Nurse Leader Development Programs: A best-practice framework.

To the Editor: Calls for increased physician leadership are growing in number and strength.1–3 The recent proliferation of leadership curricula in medical schools and residency programs suggests that educators are beginning to believe that focused leadership development efforts early in medical education could produce more and better-trained physician leaders. Our own experience developing an innovative leadership education and development program in the University of Toronto’s Faculty of Medicine is consistent with study findings at the Mayo Medical School, in which 85% of student leaders felt leadership should be taught in medical school.4 We are convinced that students enter medical school with an interest in leadership and a desire to build their skills. Yet medical curricula have been slow to develop frameworks in support of these interests. To harness this enthusiasm, medical schools must actively strive to facilitate leadership education. Toward this end, we offer five evidence-based suggestions: Leadership development programs should be student focused and flexible, encourage formal mentorship, expose students to disciplines outside of medicine, be rigorously evaluated, and engage accreditation agencies to measure and promote leadership development. Two meta-analyses, covering studies from 1951 to 2001, demonstrated that leadership development programs can be effective across many disciplines, particularly when they are tailored to the needs of the trainee and reflect the objectives of the organization.5,6 These formalized approaches, which mix lessons in theory with practical experiences, should be used to help medical students realize their leadership potential. Amol A. Verma, MD, MPhil Resident in internal medicine, University of Toronto Faculty of Medicine, Toronto, Ontario, Canada; [email protected] Jordan D. Bohnen, MD, MBA Resident in general surgery, Massachusetts General Hospital, Boston, Massachusetts.

Deborah Zimmermann, DNP, RN, NEA-BC, FAAN

From the *Department of Anesthesiology and Critical Care, University of Pennsylvania, Perelman School of Medicine, Philadelphia, Pennsylvania †Penn Center for Perioperative Outcomes, Research and Transformation, Philadelphia, Pennsylvania ‡Leonard Davis Institute of Health Economics, Philadelphia, Pennsylvania. Accepted for publication August 10, 2022. Conflicts of Interest: See Disclosures at the end of the article. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Agency for Healthcare Research and Quality. Address correspondence to Emily A. Vail, MD, MSc, 333 Blockley Hall, 423 Guardian Dr, Philadelphia, PA 19104. Address e-mail to [email protected].

Summary form only given, as follows. The Dynamic Systems Development Method (DSDM) is about people, not tools. It is about truly understanding the needs of a business, delivering software solutions that work and delivering them as quickly as possible. The DSDM provides a framework of controls and best practice for rapid application development. It was created by a consortium of organizations and since its publication in January 1995, it has proved to be extremely effective in delivering maintainable systems which match the needs of the business better than those produced using traditional life cycles. This tutorial will be an introduction to DSDM, given by the Chairman of the Technical Committee which developed the method.

Marian K. Shaughnessy, DNP, RN

This cross-sectional, mixed-methods study explored new and aspiring chief nursing officers' (CNOs) perceived leadership effectiveness after attending an executive leadership development program. CNOs deal with complex challenges that require new leadership acumen. Higher CNO turnover and shortened tenure (2-7 years) indicate the need for specific, early programmatic leadership development to meet emerging challenges. An exploratory cross-sectional, mixed-methods approach was used to gain a deeper understanding of the impact, attitudes, challenges, issues, and leadership support of new/aspiring CNOs. Respondents indicated the program positively influenced their leadership development, encouraged them to attain higher leadership roles, and supported them to expand their professional network. Findings demonstrated the effect leadership development programs can have on new/aspiring CNOs and identified an ongoing need for development. Additional research exploring multilevel effects is needed to convey the return on investment for executive nursing leadership development programs.

