for less experienced faculty, involving the entire nursing program in research. Research projects were conducted in institutional and community settings to improve population health in our HPSA.