Faculty of Nursing, Umm Al-Qura University, Saudi Arabia.
College of Nursing, Seattle University, United States of America.
Nurse Educ Today. 2024 Oct;141:106331. doi: 10.1016/j.nedt.2024.106331. Epub 2024 Aug 2.
The global nursing workforce is confounded by shortages of nurses, faculty, and academic nursing leaders. Nursing academic leaders influence faculty recruitment and retention influencing the enrollment pipeline to fill nurse workforce capacity.
To identify leadership qualities nursing faculty prefer in nursing academic leaders globally.
A multi-country exploratory design employed a three-round Delphi process including Demographic Data and open-ended questions.
An online Qualtrics survey was emailed to schools of nursing selected from seven global regions: United States (North America), Mexico (Latin America/ Caribbean), South Africa (Africa), Saudi Arabia (Middle East), Korea (Asia), Sweden (Europe), and Australia (Oceania).
A convenience sample of faculty members employed in schools of nursing in the seven countries.
A 43-item Qualtrics survey developed from literature review of leadership qualities of nursing academic leaders was distributed to nursing faculty who participated in three Delphi rounds using descriptive statistics to analyze each round. Open-ended questions were analyzed using qualitative descriptive analysis.
In Round 1, 54 faculty rated the 43 leadership qualities using a Likert Scale, identified the top 10, and added additional qualities not in the list. In Round 2, 26 of the original participants rated the resulting 29 leadership qualities. In Round 3, 16 of the original participants ranked their top 8 leadership qualities: mutual trust and respect; clear communication; creating a cohesive culture; assuring diversity, equity, and inclusivity; integrity; developing effective team structure; effective decision-making; and leading by example. In Round 3 participants rated nurses' preparedness for academic leadership. Open-ended questions identified 1) Strategies to prepare nurses for academic leadership roles and 2) Essential characteristics for effective academic leaders.
Developing key leadership skills can increase the leadership capacity of nursing academic leaders, enhancing work environments, faculty recruitment and retention, helping mitigate a global challenge.
全球护理劳动力面临护士、教师和护理学术领导者短缺的问题。护理学术领导者影响教师的招聘和留用，影响到填补护士劳动力能力的招生渠道。
确定全球护理学术领导者中护理教师偏好的领导素质。
采用多国探索性设计，采用三轮德尔菲法，包括人口统计学数据和开放式问题。
在七个全球区域（北美美国、拉丁美洲/加勒比墨西哥、非洲南非、中东沙特阿拉伯、亚洲韩国、欧洲瑞典和大洋洲澳大利亚）中选择的护理学校，通过电子邮件向护理教师发送在线 Qualtrics 调查。
来自七个国家的护理学校的教师组成的便利样本。
从护理学术领导者的领导素质文献综述中开发的 43 项 Qualtrics 调查，分发给参与三轮德尔菲法的护理教师，使用描述性统计分析对每一轮进行分析。使用定性描述性分析对开放式问题进行分析。
在第一轮中，54 名教师使用李克特量表对 43 项领导素质进行评分，确定了前 10 项，并在列表中添加了其他没有的素质。在第二轮中，26 名原始参与者对由此产生的 29 项领导素质进行了评分。在第三轮中，16 名原始参与者对他们的前 8 项领导素质进行了排名：相互信任和尊重；清晰的沟通；营造凝聚力文化；确保多样性、公平性和包容性；诚信；建立有效的团队结构；有效决策；以身作则。在第三轮中，参与者对护士的学术领导准备情况进行了评分。开放式问题确定了 1）为护士准备学术领导角色的策略和 2）有效学术领导者的必备特征。
培养关键领导技能可以提高护理学术领导者的领导能力，改善工作环境、教师招聘和留用，有助于缓解全球挑战。