IntroductionNurses are central to healthcare delivery, and their retention is a key factor associated with the quality of nursing care (QONC). Leadership style is considered one of the organizational factors related to nurses’ work outcomes.ObjectivesThis study aimed to examine the associations between perceived nurse leaders’ transformational leadership style, nurses’ retention, and perceived QONC, as well as their relationships with selected demographic and professional characteristics among registered nurses working in selected hospitals in Jordan.MethodsA cross-sectional design was used in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology (2014) guidelines. Data were collected using the Global Transformational Leadership Scale, the Revised Casey–Fink Nurse Retention Survey, and the QONC questionnaire.ResultsNurses reported moderate perceived levels of transformational leadership (Mean = 3.26 ± 0.054). The perceived level of nurse retention was satisfactory (Mean = 2.90 ± 0.026), while the perceived QONV ranged from moderate (Mean = 2.10 ± 0.044) to high (Mean = 1.48 ± 0.035). A strong, positive, and statistically significant association was found between perceived transformational leadership and nurses’ retention (r = 0.527, p < 0.01). Nurses with 16 years or more of experience in their current department reported significantly higher perceptions of transformational leadership than those with fewer years of experience (F = 2.46, df = 4, p = 0.045).ConclusionThe findings demonstrate significant associations between perceived transformational leadership, nurse retention, and perceived QONC. These results suggest that transformational leadership is an important organizational factor related to nurses’ work perceptions and outcomes. Healthcare administrators and policymakers may consider emphasizing transformational leadership principles within leadership development and professional training programs and fostering supportive work environments aligned with these principles.

: Developing leaders is vital to Air Mobility Command (AMC) to ensure future success of AMC, as a command, and its subordinate mobility units. AMC has implemented several programs under Phoenix Horizon to help create a large pool of highly competitive mobility officers through leadership development programs. This research focuses on one of those programs, the Advanced Study of Air Mobility (ASAM). Prior to this research, formal written documentation did not exist on the goals, objectives and overall conduct of the ASAM program. This research attempted to evaluate ASAM through goal and objective development and their relation to current resources. Goal and objective development along with program assessment was accomplished using a qualitative analysis technique, open-ended interviewing of personnel associated with ASAM, including personnel at AFIT, AMWC, AMC, graduates and their supervisors. While program evaluation portion was not conclusive, the research provided goals and objectives to support the overall vision. Two overarching goals, to prepare future leaders for mobility operations and build a core of experts in the total concept of mobility were identified. Eight objectives supporting these goals were identified. Resources can now be allocated to support these eight objectives to produce a world-class leadership development and mobility expertise program.

Health care organizations are increasingly embracing leadership development programs. These programs include a variety of specific activities, such as formally structured leadership development, as well as mentoring, personal development and coaching, 360-degree feedback, and job enlargement, in order to increase the leadership skills of managers and high-potential staff. However, there is a lack of information on how early careerists in health care management view these programs and the degree to which they participate. This article reports on a study undertaken to determine how early careerists working in health care organizations view leadership development programs and their participation in such programs offered by their employers. Study findings are based on a survey of 126 early careerists who are graduates of an undergraduate health services administration program. We found varying levels of interest and participation in specific leadership development activities. In addition, we found that respondents with graduate degrees and those with higher compensation were more likely to participate in selected leadership development program activities. Implications of study findings for health care organizations and early careerists in the offering of, and participation in, leadership development programs are discussed.

Today's healthcare system needs people who can work independently, be proactive, make responsible decisions and deliver effective results. Nurses with higher emotional intelligence are more likely to be more communicative and empathetic, which contributes significantly to a good relationship with the patient and to good performance. Leadership qualities are not only present in the nurse administrator in a managerial position, but also in the nurse who interacts with patients on a daily basis. The relationship between nurses' emotional intelligence and leadership is an area of research that is relatively new.&#x0D; Aim of the study. To investigate the relationship between emotional intelligence and leadership in nursing by analysing the results of existing research.&#x0D; Methods. A literature search was conducted in the PubMed database. According to the exclusion and inclusion criteria, 5 scientific articles were included and analysed in the systematic review.&#x0D; Results and conclusions. The results of the study revealed the main issues raised in the scientific literature - the strengthening of nurses' leadership, the development of emotional intelligence and leadership, and the impact of team leader's emotional intelligence on the stress experienced by nurses. The literature analysis also reveals that leaders with emotional intelligence, both in managerial and non-managerial roles, lead to higher quality nursing outcomes and improvements in other factors such as effective communication, and that the development of nurses' leadership and emotional intelligence in undergraduate study programmes requires the introduction of a dedicated course.

This chapter discusses leadership development (LD) of Polish managers during the process of economic transformation since 1989. The first part of the chapter discusses the Polish managers’ leadership capabilities and their characteristic features and behaviours as contrasted with managers from other Central and Eastern European countries (CEE) and from Western European countries. In the second part changes in the approaches to leadership training and development in Poland are analysed. In addition to discussing company-based LD, the second part of the chapter describes the typical features of management and LD programmes at Polish universities. It can be concluded that there was some progress in leadership competence development over the years. LD is based mostly on Western training models; in addition, Polish managers are learning from their Western counterparts while working on global markets and interacting with MNCs operating in Poland.

