Scott Elaine S, Miles Jane
East Carolina Center for Nursing Leadership, East Carolina University, Greenville, NC 27858, USA.
Nurs Adm Q. 2013 Jan-Mar;37(1):77-82. doi: 10.1097/NAQ.0b013e3182751998.
To address the potential shortage of nurse leaders, the profession must evaluate current strategies in both education and practice. While many new graduates dream of becoming a nurse practitioner or nurse anesthetist, few transition into practice with the goal of becoming a nurse leader. To increase the number of nurses capable of leadership, the profession must address 2 critical issues. First, effort must be made to augment faculty and students' conceptualization of nursing such that leadership is seen as a dimension of practice for all nurses, not just those in formal leadership roles. In so doing, leadership identity development would be seen as a part of becoming an expert nurse. Second, a comprehensive conceptual framework for lifelong leadership development of nurses needs to be designed. This framework should allow for baseline leadership capacity building in all nurses and advanced leadership development for those in formal administrative and advanced practice roles. The knowledge and skill requirements for quality improvement and patient safety have been explored and recommendations made for Quality and Safety Education for Nurses, but parallel work needs to be done to outline educational content, objectives, and effective pedagogy for advancing leadership development in nursing students at all levels.
为应对潜在的护理领导者短缺问题，该行业必须评估教育和实践方面的现有策略。虽然许多新毕业生梦想成为执业护士或麻醉护士，但很少有人以成为护理领导者为目标过渡到实际工作中。为了增加有能力担任领导职务的护士数量，该行业必须解决两个关键问题。首先，必须努力增强教师和学生对护理的概念化理解，使领导力被视为所有护士实践的一个维度，而不仅仅是那些担任正式领导职务的护士。这样做的话，领导力身份发展将被视为成为专家护士的一部分。其次，需要设计一个全面的护士终身领导力发展概念框架。该框架应允许对所有护士进行基础领导力能力建设，并为担任正式行政和高级实践角色的护士提供高级领导力发展机会。已经探讨了质量改进和患者安全的知识和技能要求，并为护士质量与安全教育提出了建议，但还需要开展并行工作，以概述各级护理学生领导力发展的教育内容、目标和有效教学法。
