Innovation in Clinical Nursing Education
Education for leadership in nursing practice is a concept that should be on the “need to cover” list rather than “nice to cover” list of content in nursing education (Middleton, R., 2013). Leadership skills are an imperative aspect of an undergraduate degree in nursing (Middleton, R., 2013). The importance of leadership as it relates to communication, conflict resolution, assertiveness, teamwork, collaboration and interpersonal relations, organizational skills and priority setting, emotional intelligence, change theory and culture, role-modeling and self-awareness, change, mentoring, advocacy, and clinical reasoning as health professionals cannot be underestimated (Chávez, E. & Yoder, L., 2015). Nurses need leadership skills in all that they do from the bedside to the c-suite. Educating students to see that leadership skills matter in healthcare and will be part of their daily expectations as they enter the healthcare workforce is crucial (Middleton, R., 2013). Meaningful leadership experiences provided by course facilitators to help students to learn these skills will benefit the students as they join the healthcare workforce of today and especially the patients charged to their care (Chávez, E. & Yoder, L., 2015. Middleton, R., 2013). Course facilitators can use active learning strategies in the clinical setting, incorporating leadership knowledge, skills and attitudes, to achieve positive learning outcomes and deeper learning for students.
One active strategy that can be employed is called “Peer Team Leadership” (Herrman, p.184, 2016). The learning outcome for this activity could be:
A second active strategy that can be employed to teach leadership in the clinical setting is called “let’s be real in clinical” (Herrmann, J., p. 192. 2016). This is a technique to open discussion in post-clinical conference so that students can discuss topic from the clinical day that are most important to them. Inevitably there will be topics that require leadership skills such as communication issues, decision-making, conflict, teamwork, collaboration, interpersonal relations, organizational skills, priority setting, emotional intelligence, self-awareness, advocacy, and clinical reasoning. This strategy is learner centered because the students bring the topics to the table and by discussion and debate among the group, the students will improve clinical reasoning and inter-personal relations, collaboration and teamwork to solve problems. Students can serve as mentors for each other in a supportive environment which is beneficial to a nurse. The course facilitator serves as a guide for clarification on topics discussed among the group.
Nurses are leaders in various and a wide-range of clinical areas from the bedside to the C-suite and beyond. Active learning strategies that immerse the student nurse in leadership qualities will contribute to deeper learning of the knowledge, skills, and attitudes of leadership required in healthcare today. Leadership knowledge, skills, and attitudes require reflective practice to continuously improve. Nurse educators must provide the meaningful opportunities for student nurses to develop leadership competencies in a wide-range of clinical settings especially for the good of the patients charged to their care.
Chávez, E. C., & Yoder, L. H. (2015). Staff Nurse Clinical Leadership: A Concept Analysis. Nursing Forum, 50(2), 90-100. doi:10.1111/nuf.12100
Herrman, J.W. (2016). Creative teaching strategies for the nurse educator (2nd ed.). Philadelphia, PA: F.A. Davis Company.
Middleton, R. (2013). Active learning and leadership in an undergraduate curriculum: How effective is it for student learning and transition to practice?. Nurse Education in Practice, 13(2), 83-88. doi:10.1016/j.nepr.2012.07.012
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One active strategy that can be employed is called “Peer Team Leadership” (Herrman, p.184, 2016). The learning outcome for this activity could be:
- Student will experience the role of leader and apply leadership skills with the chance to increase self-awareness and reflect on practice.
A second active strategy that can be employed to teach leadership in the clinical setting is called “let’s be real in clinical” (Herrmann, J., p. 192. 2016). This is a technique to open discussion in post-clinical conference so that students can discuss topic from the clinical day that are most important to them. Inevitably there will be topics that require leadership skills such as communication issues, decision-making, conflict, teamwork, collaboration, interpersonal relations, organizational skills, priority setting, emotional intelligence, self-awareness, advocacy, and clinical reasoning. This strategy is learner centered because the students bring the topics to the table and by discussion and debate among the group, the students will improve clinical reasoning and inter-personal relations, collaboration and teamwork to solve problems. Students can serve as mentors for each other in a supportive environment which is beneficial to a nurse. The course facilitator serves as a guide for clarification on topics discussed among the group.
Nurses are leaders in various and a wide-range of clinical areas from the bedside to the C-suite and beyond. Active learning strategies that immerse the student nurse in leadership qualities will contribute to deeper learning of the knowledge, skills, and attitudes of leadership required in healthcare today. Leadership knowledge, skills, and attitudes require reflective practice to continuously improve. Nurse educators must provide the meaningful opportunities for student nurses to develop leadership competencies in a wide-range of clinical settings especially for the good of the patients charged to their care.
Chávez, E. C., & Yoder, L. H. (2015). Staff Nurse Clinical Leadership: A Concept Analysis. Nursing Forum, 50(2), 90-100. doi:10.1111/nuf.12100
Herrman, J.W. (2016). Creative teaching strategies for the nurse educator (2nd ed.). Philadelphia, PA: F.A. Davis Company.
Middleton, R. (2013). Active learning and leadership in an undergraduate curriculum: How effective is it for student learning and transition to practice?. Nurse Education in Practice, 13(2), 83-88. doi:10.1016/j.nepr.2012.07.012
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