Educating Nurses for Leadership

by Harriet R. Feldman

Winner of an AJN Book of the Year Award Nurses are presented with the challenge of leading a variety of groups in our healthcare environment, ranging from patients and families to communities and... This description may be from another edition of this product.

• Format: Hardcover
• Language: English
• ISBN: 0826126642
• ISBN13: 9780826126641
• Release Date: April 2005
• Publisher: Springer Publishing Company
• Length: 360 Pages
• Weight: 1.35 lbs.
• Dimensions: 1.0" x 13.9" x 8.7"

Customer Reviews

Educating Nurses for Leadership by Harriet R. Feldman and Martha J. Greenberg (Eds). (2005). New Yor

This book is based on the evidence based practice identified in a national survey to determine consensus on the most important leadership attributes for a leadership education model for teaching nursing leadership. A descriptive survey was sent to 124 nurse educator members of The Council of Graduate Education for Administration in Nursing, 1,371 administrator members of the American Organization of Nurse Executives, and 247 students in RN to BSN and graduate programs in nursing. The 31 item survey had three parts: 1. nine leadership principle and development items, 2. nine basic leadership knowledge and skill items, and 3. 13 advanced leadership knowledge and skill items. Items were categorized into one of six modules 1. leader as communicator (6 items), 2. leader as visionary (7 items). 3. leader as achiever (3 items), 4. leader as critical thinker (6 items), 5. leader as expert (5 items), and leader as mentor (5 items). The items were rated on a four-point Likert Scale. The leader as critical thinker and achiever had higher agreement than leader as visionary, mentor, or expert. The ten most important constructs with the lowest means were critical thinking, systematic problem-solving, advanced critical thinking skills, complex problem solving, two-way communications, capacity development, ethics, team building, multifaceted communication skills, and influencing others. This book contains 29 chapters written by about 35 contributing authors. Several chapters have multiple authors and several authors contributed to more than one chapter. The book has three parts. Part one is A Model for Educating Future Leaders with nine chapters: 1. A Leadership Education model and chapter about the leader as 2. visionary, 3. expert, 4. achiever, 5. critical thinker, 6. communicator, and 7. mentor. The second part, Educating with an Academic Focus, has 12 chapters about using nursing history, reflective journaling, group process, online clinical scenarios, team building through quilting, using art, literature, music and films, teaching in community settings and for the common good. Integrating leadership into the undergraduate curriculum and using Parse's Theory to educate for leadership are also discussed. Part 3, Leadership Education in the Clinical Setting, has 10 chapters about using shift coordinators, shadowing a leader, and practice-oriented leadership education. It includes teaching values, developing evidence-based practice skills, practicing delegation, and developing a change project. Succession planning, a capstone leadership course, and growing leaders in developing nations are also discussed. Chapters end with references. A few chapters have figures or tables. A couple of chapters provide websites. The book ends with an annotated bibliography and index. This is a good book for nursing faculty developing nursing curriculum and involved in teaching nursing leadership to study.