Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Queensland, Australia.
J Nurs Manag. 2010 Jan;18(1):78-83. doi: 10.1111/j.1365-2834.2009.01065.x.
To describe a leadership programme that progressively builds nurses capacity from the commencement of their employment to assist with the development of 'others'. Such an approach ultimately contributes to the creation of a team responsive to changing health care needs.
The literature supports the relationship between positive leadership attributes, good nursing care and patient outcomes. Despite this, nurses are not routinely encultured into effective leadership practices early in their career, but rather they are 'added on' at a later stage according to organizational need.
The effective education of leadership practices in this programme is largely dependent on an inclusive and embedded approach to learning. This is achieved through targeting staff early, enhancing their responses to clinical interactions in a structured and supported approach, and challenging their beliefs about capacity to influence through leadership.
Clinical leadership education needs to directly link with clinical areas to engage staff at the commencement of employment, and support them through their career trajectory, so that a systematic pathway of professional development is fostered.
Clearly delineated progressive pathways for leadership development are essential to encourage lifelong reflection and learning that directly impacts on health care quality.
描述一项领导力计划，从护士开始就业时逐步提升其能力，以帮助培养“他人”。这种方法最终有助于创建一个能够响应不断变化的医疗保健需求的团队。
文献支持积极的领导特质、良好的护理和患者结果之间的关系。尽管如此，护士在职业生涯早期并没有系统地接受有效的领导实践，而是根据组织的需要在后期“添加”。
该计划中领导力实践的有效教育在很大程度上取决于包容性和嵌入式学习方法。这是通过尽早针对员工、以结构化和支持的方式增强他们对临床互动的反应以及挑战他们对通过领导力影响能力的信念来实现的。
临床领导力教育需要与临床领域直接联系，在员工开始就业时吸引他们，并在他们的职业轨迹中支持他们，从而培养系统的专业发展途径。
明确界定领导力发展的渐进途径对于鼓励直接影响医疗保健质量的终身反思和学习至关重要。
