Registered Nurses (RNs) have a history of policy leadership that has altered the health care system and the profession. The purpose of the qualitative inquiry was to describe the experiences of six select Saskatchewan formal Registered Nurse leaders (RNLs) in policy. Through open-ended interviews and letters, personal experiences were interpreted using content analysis. The researcher identified key ideas from the interview data and requested a reflective letter expanding or clarifying the chosen text, serving to enhance triangulation and member-checking of personal transcripts. Meaningful patterns and/or similarities describing three themes of values, vision, and career paths emerged from the textual data. The coding framework evolved into ten categories describing individual experiences, such as mentoring, change management, and work-life balance. Three RNLs described how they wished more RNs were involved in policy, as they believed that RNs could harness more power in policy processes. Five RNLs told stories about how graduate education influenced their thinking and they gained appreciation for leading action on policy issues.<p> The qualitative data were presented in categories for discussion. One RNL described how organizational structures may a limiting factor to RNs participation in policy. Implications and recommendations of the findings are outlined for education, practice, administration, research, and policy. Findings are relevant for professional, health care, and government organizations, as well as education programs. Relevance may be found by individual practitioners considering a leadership role, to assist in informing potential career paths.

Registered Nurses (RNs) have a history of policy leadership that has altered the health care system and the profession. The purpose of the qualitative inquiry was to describe the experiences of six select Saskatchewan formal Registered Nurse leaders (RNLs) in policy. Through open-ended interviews and letters, personal experiences were interpreted using content analysis. The researcher identified key ideas from the interview data and requested a reflective letter expanding or clarifying the chosen text, serving to enhance triangulation and member-checking of personal transcripts. Meaningful patterns and/or similarities describing three themes of values, vision, and career paths emerged from the textual data. The coding framework evolved into ten categories describing individual experiences, such as mentoring, change management, and work-life balance. Three RNLs described how they wished more RNs were involved in policy, as they believed that RNs could harness more power in policy processes. Five RNLs told stories about how graduate education influenced their thinking and they gained appreciation for leading action on policy issues.<p> The qualitative data were presented in categories for discussion. One RNL described how organizational structures may a limiting factor to RNs participation in policy. Implications and recommendations of the findings are outlined for education, practice, administration, research, and policy. Findings are relevant for professional, health care, and government organizations, as well as education programs. Relevance may be found by individual practitioners considering a leadership role, to assist in informing potential career paths.

This qualitative study was designed to explore the career development of Black female chief nurse executives. Although a small proportion of Black female nurses have achieved positions at the nurse executive level, there remains a paucity of Black female nurse executives in this crucial position which raised the question of what factors contributed to this lack of advancement, but, more important, what factors have contributed to the success of the few who have achieved such level of success in healthcare organizations. The purpose of the study was to explore the career paths of Black female chief nurse executives with a view of understanding the factors which both facilitate and hinder the career development of these leaders in healthcare organizations. The guiding research question was, How do Black female nurse executives in this sample describe their career development? The participants in this study were Black female chief nurse executives located throughout the United States who, for the most part, were raised in segregation with a strong family foundation. To collect data, semistructured telephone interviews were conducted with 10 Black female chief nurse executives throughout the United States. The transcripts from the interviews were transcribed, coded, and analyzed. Using Super’s (1990, 1996), and Gottfredson’s (1981, 1996, 2002, 2005) career development theories and critical race theory (Crenshaw, 1995; Delgado, 2000) as the theoretical framework, the researcher found that the participants’ career development was influenced by (a) strong support system, (b) guidance, (c) influence of diversity, and (d) servant leadership. The findings help us understand the factors that have contributed to their successes as Black chief nurse executives. With the increasingly diverse population and concurrent increasing diversity in nursing and concerns about healthcare disparities, it is imperative that organizations attract, hire, develop, retain, and advance qualified Black nurses. Future studies addressing not only the career development of Black nurses but nurses in general might be informed by the present study’s findings. Recommendations are offered for nursing practice, education, and organizational policy.

