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Hemşirelik Öğrencilerinde Liderlik Geliştirme Girişimleri – Bir Sistematik Derleme Protokolü

Yıl 2021, Cilt: 1 Sayı: 1, 44 - 50, 07.05.2021

Öz

Amaç: Bu sistematik derlemenin amacı, hemşirelik öğrencilerinde uygulanan liderlik geliştirme girişimlerinin özelliklerini ve sonuçlarını analiz etmektir.
Tasarım: Sistematik İnceleme ve Meta-Analiz Protokolleri için Tercih Edilen Raporlama Öğeleri (PRISMA-P) protokolün yapısını oluşturmuştur. Bu sistematik derleme PRISMA yönergelerine ve PROSPERO'da (CRD42020202774) önceden yayınlanmış kayda göre yapılandırılmıştır.
Veri kaynakları: Haziran-Aralık 2020 arasında, 1978-2020 arasında yayımlanan ve en az bir kantitatif yöntemin dahil edildiği çalışmalar, CINAHL, Embase, MEDLINE, WOS, Google-Scholar veritabanlarında taranmıştır.
İnceleme metodu: Öğrenciler için liderlik geliştirme girişimlerini içeren nicel ve karma yöntem çalışmalar taranmış, PICOS dahil edilme kriterlerini karşılayan 12 çalışma derlemeye dahil edilmiştir. Tarama yapılırken, Leadership AND "nurs* student*" OR "student nurs*" OR "undergraduate* nurse" OR "BSN" OR "Prelicensure nurs*" OR "pupil nurs*" OR "baccalaureate nurs*" anahtar kelimeleri kullanılmıştır. Dahil edilen çalışmaların kaliteleri Mixed Methods Appraisal Tool (MMAT) ile değerlendirilmiştir.
Bulgular: Dahil edilen çalışmaların özellikleri; yazar, yer, yıl, amaç, katılımcıların özellikleri, tasarım ve yöntem, veri araçları, güvenirlik ve geçerlik değerlendirmesi, başlıca bulgular ve sınırlamalar bölümlerinden oluşan bir form ile çıkarılacaktır. Bulgular, liderlik yaklaşımı, program yapısı, program tasarımı, uygulayıcı yeterlilikleri, öğrenci katılımı ve çıktılar şeklinde özetlenecektir.
Sonuç ve etkisi: Bu konuyla ilgili ilk sistematik derleme olduğundan, liderlik gelişimini ölçmeye yönelik araçları, girişimlerdeki unsurları ve yapıyı ortaya çıkarması beklenmektedir. Bununla birlikte, gelecekteki liderlik geliştirme girişimlerinin yapılandırılmasına katkı sağlayacağı düşünülmektedir.

