The making of a nurse manager: The role of experiential learning in leadership development
Coordinator Graduate Program in Nursing Administration, New York University College of Nursing, New York, NY 10003, USA. Journal of Nursing Management
(Impact Factor: 1.5).
05/2010; 18(4):440-7. DOI: 10.1111/j.1365-2834.2010.01082.x
To articulate the experientially acquired knowledge, skill and ethics embedded in nurse manager practice and describe the ways in which they were developed.
The role of the nurse manager is usually described in lists of competencies, talents and traits which fail to capture the experience-based judgment and practical knowledge in this pivotal organizational role.
Using Benner's methodology of practice articulation, 32 nurse managers wrote and interpreted first person narratives of their practice. The experience level of the group ranged from new nurse managers to those with more than 10 years' role tenure. The seminars were facilitated by a seasoned nurse executive and nurse manager with expertise in narrative interpretation.
Interpretation of the paradigm case of one nurse manager suggests that complex leadership challenges can be a source of significant experiential learning for the individual and for the group. CONCLUSIONS; Articulating and reflecting on experiential learning elucidates the skilled knowledge and judgment embedded in nurse manager practice which cannot be accessed in any other way.
Articulating the practical knowledge which is necessary for effective nurse manager practice can hasten the development of role incumbents.
Available from: Madeline A Naegle
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ABSTRACT: The discipline of nursing continues to evolve in keeping with the dramatic expansion of scientific knowledge, technology, and a concomitant increase in complexity of patient care in all practice settings. Changing patient demographics require complex planning for co-morbidities associated with chronic diseases and life-saving advances that have altered mortality in ways never before imagined. These changes in practice, coupled with findings from sophisticated nursing research and the continuous development of new nursing knowledge, call for realignments of the relationships among academic faculty in schools of nursing, advanced practice nurse administrators, and staff nurses at the forefront of practice. This article offers a model designed to bridge the gaps among academic settings, administrative offices and the euphemistic "bedsides" where staff nurses practice. Here we describe the nurse attending model in place at the New York University Langone Medical Center (NYULMC) and provide qualitative data that support progress in our work.
The Open Nursing Journal 02/2011; 5:9-13. DOI:10.2174/1874434601105010009
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ABSTRACT: To examine nurse leaders' change management projects within British Columbia, Canada.
British Columbia Nursing Leadership Institute 2007-10 attendees worked on year-long change management initiatives/projects of importance to their respective health-care institutions. Most leaders were in first-line positions with <3 years' experience.
Consenting leaders' project reports (N = 133) were content analysed for specific themes: types of projects; scope of projects (e.g. unit or local level, departmental, institutional); influence targets or key stakeholder groups targeted by the projects; leadership successes and challenges.
Of study participants, 77% successfully completed their projects. Staff tool and resource development and existing services improvement were major project types. Care delivery teams were the major influence targets. Only 25% of projects were at the unit level. Many projects had broader scopes, such as institutional levels. Participants cited multiple leadership successes, including enhanced leadership styles and organizational skills.
First-line nurse leaders were able to successfully manage projects beyond their traditional scope of responsibilities. The majority of projects dealt with staff needs and healthcare restructuring initiatives.
Constant change is a global reality. Change management, a universal competency, must be included in leadership development programmes.
Journal of Nursing Management 03/2012; 20(2):249-59. DOI:10.1111/j.1365-2834.2011.01338.x · 1.50 Impact Factor
Nursing management 07/2012; 43(7):11-4. DOI:10.1097/01.NUMA.0000413649.34848.bd
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