Educating Nurses for Leadership

Educating Nurses for Leadership

Educating Nurses for Leadership

Educating Nurses for Leadership

Synopsis

This first book of its kind will fill the leadership development void not previously addressed in nursing education. Nurses are presented with the challenge of leading a variety of groups in our healthcare environment, ranging from patients and families to communities and organizations. While there appears to be little time for leadership development. leadership skills are in great demand. This book helps prepare and teach nurses to be effective leaders so that they may advance the profession of nursing and health care practice as a whole. Broken down by the varying roles a nurse leader needs to play and using proven strategies from schools across the United States, Feldman and Greenberg are able to provide a model that students can follow to develop their own leadership skill set within both clinical and community settings.

Excerpt

The need for effective leadership is critical. [Nothing is more important perhaps than preparing future leaders. They are our hope—hope for our profession, hope for health care, hope for our nation] (Feldman, 2002). All nurses are leaders. Nurses lead patients, families, groups, communities, committees, organizations—all highly challenging and demanding in our complex health care environment. Although there seems little time for leadership development, essential leadership skills are in great demand.

The Leadership Education Model (LEM), the outgrowth of a 2-year grant from the Helene Fuld Health Trust, was developed by six nurse educators who saw the importance of bringing focus to developing leaders. Key components of the LEM are (a) integration for application of leadership knowledge and skills; (b) progressive learning to higher level modeling and decision making; (c) the evolving nature of leadership learning; and (d) general systems theory as a conceptual framework. Part I of Educating for Leadership describes the LEM and details the six modules that have been developed; that is, leader as achiever, communicator, critical thinker, expert, mentor, and visionary. The model and six modules were first published in 2002 as an issue of the journal, Nursing Leadership Forum.

Parts II and III are the result of a call for strategies used to teach nursing students and those in clinical practice how to lead. Some of the strategies relate directly to the LEM, for example, chapter 22, and the remainder represents strategies grounded not only in theories and models, but also in ingenuity, invention, and creativity. Part II specifically identifies strategies with an academic focus, for example, classroom and related course exercises. Part III describes strategies with a . . .

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