Leadership Experiences in the Community for Nursing Students: Redesigning Education for the 21st Century

By Mellon, Suzanne; Nelson, Pamela | Nursing and Health Care Perspectives, May-June 1998 | Go to article overview

Leadership Experiences in the Community for Nursing Students: Redesigning Education for the 21st Century


Mellon, Suzanne, Nelson, Pamela, Nursing and Health Care Perspectives


To respond to massive changes in health care delivery, nursing curriculum redesign requires that we return to our roots in the community and the visionary leadership of Lillian Wald, whose Henry Street Settlement (1,2) remains a model for community-based leadership. Wald's mission--to serve those in need, wherever they may be found--remains our legacy. But while the challenge of preparing students to function within a multitude of settings is not new, the changes now confronting faculty, students, and the entire health care system are taking place at a startling pace.

To respond to these rapid changes, nurses must be able to think critically, plan strategically for continual change, function in health care teams, and work with diverse groups of people. Curriculum redesign must address trends toward interdisciplinary teamwork, collaboration across disciplines, and community partnerships (3,4). In the words of the Pew Commission Report of 1993, nursing "will face these challenges from a position of strength, since nursing's skills of collaboration, effective communication, and teamwork will be needed to support and practice in a changed system" (5, p. 30).

Leadership and management experiences for nursing students have traditionally taken place in the structured environment of acute care facilities, neglecting opportunities in the community. This article describes a capstone leadership course designed for students working toward their Bachelor of Science in Nursing degree. It took place in a nontraditional community-based setting, an alternative high school for pregnant and parenting teenagers. After evaluation of a small pilot program for eight students, a second pilot was attempted in which increased emphasis was placed on integration with the course on community health nursing.

This project was our faculty's first step in nursing education redesign. It is well in keeping with the mission of our university, which emphasizes service to those who are disadvantaged within a community context. The project is part of a proactive, strategic plan to expand leadership experiences into the community. Our goal is to integrate traditional community health nursing with leadership in a streamlined curricular model to foster the development of community-based competencies for the future.

Implementation of the First Phase The setting for the pilot project was an alternative high school in the inner city. Approximately 400 young women attended classes daily, and 200 of their children used day care services. The school, which employed two full-time school nurses, offered a weekly midwifery clinic and social, legal, and psychological services.

Most of the eight nursing students had been at this clinical site for community health nursing. Their familiarity with the teen students, teachers, and administrative staff was identified as a major strength in the development of the curricular model. The administrative staff was receptive to the pilot program and participated in putting forth recommendations for projects that would directly benefit the school and the community.

Some of the students reported that they did not feel comfortable or competent with the change in focus. They realized that independence and creativity would be required for community-based leadership and understood that there would be no protocols to follow. In addition, they had had few opportunities to delegate tasks to others and were apprehensive about doing so with peers and school personnel. Clearly, new modes of leadership delivery were needed beyond those learned and practiced in a traditional acute care facility. A greater emphasis on relationship and partnership skills and creativity would be required for success.

In anticipation of the pilot project, students met in bimonthly seminars with the leadership clinical faculty to formulate their clinical goals. Ways to operationalize and practice leadership skills in a community setting were a major focus of the seminars. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Leadership Experiences in the Community for Nursing Students: Redesigning Education for the 21st Century
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.