Habitus,social capital,leadership, and reflection: insights for early career nurse academics |
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| Institution: | 1. Clinical and Health Sciences Academic Unit, University of South Australia, PO Box 2471, Adelaide South Australia 5001;2. Rosemary Byrant AO Research Centre, University of South Australia;3. Centre for Workplace Excellence, University of South Australia;1. Cancer and Palliative Care Outcomes Centre, Centre for Healthcare Transformation, Queensland University of Technology, X block, 66 Musk Avenue, Kelvin Grove, 4059, Australia;2. School of Nursing, Faculty of Health, N block, Queensland University of Technology, Kelvin Grove, 4059, Australia;3. Cancer Nurses Society of Australia, 165 Sovereign Hill Drive, Gabbadah Western Australia, 6041, Australia;4. Centre for Children''s Health Research, Children''s Health Queensland Hospital and Health Services, South Brisbane, 4101, Australia;1. University of Newcastle - College of Health, Medicine and Wellbeing - School of Nursing and Midwifery, Gosford, New South Wales, Australia;2. Massey University, Palmerston North, New Zealand;1. School of Nursing and Centre for Health Care Transformation, Queensland University of Technology, Kelvin Grove, QLD, Australia;2. Faculty of Health and Sports Sciences, University of Agder, Grimstad, Norway;3. Royal Brisbane and Women''s Hospital, Herston, QLD, Australia;4. MRI-UQ, Mater Health, South Brisbane, QLD, Australia;5. Mater Health, South Brisbane, QLD, Australia;1. School of Nursing and Midwifery, Western Sydney University, Locked Bag 1797, Penrith NSW 2751, Australia;2. Australian Centre for Integration of Oral Health (ACIOH), School of Nursing and Midwifery, Western Sydney University, Ingham Institute for Applied Medical Research, Locked Bag 7103, Liverpool NSW 2170, Australia;3. Faculty of Medicine and Health, School of Dentistry, The University of Sydney, NSW 2006, Australia;4. Centre for Applied Nursing Research (CANR), Sydney South West Area Health Services, Locked Bag 7103, Liverpool BC NSW 1871, Australia;1. School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland, Australia;2. Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, Australia;3. Department of Emergency Medicine, Gold Coast Hospital and Health Service, Gold Coast, Queensland, Australia;4. Griffith Criminology Institute, Griffith University, Gold Coast, Queensland, Australia;5. Justice Health Unit, Centre for Health Equity, Melbourne School of Population and Global Health, The University of Melbourne, Parkville, Victoria, Australia;6. Centre for Adolescent Health, Murdoch Children''s Research Institute, Parkville, Victoria, Australia;7. School of Population and Global Health, The University of Western Australia, Perth, Western Australia, Australia;8. National Drug Research Institute, Curtin University, Perth, Western Australia, Australia;9. Institute of Nursing Studies, University of Applied Sciences, Utrecht, The Netherlands;10. Emergency Department, University Medical Center Utrecht, Utrecht, The Netherlands;1. Nursing Practice Development Unit, Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, QLD 4102, Australia;2. Patient Management Services, Rockhampton Hospital, Canning Street, Rockhampton QLD 4700, Australia;3. Rockhampton Hospital, Canning Street, Rockhampton, QLD 4700, Australia;4. Perioperative Services, Rockhampton Hospital, Canning Street, Rockhampton, QLD 4700, Australia;5. Health Information Unit, Rockhampton Hospital, Canning Street, Rockhampton, QLD 4700, Australia;6. School of Nursing, Midwifery, and Social Science, Central Queensland University, QLD 4701, Australia |
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| Abstract: | BackgroundIt has been identified that nurses moving into academia have felt similar experiences of transition shock as those of new nurse graduates entering clinical practice. Moving into higher education, the early career nurse academic can find foreign the notion of different leadership approaches that have less direct supervision, leaving them unsure of their role and what is expected of them.AimTo encourage early career nurse academics to undertake regular reflective practice within their habitus, to enhance their understanding of their social capital and facilitate the use of a transformative leadership approach.MethodsThe discussion draws on the theory of Bourdieu as a lens to explore the notion that if one has access to crucial resources, they will understand how to accrue them through their relationships with others.Findings and discussionEarly career nurse academics are required to have understanding into gaining and maintaining social capital and use this as part of their leadership style. To achieve this, reflection and engaging in peer review is required. The development of an academic identity requires the building of networks and receiving mentorship.ConclusionFrom undertaking a process of reflection, early career nurse academics can take an active role in their development from gaining insight into their leadership style utilising a transformative leader approach. A critical understanding of the levels of social capital nurse academics currently hold within an organisation, will enable them to seek opportunities and areas requiring further development for their professional leadership growth. |
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