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Objective: The study examined a national sample of 396 randomly selected hospital nurse executives to explore transformational leadership, stage of power, and organizational climate. Background: Results from a few nurse executive studies have found nurse executives were transformational leaders. As executives were more transformational, they achieved better staff satisfaction and higher work group effectiveness. This study integrates Bass' transformational leadership model with Hagberg's power stage theory and Likert's organizational climate theory. Methods: Nurse executives (396) and staff reporting to them (1,115) rated the nurse executives' leadership style, staff extra effort, staff satisfaction, and work group effectiveness using Bass and Avolio's Multifactor Leadership Questionnaire. Executives' bosses (360) rated executive work group effectiveness. Executives completed Hagberg's Personal Power Profile and ranked their organizational climate using Likert's Profile of Organizational Characteristics. Results: Nurse executives used transformational leadership fairly often; achieved fairly satisfied staff levels; were very effective according to bosses; were most likely at stage 3 (power by achievement) or stage 4 (power by reflection); and rated their hospital as a Likert System 3 Consultative Organization. Staff satisfaction and work group effectiveness decreased as nurse executives were more transactional. Higher transformational scores tended to occur with higher educational degrees and within more participative organizations. Conclusions: Transformational qualities can be enhanced by further education, by achieving higher power stages, and by being within more participative organizations.

A satisfaction study investigates whether a more liberal ICU visitation policy satisfactorily meets visitors’ and nurses’ needs and expectations.

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The history of health care for people with intellectual and developmental disability (IDD) shares similarities with the general population, but is composed of inequalities, a lack of access, poorer quality, and higher costs. This chapter will explore this history through a discussion of major issues.

Despite the need to increase diversity in the nursing profession, minority nurses continue to be underrepresented. The literature implies that nurse educators' lack of cultural competence could be contributing to minority nursing students' high attrition rate. No published studies known to this author exist on the relationship between nurse educators' cultural competence and the recruitment and graduation of minority nursing students. Using a descriptive correlational survey design, this study explored the relationship between nurse educators' cultural competence and the recruitment and graduation of minority nursing students. Nurse educators in nine accredited colleges of nursing completed the Cultural Diversity Questionnaire for Nurse Educators. A significant statistical correlation was found between mean cultural competence scores and the percentage of minority nursing students graduated from these schools. Nurse educators need to increase their cultural competence, enabling them to help students from diverse cultural backgrounds stay in school and graduate.

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