Kaynakça

  • 1. Allio, R. J. (2016). Learning to be a leader. Strategy & Leadership, 44(4): 3–9
  • 2. American Association of Colleges of Nursing. (2017). Fact sheet: Nursing shortage. Retrieved from: https://www.aacnnursing.org/newsinformation/fact-sheets/nursing-shortage.
  • 3. Bambrick-Santoyo, P. (2012). Good Coaching Leads to Good Leadership. Phi Delta Kappan, 94(4): 70–71.
  • 4. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: JosseyBass.
  • 5. Brown, A., Crookes, P., Dewing, J. (2015). Clinical leadership in pre-registration nursing programmes – an international literature review. Contemporary Nurse, 51(1): 39–55. doi:10.1080/10376178.2015.1095055
  • 6. Cherian, S., Karkada, S. (2017). A Review on Leadership In Nursing. International Journal of Nursing Research and Practice, 4(1): 58-66.
  • 7. Ciampa, E. J., Hunt, A. A., & Dermody, T. S. (2010). Leadership Can and Should Be Taught. Academic Medicine, 85(12): 1814.
  • 8. Curtis, E. A, de Vries, J., Sheerin, F. K. (2011). Developing Leadership in Nursing: Exploring Core Factors. British Journal of Nursing 20(5): 306-309.
  • 9. Dyess, S., Sherman, R. (2011). Developing the Leadership Skills of New Graduates to Influence Practice Environments: A Novice Nurse Leadership Program. Nursing Administration Quarterly, 35: 313-322.
  • 10. Foli, K. J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of Leadership Behaviors in Undergraduate Nursing Students: A Service-Learning Approach. Nursing Education Perspectives, 35(2): 76–82.
  • 11. Göktepe, N., Türkmen, E., Zeybekoğlu, Z., & Yalçin, B. (2018). Use of Team-Based Learning in a Nursing Leadership Course. Nurse Educator, 43(6): 1-4.
  • 12. Grossman, S. C., & Valiga, T. M. (2009).The new leadershipchallenge: Creating the future of nursing. (3rd ed.) Philadelphia:F.A. Davis Publishers.
  • 13. Ha, L., & Pepin, J. (2018). Clinical nursing leadership educational intervention for firstyear nursing students: A qualitative evaluation. Nurse Education in Practice, 32: 37–43.
  • 14. Hong QN, Pluye P, Fàbregues S, Bartlett G, Boardman F, Cargo M, Dagenais P, Gagnon MP, Griffiths F, Nicolau B, O’Cathain A, Rousseau M-C, Vedel I. (2018). Mixed Methods Appraisal Tool (MMAT), version 2018. Canadian Intellectual Property Office, Industry Canada.
  • 15. Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press. doi: 10.17226/12956.
  • 16. Kouzes, J., Posner, B., (2012). The Leadership Challenge, 5th. JosseyBass, San Francisco
  • 17. Kumar, R. D. C., & Khiljee, N. (2016). Leadership in healthcare. Anaesthesia & Intensive Care Medicine, 17(1): 63–65.
  • 18. Lee, K. E. (2018). Effects of Team-Based Learning on the Core Competencies of Nursing Students. Journal of Nursing Research, 26(2), 88–96. doi:10.1097/jnr.0000000000000259
  • 19. Lockwood, C., Munn, Z., Porritt, K. (2015). Qualitative research synthesis: methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare 13, 179–187.
  • 20. Marath, U., Ramachandra, (2015). Impact of Leadership Development Package on Leadership Competencies of Undergraduate Nursing Students. Asian J. Nur. Edu. and Research 5(2): April-June 2015; Page221-228. doi: 10.5958/2349-2996.2015.00044.0
  • 21. Marć, M., Bartosiewicz, A., Burzyńska, J., Chmiel, Z., & Januszewicz, P. (2018). A nursing shortage – a prospect of global and local policies. International Nursing Review. doi:10.1111/inr.12473
  • 22. Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2010). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(6): e1000097. doi:10.1371/journal.pmed1000097
  • 23. NACNEP. (2010). Eighth annual report to the secretary of the U.S department of health and human services and the U.S congress addressing new challenges facing nursing education: solutions for a transforming healthcare environment. Washington, DC: U.S. : Department of Health and Human Services.
  • 24. Oh SE, Lim JY. (2019). Developing and Evaluating a Camp-style Leadership Enhancement Program for Nursing Students. J Korean Acad Nurs Adm, 25(1): 52-61. https://doi.org/10.11111/jkana.2019.25.1.52
  • 25. Shamseer L, Moher D, Clarke M, Ghersi D, Liberati A, Petticrew M, Shekelle P, Stewart L, PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P): Elaboration and explanation. BMJ. 2;349(jan02 1):g7647.
  • 26. Slattery, M. J., Logan, B. L., Mudge, B., Secore, K., von Reyn, L. J., & Maue, R. A. (2016). An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 32(6): 412–420. doi:10.1016/j.profnurs.2016.03.008
  • 27. World Health Organization. (2009). Global Standards for the initial education of professional nurses and midwives. Geneva. https://www.who.int/hrh/nursing_midwifery/hr h_global_standards_education.pdf
  • 28. World Health Statistics (2019). Monitoring health for the SDGs, sustainable development goals. Geneva: World Health Organization; 2019. Licence: CC BY-NC-SA 3.0 IGO.