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The American Association of Colleges of Nursing (2016) contends meeting the challenge to transform care will require the successful leadership development, preparation, and role support of the next generation of nurse leaders. Despite the urgency to transform care, meeting the challenge to lead this charge cannot be accomplished without the successful recruitment and retention of Millennial nurses to leadership positions. Identifying the leadership role expectations and support variables that are important to these young managers and creating the milieus that support these views serve to address many pressing succession planning needs. This study explored the experience of being a Millennial nurse manager, seeking to understand how these young nurse managers make meaning of their lived experience. This was a qualitative interpretative phenomenological research study. Three theoretical perspectives contributed ideologies that framed this inquiry: Ray’s (1989) theory of bureaucratic caring, generational cohort theory (Strauss & Howe, 1991), and authentic leadership theory (Avolio & Gardner, 2005). A purposeful targeted national sample of 25 Millennial nurse managers with a minimum of one year of nurse manager experience in the role participated in audio-recorded telephone interviews. Content analysis identified seven themes: Coming into the Role, Learning as I Go, Having the Support of My Director, Making an Impact, Helping Staff Succeed, Managing Change, and Trying to Stay Balanced. Findings from this study suggest Millennial nurse managers gauge role success and satisfaction in relation to their perceived levels of support and development and their ability to master role expectations. Additional findings suggest adequate succession planning for the nurse manager role remains challenged by the lack of formal mandated requisites for the role. The nurse manager role as it stands varies significantly among organizational settings regarding responsibilities, mechanisms of support, number of direct reports, and span of control. Recommendations included the need to address the nurse manager role, academic requisites, and developmental variances in practice. Additionally, re-evaluating the organizational responsibility to the leadership development of these young nurse leaders is recommended to ensure their retention and success in the role. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

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Translating research into practice takes 10 to 20 years or more. Evidence-based practice (EBP) integration remains at 10% to 20%, despite recommendations requiring EBP-guided decisions. Up to 30% decreases in health care system spending, improved quality outcomes, and increased staff satisfaction result from EBP integration. Nurse leaders, who rate quality and safety as the highest priority but EBP as the lowest, are accountable for EBP enculturation; a desire to support bedside registered nurses in EBP exists, yet this EBP use knowledge gap supersedes this goal. The purpose of this project was to provide an EBP education program introducing the use of evidence to guide nursing practice. The project question addressed whether an education program for staff nurses on introduction to EBP would increase nursing staff perception of the value of EBP and their interest in implementing EBP. Knowles's theory of adult learning and the nursing process guided this project. The 36 participants completed the16-question EBP Beliefs Scale before and after the education program on introduction to EBP. Results from the paired samples t tests showed there was a significant difference in each response on the survey, indicating an increased understanding of the fundamental value of EBP, as well as the participant's individual ability to implement EBP within clinical practice. The limited findings contribute to the existing body of knowledge, while positive social change implications include resolving public health and safety issues, reversing fiscal irresponsibility, and overcoming resistance to change, which is at the heart of implementing and enculturating EBP.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2018-04-13T19:41:25Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Veridiana_Correa_Avila.pdf: 909701 bytes, checksum: c224393f969292b1bdb4f28372f7b886 (MD5) / Made available in DSpace on 2018-04-13T19:59:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Veridiana_Correa_Avila.pdf: 909701 bytes, checksum: c224393f969292b1bdb4f28372f7b886 (MD5) Previous issue date: 2016-07-14 / Sem bolsa / As aceleradas e sucessivas mudanças no ensino da enfermagem têm exigido cada vez mais, habilidades e competências dos enfermeiros, como o exercício da liderança. Com isso o presente estudo traz como objetivo de conhecer o entendimento do discente sobre o ensino da liderança na graduação em enfermagem. Trata-se de uma pesquisa de abordagem qualitativa do tipo descritiva, no qual participaram 20 discentes da Faculdade de Enfermagem da Universidade Federal de Pelotas. As informações foram obtidas no período de agosto a outubro de 2015. Para coleta dos dados realizou-se entrevistas semi-estruturada. Os dados foram tratados por meio da Análise Temática de Minayo (2010). Os resultados apontaram que os discentes avaliam a liderança de forma inerente ao trabalho do enfermeiro, concluindo que cabe aos docentes facilitar o desenvolvimento desta competência profissional. No ensino da graduação em enfermagem, também emergiram características pessoais que definem o enfermeiro-líder, tais como: a responsabilidade, o comprometimento, a motivação e o bom humor. As estratégias referenciadas no ensino da liderança na graduação em enfermagem foram a autonomia e o diálogo que são estimulados pelos docentes para que os discentes possam desenvolver suas habilidades e competências para exercer a liderança e aprimorar a percepção do ensino-aprendizado. Os discentes entendem a liderança como um conteúdo programático que deve ser mencionado desde os semestres iniciais para um bom desenvolvimento. Sobre as potencialidades os discentes mencionam que no novo currículo o ensino da liderança possibilita a inserção no mesmo de forma gradativa ao longo dos semestres. Quanto as fragilidades evidencia-se o ensino ainda atrelado ao tecnicismo e dificuldades de inserção da liderança nas vivências práticas para formação de enfermeiro-líder. / The accelerated and successive changes on the nursing instruction have been demanding more abilities and skills from nurses, as the exercise of leadership. Thereby, the present study has the objective to know the student understanding about the teaching of leadership on nursing degree school. This is a research of qualitative and descriptive approach, where 20 students from the nursing school of Universidade Federal de Pelotas participated. The information was obtained during August to October of 2015. To the data collect semi-structured interviews were realized. The data were treated by the Thematic Analysis of Minayo (2010). The result pointed that students consider the leadership as an inherent form of the nurse work, concluding that it is up to the teachers facilitate the development of that professional skill. On the instruction of nursing graduation, also emerge personal characteristics that define the leader-nurse, as: the responsibility, the commitment, the motivation and the cheer. The referred strategies on the teaching of leadership on nursing graduation were the autonomy and dialogue, which are stimulated by teachers so that students may develop their abilities and skills to exercise leadership and improve the perception of teaching and learning. The students understand the leadership as a program content that must be mentioned since the initials semesters to a good development. About the potential, students mentioned that in the new curriculum the teaching of leadership enable its insertion gradually over the semesters. About the fragility, points that the instruction still is linked to technicality, and difficult to insert the leadership on practical experiences to formation of a leader-nurse.

