An Examination of Transformational Leadership among Graduating Baccalaureate Nursing Students and Practicing Nurses
Author(s)
Lizy Mathew*
ABSTRACT
Leadership skills are essential among nurses to address the challenges faced by the nursing profession. This quantitative comparative study examined five components of transformational leadership skills as outlined by Kouzes and Posner among graduating baccalaureate nursing students and practicing nurses [1]. Five leadership components were used to examine if differences existed among the groups studied. The results indicated significant differences for modeling the way, inspiring a shared vision, enabling others to act, and encouraging the heart. The study revealed that nursing students graduating from generic and accelerated programs have inferior leadership skills compared to nurses in clinical practice. The results may be useful in leadership training of nursing students through collaborative practices between practice settings and nursing schools to improve patient safety.
Leadership skills are essential among nurses to address the challenges faced by the nursing profession. This quantitative comparative study examined five components of transformational leadership skills as outlined by Kouzes and Posner among graduating baccalaureate nursing students and practicing nurses [1]. Five leadership components were used to examine if differences existed among the groups studied. The results indicated significant differences for modeling the way, inspiring a shared vision, enabling others to act, and encouraging the heart. The study revealed that nursing students graduating from generic and accelerated programs have inferior leadership skills compared to nurses in clinical practice. The results may be useful in leadership training of nursing students through collaborative practices between practice settings and nursing schools to improve patient safety.
Cite this paper
Mathew, L. (2014) An Examination of Transformational Leadership among Graduating Baccalaureate Nursing Students and Practicing Nurses. Open Journal of Nursing, 4, 737-742. doi: 10.4236/ojn.2014.411079.
Mathew, L. (2014) An Examination of Transformational Leadership among Graduating Baccalaureate Nursing Students and Practicing Nurses. Open Journal of Nursing, 4, 737-742. doi: 10.4236/ojn.2014.411079.
References
[1] Kouzes, J.M. and Posner, B.Z. (2002) The Leadership Challenge. 3rd Edition, Jossey-Bass, San Francisco. [2] Lindsey, P. (2009) Starting an Accelerated Baccalaureate Nursing Program: Challenges and Opportunities for Creative Educational Innovations. Journal of Nursing Education, 48, 279-281. [3] Kline, K.S. and Hodges, J. (2006) A Rational Approach to Solving the Problem of Competition for Undergraduate Clinical Sites. Nursing Education Perspectives, 27, 80-83. [4] Cangelosi, P.R. and Whitt, K.J. (2005) Accelerated Nursing Programs. Nursing Education Perspectives, 26, 113-116. [5] Uhrenfeldt, L. and Hall, E.O.C. (2007) Clinical Wisdom among Proficient Nurses. Nursing Ethics, 14, 387-398.
http://dx.doi.org/10.1177/0969733007075886 [6] Davidson, P.M., Elliott, D. and Daly, J. (2006) Clinical Leadership in Contemporary Nursing Practice: Implications for Nursing in Australia. Journal of Nursing Management, 14, 180-187.
http://dx.doi.org/10.1111/j.1365-2934.2006.00555.x [7] McPhee, M., Espezel, H., Clauson, M. and Gustavson, K. (2009) A Collaborative Model to Introduce Quality and Safety Content into the Undergraduate Nursing Leadership Curriculum. Journal of Nursing Care Quality, 24, 83-89.
http://dx.doi.org/10.1097/NCQ.0b013e31818f5537
[1] Kouzes, J.M. and Posner, B.Z. (2002) The Leadership Challenge. 3rd Edition, Jossey-Bass, San Francisco. [2] Lindsey, P. (2009) Starting an Accelerated Baccalaureate Nursing Program: Challenges and Opportunities for Creative Educational Innovations. Journal of Nursing Education, 48, 279-281. [3] Kline, K.S. and Hodges, J. (2006) A Rational Approach to Solving the Problem of Competition for Undergraduate Clinical Sites. Nursing Education Perspectives, 27, 80-83. [4] Cangelosi, P.R. and Whitt, K.J. (2005) Accelerated Nursing Programs. Nursing Education Perspectives, 26, 113-116. [5] Uhrenfeldt, L. and Hall, E.O.C. (2007) Clinical Wisdom among Proficient Nurses. Nursing Ethics, 14, 387-398.
http://dx.doi.org/10.1177/0969733007075886 [6] Davidson, P.M., Elliott, D. and Daly, J. (2006) Clinical Leadership in Contemporary Nursing Practice: Implications for Nursing in Australia. Journal of Nursing Management, 14, 180-187.
http://dx.doi.org/10.1111/j.1365-2934.2006.00555.x [7] McPhee, M., Espezel, H., Clauson, M. and Gustavson, K. (2009) A Collaborative Model to Introduce Quality and Safety Content into the Undergraduate Nursing Leadership Curriculum. Journal of Nursing Care Quality, 24, 83-89.
http://dx.doi.org/10.1097/NCQ.0b013e31818f5537