Leadership Development Interventions for Nursing Students - The Study Protocol of a Systematic Review

Yıl 2021, Cilt: 1 Sayı: 1, 44 - 50, 07.05.2021

Öz

Purpose: The aim of the systematic review is to analyze the characteristics&outcomes of leadership development interventions implemented on nursing students.
Design: The Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines provided the structure of the protocol. The review is structured according to the PRISMA guidelines and pre-published record in PROSPERO (CRD42020202774).
Data sources: Studies in which at least one quantitative method included and published from 1978 to 2020 in English, were searched in CINAHL, Embase, MEDLINE, WOS, GoogleScholar databases, between June-December, 2020.
Review method: Quantitative and mixed method studies involving leadership development interventions for students were reviewed. 12 studies, which met the inclusion criteria based on PICOS were included. Search terms were Leadership AND "nurs*student*" OR "student nurs*" OR "undergraduate*" OR "BSN" OR "Prelicensure nurs*" OR "pupil nurs*" OR "baccalaureate nurs*". Studies were subjected to quality appraisal via the Mixed Methods Appraisal Tool (MMAT).
Results: Included studies’ details will be extracted by the form consists authors, place, year, aim, characteristics of the participants, design and method, data tools, reliability&validity assessment, major findings and limitations. The findings will be summarized in leadership approach, program structure, content design, qualification, student involvement and outcomes.
Conclusion and impact: As this is the first systematic review on this topic, it is expected to reveal the tools to evaluate leadership development, elements used in the interventions and their structures. It is also expected to contribute future interventions on leadership development in terms of their structures.

