Effects of the Educational Leadership of Nursing Unit Managers on Team Effectiveness: Mediating Effects of Organizational Communication

Purpose

This study identifies the effects of the educational leadership of nursing unit managers on team effectiveness and the mediating effects of organizational communication satisfaction; it highlights the importance of educational leadership and organizational communication and provides the data needed to enhance the education capacity of managers.

Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams

Problem: Studies on leadership identity development through reflection with Team-Based Learning (TBL) in medical student education are rare. We assumed that reflection and feedback on the team leadership process would advance the progression through leadership identity development stages in medical students within the context of classes using TBL. Intervention: This study is a quasi-experimental design with pretest–posttest control group. The pretest and posttest were reflection papers of medical students about their experience of leadership during their TBL sessions. In the intervention group, TBL and a team-based, guided reflection and feedback on the team leadership process were performed at the end of all TBL sessions. In the other group, only TBL was used. The Stata 12 software was used. Leadership Identity was treated both as a categorical and quantitative variable to control for differences in baseline and gender variables. Chi-square, t tests, and linear regression analysis were performed. Context: The population was a cohort of 2015–2016 medical students in a TBL setting at Tehran University of Medical Sciences, School of Medicine. Teams of four to seven students were formed by random sorting at the beginning of the academic year (intervention group n = 20 teams, control group n = 19 teams). Outcome: At baseline, most students in both groups were categorized in the Awareness and Exploration stage of leadership identity: 51 (52%) in the intervention group and 59 (55%) in the control group: uncorrected χ²(3) = 15.6, design-based F(2.83, 108) = 4.87, p = .003. In the posttest intervention group, 36 (36%) were in exploration, 33 (33%) were in L-identified, 20 (20%) were in Leadership Differentiated, and 10 (10%) were in the Generativity. None were in the Awareness or Integration stages. In the control group, 3 (20%) were in Awareness, 56 (53%) were in Exploration, 35 (33%) were in Leader Identified, 13 (12%) were in Leadership Differentiated. None were in the Generativity and Integration stages. Our hypothesis was supported by the data: uncorrected χ²(4) = 18.6, design-based F(3.77, 143) = 4.46, p = .002. The mean of the leadership identity in the pretest, intervention group equaled 1.93 (SD = 0.85) and the pretest, control group mean was 2.36 (SD = 0.86), p = .004. The mean of the posttest, intervention group was 3.04 (SD = 0.98) and posttest, control group mean was 2.54 (SD = 0.74), T = ?4.00, design df = 38, p < .001, and adjusted on baseline and gender T = ?8.97, design df = 38, p < .001. Lessons Learned: Reflection and feedback on the team leadership process in TBL advances the progression in stages of leadership identity development in medical students. Although the TBL strategy itself could have an impact on leadership identity development, this study demonstrates that when a reflection and feedback on leadership intervention are added, there is much greater impact.     

Improving exchange with consumers within mental health organizations: Recognizing mental ill health experience as a ‘sneaky,special degree’

Stigmatizing views towards consumers may be held even by those working within mental health organizations. Contemporary mental health policies require organizations to work collaboratively with consumers in producing and delivering services. Using social exchange theory, which emphasises mutual exchange to maximise benefits in partnership, the current study explores the perspectives of those working within organizations that have some level of consumer leadership. Interviews were conducted with 14 participants from a range of mental health organizations. Data were transcribed, and analyzed using thematic analytic and discursive psychological techniques. Findings suggest stigma is still prevalent even in organizations that have consumers in leadership positions, and consumers are often perceived as less able to work in mental health organizations than non‐consumers. Several discourses challenged such a view – showing how consumers bring value to mental health organizations through their expertise in the mental health system, and their ability to provide safety and support to other consumers. Through a social exchange theory lens, the authors call for organizations to challenge stigma and promote the value that consumers can bring to maximize mutual benefits.     

Potential challenges facing distributed leadership in health care: evidence from the UK National Health Service

The discourse of leaderism in health care has been a subject of much academic and practical debate. Recently, distributed leadership (DL) has been adopted as a key strand of policy in the UK National Health Service (NHS). However, there is some confusion over the meaning of DL and uncertainty over its application to clinical and non‐clinical staff. This article examines the potential for DL in the NHS by drawing on qualitative data from three co‐located health‐care organisations that embraced DL as part of their organisational strategy. Recent theorising positions DL as a hybrid model combining focused and dispersed leadership; however, our data raise important challenges for policymakers and senior managers who are implementing such a leadership policy. We show that there are three distinct forms of disconnect and that these pose a significant problem for DL. However, we argue that instead of these disconnects posing a significant problem for the discourse of leaderism, they enable a fantasy of leadership that draws on and supports the discourse.     

