Advancing leadership capacity in nursing.
Elaine S. Scott & Jane Miles
• To increase the number of nurses capable of leadership, the profession must address to critical issues. First, efforts must
be made to augment faculty and students conceptualization of nursing such that leadership is seen as a dimension of
practice for all nurses not just those informal leadership roles.
• Second, I’ll comprehensive conceptual framework for lifelong leadership development of nurses needs to be designed.
This framework should allow for baseline leadership capacity building in all nurses and advanced leadership
development for those informal administrative and advanced practice rolls. Defining what leadership knowledge and
skills are essential for nurses across the educational continuum is a critical priority for nursing.
Every nurse a leader
• Clinical leadership is a direct response to the complexity of managing patient care across organizations, within economic
constraints, and in a manner that promotes continuous improvement and patient safety. Clinical leadership has been
characterized as having five dimensions: clinical expertise, effective communication, collaboration, coordination,
and interpersonal understanding.
• Nursing must adopt perspective that supports collective leadership capacity building. Leadership is a set of knowledge,
skills, and attitudes that can be used by anyone to accomplish goals and connect effort. Moving to adopt leadership in
nursing as both process and roll promotes the potential for development of leadership competency and capacity in all
nurses, not just who take on administrative functions and organizations and groups.
Leadership development framework
• Knowledge and skills in leadership, quality improvement, and patient safety necessary for the provision of high-quality
healthcare is required. Another essential stresses Communication and collaboration, two core leadership competencies.
Lifelong leadership development
• Leadership development can be the result of lifespan trigger events or from intentional efforts to mobilize leadership
potential while leadership knowledge and skill can be taught in educational venues, leadership aptitude varies by
individual and is influenced by parental style, exposure to leadership training and rolls, and educational and work
Leadership identity development
• The optimal time for learning to lead is from early childhood through young adulthood when the self-concept is being
• Leadership identity, perceiving oneself as having capacity to lead is a precursor to being motivated to learn to lead. And,
individuals who perceive themselves as leaders are motivated to seek experiences that allow them to practice leadership
skills and behaviors.
• Self-regulation that contributes to leadership development includes approaching the world with aspirations and making
attempts to achieve them. Motivation to lead and learning goal orientation are two more contributors to readiness because
individuals who are motivated to learn and want to learn from their experiences are often more willing to try leading and
reflect on their interactions in order to better relate to others.
• To develop leadership capacity individuals must possess self-knowledge, identification with the role of leader, and self-
assurance to practice leading
• Leadership self-efficacy is defined as the level of confidence in the knowledge, Skills, and abilities associated with
• Self-confidence was the most prevalent characteristic used in defining a leader. Self-confidence and belief in one’s ability
to lead or leadership efficacy, is a powerful determinant of long-term leadership development.
• Students need to be exposed to nurses who are passionately addressing issues in health care in both formal and informal
roles of leadership, so they are aroused to consider leadership as a course of action for resolving challenges in healthcare.
Striving for work-life balance
find more resources at oneclass.com
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