1 / 30

Marilyn Kelly RN MEd Lisa-Anne Hagerman RN Ed.D Heather Cross RN MN Paris Jalali RN MA

Practice & Education Partnerships Supporting the Development of Nurturing Clinical Learning Environments for Students & New Graduates. Marilyn Kelly RN MEd Lisa-Anne Hagerman RN Ed.D Heather Cross RN MN Paris Jalali RN MA. Funded by Ontario Nursing Secretariat, MOHLTC. Agenda.

tichenor
Download Presentation

Marilyn Kelly RN MEd Lisa-Anne Hagerman RN Ed.D Heather Cross RN MN Paris Jalali RN MA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Practice & Education PartnershipsSupporting the Development of Nurturing Clinical Learning Environments for Students & New Graduates Marilyn Kelly RN MEd Lisa-Anne Hagerman RN Ed.D Heather Cross RN MN Paris Jalali RN MA

  2. Funded by Ontario Nursing Secretariat, MOHLTC

  3. Agenda • Theoretical Background • Leadership Development Program • Research Methods • Results • Conclusions

  4. Theoretical Approaches

  5. Leadership “…is a process ordinary people use when they are bringing forth the best from themselves and others. When the leader in everyone is liberated extraordinary things happen.” (Kouzes & Posner, 2007)

  6. Five Practices of Exemplary Leadership • Model the Way • Inspire a Shared Vision • Challenge the Process • Enable other to Act • Encourage the Heart Kouzes & Posner, 2007

  7. Nurses at the bedside contribute to inviting clinical environments in which students and new graduates feel welcomed & accepted, and challenged in ways that help them grow Thomka, 2007

  8. Invitational Theory (Purkey & Aspy, 2003) Based on four basic assumptions about people: • Trust • Respect • Optimism • Intentionality

  9. Program Design • 24 Emerging Nurse Leaders • 24 Mentors • 8 health care organizations within the LHIN

  10. Emerging Nurse Leaders Engaged in • 3 six hour leadership workshops at Conestoga College • A short term leadership project • A time limited mentorship relationship

  11. Mentors • Workshops • Supported project • Provided mentorship through meetings with new leaders

  12. Aim of Study • investigate whether an emerging nurse leader development program created a change in leadership practices • uncover the experiences of program participation

  13. Research Methods Purposive sampling strategy was used to recruit 48 nurses Measures • Demographic information • Learning Practices Inventory (Kouzes & Posner, 2003) • Nursing Retention Index (Cowen, 2002) • Focus groups

  14. 98% female 94% RNs 6% RPNs 57% diploma 30% undergrad degree 13% graduate degree Demographics 65% full-time 35% part-time or casual

  15. Leadership Practices InventoryEmerging Nurse Leaders

  16. Leadership Practices InventoryMentors

  17. Emerging Nurse Leader Themes • Acquired Leadership Knowledge • Empowered to Make a Difference (Self Awareness) • Learning from Their Mentor

  18. Acquired Leadership Knowledge “I found I learned a lot about myself, a lot about my own leadership. I think that was the part that was missing”

  19. Empowered to Make a Difference • “ I think ..what I got …(is that).. you have to start the changes yourself” • “..given me the courage to be involved in improving the work environment”

  20. Learning From Their Mentor “My mentor was wonderful because she would provide me with a lot of background...[and] what we could do about it.”

  21. MentorDevelopment of Self as Leader “This program has just made me realize that...I do have a lot of ways to show my leadership skills...and it’s helped me advance in a way”

  22. “I just enjoy it…..I enjoy sharing my knowledge and experience and my leadership skills with my colleagues.”

  23. Successes • Completed projects, including ones that enhanced unit processes • Individual empowerment and greater sense of control over the work environment • Enhanced leadership behaviours • Succession planning

  24. Completed Projects • Medication reconciliation in the ER • Communication tool for transfer of care between units • Generation gap between nurses • Implementing responsibilities of night shift • Orientation guide to pacemaker clinic

  25. Limitations • Small sample size for quantitative measures • Participants self-selected • Self-assessed leadership behaviours, immediately after program participation

  26. Recommendations & Future Steps • Concurrent investment in leadership & mentorship development • Financial investment is essential • Does leadership development in point of care nurses impact the clinical learning environment for students?

  27. Conclusion • A leadership development program that combines project experience, workshops & mentorship may impact leadership behaviours in mid-career point of care nurses • Engage nurses at their moment of “readiness to learn”.

  28. References Cowin, L. (2002). The effects of nurses’ job satisfaction on retention: an Australian perspective. Journal of Nursing Administration, 32 (5), 283-291. Cowin, L.S., & Hengstberger-Sims, C. (2006). New graduate self-concept and retention: a longitudinal survey. International Journal of Nursing Studies, 43 (1), 59-70. Kouzes, J., & Posner, B. (2003). Leadership Practices Inventory: psychometric properties. San Francisco,CA: Pfeiffer Kouzes, J., & Posnter, B. (2007). The leadership challenge (4th ed.). San Francisco: John Wiley & Sons. Purkey, W., & Aspy, D. (2003). Overcoming tough challenges: An invitational theory of practice for human psychology. Journal of Humanistic Psychology, 43 (3) 146-155. Thomka, L. A. (2007). Mentoring and its impact on intellectual capital: Through the eyes of the mentee. Nurse Administration Quarterly, 31 (1) 22-26.

  29. Nursing Retention Index • It is my intention to continue with my nursing career in the near future • I would like to stay in nursing as long as possible • As soon as it is convenient for me I plan to leave the nursing profession • I expect I will keep working as a nurse • My plan is to remain with my nursing career as long as I am able • I would like to find other employment by leaving nursing (Cowin, 2002)

More Related