The complex nature of healthcare requires nurse leaders to be skilled in professional practice, communication, teamwork, and problem solving to improve staff satisfaction and patient outcomes. The American Association of Colleges of Nursing and Institute of Medicine promotes graduate education for nurse leaders to enhance the delivery of quality care to the nation's diverse patient populations. Guided by the diffusion of innovation theory, this project explored the differences in nursing care hours, staff turnover, nurse quality indicators, as well as leadership characteristics on units lead by masters-prepared and non-masters-prepared nurses. Forty-eight nurse leaders completed the impact of graduate education among nurse leaders (IGENL) survey addressing perceptions of their ability to change practice, teamwork, communication, and problem-solving skills. Staffing reports, Nurse Quality Indicators (NQI), and Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) data were collected from 34 hospital units. Data were summarized and t tests were conducted to examine the differences in NQI and HCAHPS data from units lead by nurses with and without a graduate degree. No significant differences were noted in these measures. In the IGENL survey data, the nurse leaders with a graduate degree had significantly higher scores on the leadership characteristic subscales of professional practice, communication and teamwork, and problem solving than did those without. The outcome of this project can contribute to positive social change within healthcare organizations by supporting the pursuit of graduate education for nurse leaders, which could enhance leadership attributes and subsequently improve staff satisfaction and patient outcomes.

The aim of this study was to develop an empowerment model that could be used to enhance nurse leaders’ participation in health policy development. The study explored the extent of nurse leaders’ participation in health policy development; built consensus on: essential leadership attributes and facilitators and barriers to nurse leaders participation in health policy development. A Delphi survey was applied which included the following criteria: expert panelists, iterative rounds, statistical analysis, and consensus building. The expert panelists were purposively selected and included national nurse leaders in leadership positions at the nursing professional associations, nursing regulatory bodies, ministries of health and universities in East Africa. The study was conducted in three iterative rounds. There were 78 expert panelists invited to participate in the study, the response rate was 47% for the first round, 65% for the second round and 100% for the third round. The data collection was done with the use of semi structured (first round) and structured questionnaires (second and third rounds). Data analysis for the first round was done by examining the data for the most commonly occurring categories. The second and third rounds were quantitative and descriptive statistics were used. The consensus accepted for the second round was 90%, and for the third round consensus was 70%. The findings of the study indicate that nurse leaders participate in health policy development though participation is limited and not consistent across all the stages of health policy development. The study revealed consensus on essential leadership attributes required for nurse leaders’ participation in health policy development, including transformational attributes, political skills, interpersonal and communication skills. The facilitators to nurse leaders’ participation in health policy development pertain to: knowledge and skills, involvement, image of nursing, support, structures and processes. Whereas, the barriers relate to: involvement, image of nursing, structures and processes. An empowerment model for nurse leaders participation in health policy development was developed. Implementation of the model may lead to enhance nurse leaders participation in health policy development. / Health Studies / D. Litt. et Phil. (Health Studies)