Saleh Manal Saleh Moustafa, Ata Azza Abdeldayem, Abd-Elhamid Zaineb Naiem, Eltahan Ashraf Amin, Dailah Hamad Ghaleb, Elsabahy Hanan Elsaid
Department of Nursing Sciences, College of Applied Medical Science, Shaqra University, Shaqra, Saudi Arabia.
Nursing Administration, Faculty of Nursing, Zagazig University, Zagazig, Egypt.
BMC Nurs. 2025 May 8;24(1):501. doi: 10.1186/s12912-025-03100-1.
Leadership is essential for nursing to provide high-quality treatment, productive cooperation, and flexible responses to the always-developing healthcare environment. In nursing educational programs, entrepreneurial leadership places a strong emphasis on cultivating qualities that promote creative problem-solving and inventive thinking. These abilities can be employed in clinical settings to enhance patient care, leadership, innovation, and healthcare delivery. Social learning theory describes how these skills are acquired through learning, imitation, observation, and reinforcement.
to investigate the effect of the entrepreneurial leadership intervention program on nurse interns' work innovation and overall performance in the clinical setting.
A two-arm, parallel, open-label randomized controlled trial was conducted at Mansoura University Hospital, Governorate, Egypt. 1026 nurse interns were included in the study. Random assignment was used to place nurse interns in either the study group (n = 513) or the control group (n = 513) by using the Entrepreneurship Knowledge Questionnaire, Entrepreneurial Leadership Behavior Questionnaire, the Work Innovation Questionnaire, Observation Checklist of Nurses Performance, and Demographic Information Form.
There were statistically significant differences between the study and control groups in total entrepreneurial knowledge, total entrepreneurial behavior, total work innovation, total performance, and all their dimensions, particularly at the immediate post-intervention and follow-up stages, with p-values of 0.000. The study group demonstrated highly significant improvements in entrepreneurial knowledge, total entrepreneurial behavior, total work innovation, total performance, and all their dimensions, particularly at the immediate post-intervention and follow-up stages, with p-values of 0.000.
This study demonstrates the significant impact of a structured entrepreneurial educational program on enhancing entrepreneurial behavior, work innovation, and performance among nurse interns. The intervention led to substantial and sustained improvements in various professional competencies, with the study group consistently outperforming the control group. These results emphasize the importance of targeted leadership development programs in fostering critical skills and promoting long-term knowledge retention and practical application.
Not applicable.
领导力对于护理工作至关重要，它能确保提供高质量的治疗、高效的合作，并能灵活应对不断发展的医疗环境。在护理教育项目中，创业领导力特别注重培养促进创造性解决问题和创新思维的品质。这些能力可应用于临床环境，以改善患者护理、领导力、创新和医疗服务。社会学习理论描述了这些技能是如何通过学习、模仿、观察和强化来获得的。
探讨创业领导力干预项目对实习护士临床工作创新和整体表现的影响。
在埃及曼苏拉大学医院进行了一项双臂、平行、开放标签的随机对照试验。1026名实习护士纳入研究。通过创业知识问卷、创业领导行为问卷、工作创新问卷、护士绩效观察清单和人口统计学信息表，采用随机分配的方法将实习护士分为研究组（n = 513）或对照组（n = 513）。
研究组和对照组在创业知识总量、创业行为总量、工作创新总量、绩效总量及其所有维度上存在统计学显著差异，尤其是在干预后即刻和随访阶段，p值均为0.000。研究组在创业知识、创业行为总量、工作创新总量、绩效总量及其所有维度上均有高度显著改善，尤其是在干预后即刻和随访阶段，p值为0.000。
本研究表明，结构化的创业教育项目对提高实习护士的创业行为、工作创新和绩效有显著影响。该干预导致各种专业能力有实质性和持续性的提高，研究组始终优于对照组。这些结果强调了有针对性的领导力发展项目在培养关键技能、促进长期知识保留和实际应用方面的重要性。
不适用。
