This thesis describes a project using a qualitative study approach. It explores the utilization of the pre-registration period as preparation for clinical nurse leadership relevant to work in contemporary health care. The empirical focus of this study was to fundamentally address only the perceptions of senior student nurses about to qualify, of their own leadership development during their programme. Using focus groups with a total of 35 third year pre-registration students about to qualify as nurses provided a rich and detailed description of what inhibited and enhanced the development of their leadership skills. Alongside this, the students' perceptions of qualities and competencies required specifically for contemporary nurse leader roles were identified. No substantive studies exist in the United Kingdom exploring the experiences and perceptions of student nurses regarding nurse leadership during their training. It is distinctive as it challenges the state of nurse leadership in healthcare and the expected developmental needs for it. Students recognised the need to be prepared for leadership during their pre-registration programme and questioned the use of the standard theoretical approach for its development. They asked instead for skills to deal with difficult conversations, unexpected power struggles, challenging and dealing with inappropriate behaviour and introducing evidence into practice in areas of resistance. The study makes an important contribution to education as the findings can inform leadership development throughout the pre-registration nursing programmes within England. It also raises the question as to whether nursing needs more leaders, or just for nurses to take the professional responsibility for their own practice.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:628643 |
| Date | January 2013 |
| Creators | Meakin, Stephanie |
| Contributors | Muijs, Roland ; Schulz, John |
| Publisher | University of Southampton |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | https://eprints.soton.ac.uk/366261/ |
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