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Learning to lead: A scoping review of undergraduate nurse education

Review article
Authors Janet Scammell
Joao Luis Alves Apostolo
Monica Bianchi
Rosa Dilar Pereira Costa
Kirsten Jack
Marie‐Louise Luiking
Stefan Nilsson
Published in Journal of Nursing Management
ISSN 0966-0429
Publication year 2020
Published at University of Gothenburg Centre for person-centred care (GPCC)
Institute of Health and Care Sciences
Language en
Links https://doi.org/10.1111/jonm.12951
Subject categories Nursing

Abstract

Aim To explore undergraduate student's preparation for leadership roles upon registration. Background Effective leadership is vital when promoting positive workplace cultures and high‐quality care provision. However, newly registered nurses are not always well‐prepared for leadership roles. Evaluation A scoping review of primary research published in English between 2009 and 2019 was undertaken. Data were analysed using an adapted version of Arksey and O'Malleys' (2005. International Journal of Social Research Methodology: Theory and Practice, 8, 19) framework. Nine papers met the review eligibility criteria. Key issues Findings revealed three themes: leadership education content; positioning of leadership education within the nursing programme; and teaching and learning delivery. Conclusions The review highlighted some agreement about the knowledge, skills and behaviours to be addressed in leadership education. What varied more was the pedagogical methods used to deliver this, the extent of its integration throughout the programme and the nature of collaborative academic–practice working to ensure good quality clinical supervision. Implications for Nursing Management (a) Students must be exposed to positive leadership practices during clinical placements to facilitate theory–practice integration. (b) Bullying negatively impacts on students' self‐efficacy whereas positive role modelling from registered nurses supports development of leadership competence. (c) Leadership theory and competence should be introduced early and revisited throughout the programme.

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