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Nurse engagement is essential for organizational success. If organizations can engage nurses, they may be able to improve organization and patient outcomes. The purpose of the evidence-based practice project was to use current evidence of direct supervisor influence on nurse engagement to create an educational program for clinical leads to use in their interactions with direct reports. The relationship-based care model was used as a framework for the project, and concepts included work engagement, nurse engagement, recognition versus meaningful recognition, professional development, communication, transformational leadership, and authentic leadership. Before and after attending the education program, clinical leads were given a self-assessment on a 5-point Likert scale to assess their perception of their leadership skills. The data were analyzed using SPSS descriptive statistics to describe differences in pre and post education self-assessments. All of the questions had increased means following the education program. The most improvement was in the following areas: coordinating relationships among staff improved by50% and accepting and using constructive criticism improved by 50%. Clinical leads recognized that having the knowledge and tools would give them the ability to impact nurse engagement. Researchers should continue to study the leader's influence on nurse engagement in relationship to other environmental factors that influence nurse engagement; as well as, how to better prepare leaders to engage nurses in his/her professional roles.

The aim of this study is to describe two strategies of professional teacher development in Cuba and analyse how they affect the professional growth of the teachers. The strategies investigated are methodological work sessions and further education at the university. Eight upper-secondary school teachers were interviewed and it was analysed how their professional growth was affected by the Cuban professional development strategies. The model utilized was the interconnected model of professional growth (Clarke & Hollingsworth, 2002).The results show that, four of the eight interviewed teachers experienced change sequences and growth networks as a consequence of participating in the two investigated strategies. The methodological work sessions promote a collaborative approach among the teachers to developing the education in their school. Further education in the university, on the other hand, encourages the teachers to reflect individually on practical school-related problems. The results indicate that the organization of the work both the professional development strategies provided acted as an incentive for the interviewed teachers’ development. / Målet med den här studien är att beskriva två lärarutvecklingsstrategier i Kuba och analysera hur de påverkar lärarnas professionella utveckling. De undersökta strategierna är metodologiska arbetsmöten och vidareutbildning vid universitet. Åtta gymnasielärare intervjuades och det analyserades hur deras professionella utveckling påverkats av de kubanska lärarutvecklingsstrategierna. Modellen som använts är the interconnected model of professional growth (Clarke & Hollingsworth, 2002).Resultaten visar att de metodologiska arbetsmötena uppmuntrar lärarna att arbeta kollektivt med att utveckla utbildningen i sin skola. Universitetsvidareutbildning, vad andra sidan, främjar individuell reflektion över praktiska skolrelaterade problem. Resultatet indikerar att den organisation av arbetet som båda lärarutvecklingsstrategierna medför stimulerar lärarna att utvecklas.