Fiset Valerie, Luciani Tracy, Hurtubise Alyssa, Grant Theresa L
J Gerontol Nurs. 2017 Apr 1;43(4):49-56. doi: 10.3928/00989134-20170111-01. Epub 2017 Jan 17.
The main objective of the current case study was to investigate the perceived leadership learning needs and feasibility of delivering leadership education to registered staff involved in direct care in long-term care (LTC) homes. The study was conducted in Ontario, Canada, and participants included RNs, registered practical nurses, and nursing administrators. Phase 1 bilingual web-based survey and bilingual focus group needs assessment data supported a preference for external training along with in-house mentoring to support sustainability. An intervention designed using insights gained from Phase 1 data was delivered via a 2-day, in-person workshop. Phases 2 and 3 evaluation survey data identified aspects of leadership training for LTC that require ongoing refinement. Findings suggest that communication skills and managing day-to-day nursing demands in the context of regulatory frameworks were areas of particular interest for leadership training in the LTC setting. [Journal of Gerontological Nursing, 43(4), 49-56.].
当前案例研究的主要目的是调查长期护理（LTC）机构中参与直接护理的注册员工对领导力学习的需求，以及提供领导力教育的可行性。该研究在加拿大安大略省进行，参与者包括注册护士、注册实用护士和护理管理人员。第一阶段的双语网络调查和双语焦点小组需求评估数据支持了对外部培训以及内部指导以支持可持续性的偏好。利用从第一阶段数据中获得的见解设计的一项干预措施，通过为期两天的面对面研讨会进行实施。第二阶段和第三阶段的评估调查数据确定了长期护理领导力培训中需要持续完善的方面。研究结果表明，在监管框架背景下的沟通技巧和管理日常护理需求，是长期护理环境中领导力培训特别关注的领域。[《老年护理杂志》，43(4)，49 - 56。]