Emotional intelligence and leadership traits among family physicians

Objectives: High emotional intelligence and leadership traits are essential for physicians in managing their responsibilities and thus building successful interactions with patients. This study explored the relationship between emotional intelligence and leadership traits among family physicians.

Methods: Participants (2975 men, 972 women, mean = 42.0 ages, SD = 7.47) were family physicians working at family health-care centers across the seven geographical regions of Turkey who were contacted by e-mail. The Trait Emotional Intelligence Questionnaire (TEIQue) and Leadership Traits Tool were used to collect data. Data were analyzed concerning physicians’ sex, age, health-care experience, and geographical region. The correlation between Trait Emotional Intelligence (TEI) and leadership was also being examined.

Results: Our findings suggest that family physicians’ TEI differs based on sex, age, health-care experience, and the geographical region where they work. Women had higher mean values than did men for well-being, emotionality, and global TEI. Physicians aged younger than 29 years had the lowest mean values for emotional intelligence. As physicians’ health-care experience increased, they received higher scores for emotional intelligence. Physicians working in the Mediterranean had the highest mean TEI scores. There was a positive correlation between family physicians’ emotional intelligence and leadership traits. Higher emotional intelligence was correlated with increased leadership traits.

Conclusion: Emotional intelligence and leadership traits play crucial roles in increasing physicians’ personal and professional development. This may also increase physicians’ caregiving competencies and thus the quality of health services, as well as potentially decreasing physicians’ burnout and health-related costs.     

Concept analysis: Role ambiguity in senior nursing students

Role ambiguity is a lack of clarity or uncertainty related to one's position or role. Role ambiguity has been documented in the literature in relationship to athletics, industry, business, education, and nursing. However, a concept analysis has not been performed. Therefore, the process of concept analysis outlined by Walker and Avant is now used to look at the concept of role ambiguity and its relevance to senior nursing students’ socialization and education into the profession of nursing. Attributes, antecedents, consequences, and empiric referents are discussed and theories commonly associated with role ambiguity are presented. At the end of the analysis, an operational definition is provided for use in exploring the concept of role ambiguity as it relates to senior nursing students’ articulation of the role of the professional nurse.     

领导生命周期理论在提高手术室护士预防静脉血栓水平中的应用

目的:探讨领导生命周期理论在提高手术室护士预防静脉血栓(VTE)水平中的应用效果.方法:选取2019年2月—2019年12月本院手术室护士56人作为研究对象,按照随机数字表法,将护士分为观察组和对照组各28人.对照组护士采用常规培训计划进行干预,观察组护士在此基础上采用基于领导生命周期理论的培训模式进行干预.经过6个月的干预,比较两组护士干预期间所管病人VTE发生率,以及干预前后预防VTE知识问卷得分、护士工作满意度量表(MMSS)得分.结果:观察组护士所管病人VTE发生率低于对照组,差异具有统计学意义(P<0.05).两组护士VTE知识问卷得分均高于干预前,观察组护士VTE知识问卷得分、MMSS得分高于对照组,差异均具有统计学意义(P<0.05).结论:基于领导生命周期理论的培训模式有利于提高手术室护士预防VTE知识掌握程度,改善护士工作满意度,同时有效降低病人VTE发生率.     

护理管理者领导力现状调查及影响因素分析

目的：调查护理管理者领导力现状,并分析其影响因素。方法采用管理者实践量表、一般自我效能感量表、职业倦怠量表、角色认知量表对浙江省210名护理管理者进行问卷调查。结果共发放问卷210份,回收有效问卷182份,有效回收率为86．67％。本组护理管理者的领导力得分为（37．70±5．30）分;是否经常阅读管理书籍、是否参与护士长的分层培训、任命方式以及是否经过护士长岗前培训的护理管理者的领导力得分情况比较,差异有统计学意义（t值分别为－3．608,－7．136,2．343,－2．511;P＜0．05）。领导力与角色认知中的角色模糊、自我效能感以及职业倦怠中的个人成就感均呈正相关,与角色认知中的角色冲突以及职业倦怠中的情绪枯竭、去人格化因子呈负相关（ r值分别为0．589,0.521,0．509,－0．323,－0．291,－0．227;P＜0．01）。多元线性回归分析显示,角色认知中的角色模糊因子、是否参加护士长分层培训、职业倦怠中的个人成就感因子、自我效能感和是否阅读管理书籍为领导力的影响因素（P＜0．05）。结论领导力与护士长的角色认知、自我效能感、职业倦怠及是否分层培训均相关。管理者的分层培训有利于领导力的培养和提升,明确角色定位、降低职业倦怠和提高自我效能感同样可以提升护士长的领导力,另外护理管理者需加强经济管理学方面的知识培训。