Kaynakça

  • 1. Allio, R. J. (2016). Learning to be a leader. Strategy & Leadership, 44(4): 3–9
  • 2. American Association of Colleges of Nursing. (2017). Fact sheet: Nursing shortage. Retrieved from: https://www.aacnnursing.org/newsinformation/fact-sheets/nursing-shortage.
  • 3. Bambrick-Santoyo, P. (2012). Good Coaching Leads to Good Leadership. Phi Delta Kappan, 94(4): 70–71.
  • 4. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: JosseyBass.
  • 5. Brown, A., Crookes, P., Dewing, J. (2015). Clinical leadership in pre-registration nursing programmes – an international literature review. Contemporary Nurse, 51(1): 39–55. doi:10.1080/10376178.2015.1095055
  • 6. Cherian, S., Karkada, S. (2017). A Review on Leadership In Nursing. International Journal of Nursing Research and Practice, 4(1): 58-66.
  • 7. Ciampa, E. J., Hunt, A. A., & Dermody, T. S. (2010). Leadership Can and Should Be Taught. Academic Medicine, 85(12): 1814.
  • 8. Curtis, E. A, de Vries, J., Sheerin, F. K. (2011). Developing Leadership in Nursing: Exploring Core Factors. British Journal of Nursing 20(5): 306-309.
  • 9. Dyess, S., Sherman, R. (2011). Developing the Leadership Skills of New Graduates to Influence Practice Environments: A Novice Nurse Leadership Program. Nursing Administration Quarterly, 35: 313-322.
  • 10. Foli, K. J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of Leadership Behaviors in Undergraduate Nursing Students: A Service-Learning Approach. Nursing Education Perspectives, 35(2): 76–82.
  • 11. Göktepe, N., Türkmen, E., Zeybekoğlu, Z., & Yalçin, B. (2018). Use of Team-Based Learning in a Nursing Leadership Course. Nurse Educator, 43(6): 1-4.
  • 12. Grossman, S. C., & Valiga, T. M. (2009).The new leadershipchallenge: Creating the future of nursing. (3rd ed.) Philadelphia:F.A. Davis Publishers.
  • 13. Ha, L., & Pepin, J. (2018). Clinical nursing leadership educational intervention for firstyear nursing students: A qualitative evaluation. Nurse Education in Practice, 32: 37–43.
  • 14. Hong QN, Pluye P, Fàbregues S, Bartlett G, Boardman F, Cargo M, Dagenais P, Gagnon MP, Griffiths F, Nicolau B, O’Cathain A, Rousseau M-C, Vedel I. (2018). Mixed Methods Appraisal Tool (MMAT), version 2018. Canadian Intellectual Property Office, Industry Canada.
  • 15. Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press. doi: 10.17226/12956.
  • 16. Kouzes, J., Posner, B., (2012). The Leadership Challenge, 5th. JosseyBass, San Francisco
  • 17. Kumar, R. D. C., & Khiljee, N. (2016). Leadership in healthcare. Anaesthesia & Intensive Care Medicine, 17(1): 63–65.
  • 18. Lee, K. E. (2018). Effects of Team-Based Learning on the Core Competencies of Nursing Students. Journal of Nursing Research, 26(2), 88–96. doi:10.1097/jnr.0000000000000259
  • 19. Lockwood, C., Munn, Z., Porritt, K. (2015). Qualitative research synthesis: methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare 13, 179–187.
  • 20. Marath, U., Ramachandra, (2015). Impact of Leadership Development Package on Leadership Competencies of Undergraduate Nursing Students. Asian J. Nur. Edu. and Research 5(2): April-June 2015; Page221-228. doi: 10.5958/2349-2996.2015.00044.0
  • 21. Marć, M., Bartosiewicz, A., Burzyńska, J., Chmiel, Z., & Januszewicz, P. (2018). A nursing shortage – a prospect of global and local policies. International Nursing Review. doi:10.1111/inr.12473
  • 22. Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2010). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(6): e1000097. doi:10.1371/journal.pmed1000097
  • 23. NACNEP. (2010). Eighth annual report to the secretary of the U.S department of health and human services and the U.S congress addressing new challenges facing nursing education: solutions for a transforming healthcare environment. Washington, DC: U.S. : Department of Health and Human Services.
  • 24. Oh SE, Lim JY. (2019). Developing and Evaluating a Camp-style Leadership Enhancement Program for Nursing Students. J Korean Acad Nurs Adm, 25(1): 52-61. https://doi.org/10.11111/jkana.2019.25.1.52
  • 25. Shamseer L, Moher D, Clarke M, Ghersi D, Liberati A, Petticrew M, Shekelle P, Stewart L, PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P): Elaboration and explanation. BMJ. 2;349(jan02 1):g7647.
  • 26. Slattery, M. J., Logan, B. L., Mudge, B., Secore, K., von Reyn, L. J., & Maue, R. A. (2016). An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 32(6): 412–420. doi:10.1016/j.profnurs.2016.03.008
  • 27. World Health Organization. (2009). Global Standards for the initial education of professional nurses and midwives. Geneva. https://www.who.int/hrh/nursing_midwifery/hr h_global_standards_education.pdf
  • 28. World Health Statistics (2019). Monitoring health for the SDGs, sustainable development goals. Geneva: World Health Organization; 2019. Licence: CC BY-NC-SA 3.0 IGO.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Protokol
Yazarlar

Canberk Akdeniz Bu kişi benim 0000-0003-2950-1733

Sergül Duygulu Bu kişi benim 0000-0002-6878-7116

Yayımlanma Tarihi 7 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 1 Sayı: 1

Kaynak Göster

APA Akdeniz, C., & Duygulu, S. (2021). Leadership Development Interventions for Nursing Students - The Study Protocol of a Systematic Review. Güncel Hemşirelik Araştırmaları Dergisi, 1(1), 44-50.

Güncel Hemşirelik Araştırmaları Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.