Department of Nursing Science, Faculty of Health and Social Science, Bournemouth University, UK.
Department of Nursing Science, Faculty of Social and Community Sciences, Ruppin Academic Center, Israel.
Nurse Educ Pract. 2024 Aug;79:104092. doi: 10.1016/j.nepr.2024.104092. Epub 2024 Aug 4.
To explore a) pre-registration students' self-perceptions of clinical leadership behaviours and b) differences in students' self-perceptions of leadership behaviours between two countries (UK and Israel).
Effective leadership has been associated with high-quality and compassionate care provision in health and social care contexts. This has led to a common acceptance that teaching leadership in nursing education is essential if students are to develop competencies in this area. Worldwide, there is limited research on nursing students' perception of clinical leadership behaviours as well as on the development of leadership behaviours during the study years.
A cross-sectional survey design was used among two convenience samples of UK and Israeli pre-registration nursing students. Closed questionnaires were uploaded in the format of a commercial internet survey provider (Qualtrics.com) and distributed through the virtual learning platforms in the two participating universities. In total 656 students were invited to participate and the response rates were 28.1 % (Israel) and 17.9 % (England).
Overall, 140 students completed the questionnaires. Significant differences were found between the two sites in the leadership dimensions "Emotional Intelligence" and "Impact and Influence" (p < .05), with UK students scoring higher than Israeli students. Among the Israeli sample, significant differences were found in leadership dimensions according to years of study, with higher scores reported in the 3rd and 4th year students compared with the 1st and 2nd Year students in the referred dimensions (p < .05).
Differences in students' clinical leadership perception exist between the two cohorts examined. Nurse educators should expand international research on this subject to identify possible antecedents in developing clinical leadership behaviours. At the same time, there is a need to continue efforts to enhance the development of clinical leadership behaviours during all study years through curriculum updating to prepare future nurses better to provide quality, safe and person-centered care.
探讨 a）预科学生对临床领导行为的自我认知，以及 b）两国（英国和以色列）学生对领导行为自我认知的差异。
有效的领导与医疗和社会保健环境中提供高质量和富有同情心的护理服务密切相关。这导致人们普遍认为，如果学生要在这一领域发展能力，那么在护理教育中教授领导力是至关重要的。在全球范围内，关于护理学生对临床领导行为的感知以及在学习期间发展领导行为的研究有限。
采用横断面调查设计，对英国和以色列两所预科护理学生的两个方便样本进行研究。封闭式问卷以商业互联网调查提供商（Qualtrics.com）的形式上传，并通过参与的两所大学的虚拟学习平台分发。共有 656 名学生受邀参加，回应率分别为 28.1%（以色列）和 17.9%（英格兰）。
共有 140 名学生完成了问卷。两个地点在领导维度“情绪智力”和“影响和影响力”方面存在显著差异（p<.05），英国学生的得分高于以色列学生。在以色列样本中，根据学习年限在领导维度上存在显著差异，与第 1 年和第 2 年学生相比，第 3 年和第 4 年学生在被调查维度上的得分更高（p<.05）。
两个被检查的群体之间存在学生临床领导感知的差异。护士教育者应扩大这一主题的国际研究，以确定发展临床领导行为的可能前提。同时，需要通过课程更新继续努力加强所有学习年限的临床领导行为的发展，为未来的护士提供更好的准备，以提供高质量、安全和以患者为中心的护理。