As leadership development becomes prevalent around the world, it is critical to understand the expectations and needs of participants attending leadership development programs and whether cross-country differences exist in those needs. This study examines the leadership challenges faced by 763 participants of leadership development programs from seven different countries (China/Hong Kong, Egypt, India, Singapore, Spain, the United Kingdom, and the United States) and evaluates how important they perceive certain leadership competencies are to success in their respective organization. Qualitative data reveal that the challenges leaders face are relatively similar across countries, although small variations exist. Developing Managerial Effectiveness, Inspiring Others, Developing Employees, Leading a Team, Guiding Change, and Managing Internal Stakeholders and Politics were challenges that ranked consistently among the top challenges in each country. Quantitative data from the same sample showed that the leadership competencies of Leading Employees, Resourcefulness, and Change Management were consistently seen as being important to success in managers’ organizations in all countries. Teaching managers to overcome the aforementioned challenges, and enhancing the previously mentioned competencies, is likely to contribute to the effectiveness of leadership development programs and initiatives independently of the country in which the manager resides. Both qualitative and quantitative data suggest cultural convergence when it comes to the needs of participants in leadership development programs around the world. Implications of findings for participant-focused leadership development and practical executive education are discussed.

Higher education (HE) in the changing context requires leadership training and development as a vital element for university governance and innovation. While there are several theoretical frameworks on leadership development, most of them are outcome evaluation‐oriented. Consequently, there is a lack of a leadership development model which emphasises both design process and expected outcomes. In addition to this, HE leadership development has been gradually transformed toward complexity and flexibility due to the volatile external environment of the 21st century. Thus, instead of having a development programme that simply focuses on individual skill enhancement, a comprehensive leadership development programme that equally fosters leaders' competencies (leader development) and develops collective leadership (leadership development) is increasingly utilised. Unfortunately, previous theoretical frameworks fail to take into consideration these new features. The main aim of this study was to develop a comprehensive theoretical model for academic leadership development (ALD) that promotes both leader development and leadership development. In the present study, 24 academic leaders, lecturers and researchers from five European and six Chinese HE institutions co‐designed the ALD model. The constructed model consists of four main dimensions: theoretical core, types of training and providers, training format and ultimate goals. The results contribute to developing, promoting and enhancing leadership development in academic settings.

This article presents the perceptions of approximately 300 experienced New Zealand principals who participated in a pilot leadership development initiative funded by the Ministry of Education. The Experienced Principals Development Programme (EPDP) underwent a rigorous evaluation that included formative (mid-point) and summative (end-point) feedback to participants and providers over an 18-month period. As the literature on leadership development indicates, particular issues arise for those who are experienced in their leadership roles and have progressed beyond early career challenges. To sustain and develop experienced principals, leadership development programmes need to be relevant, personalized and unique. The evaluation methodology used in this study employed a mixed methods approach comprising quantitative and qualitative analysis of two major participant surveys and data collected for three case studies via observation of delivery events and focus group interviews with participants. The findings confirm that the programme was highly relevant for the participants because it was responsive to individual needs and learning styles. A highly effective component was the school-based inquiry project which was viewed as a conduit for personal development and school improvement. Overall, the programme provided opportunities for both personal and professional learning.

Increased awareness of the crucial role of leadership as a competitive advantage for organisations (McCall, 1998; Petrick, Scherer, Brodzinski, Quinn, &amp; Ainina, 1999) has led to billions spent on leadership development programmes and training (Avolio &amp; Hannah, 2008). However, research reports confusing and contradictory evidence regarding return on investment and developmental outcomes, and a lot of variance has been observed across studies (Avolio, Reichard, Hannah, Walumbwa, &amp; Chan, 2009). The purpose of this thesis is to understand the mechanisms underlying this variability in leadership development. Of the many factors at play in the process, such as programme design and delivery, organisational support, and perceptions of relevance (Mabey, 2002; Day, Harrison, &amp; Halpin, 2009), individual differences and characteristics stand out. One way in which individuals differ is in their Developmental Readiness (DR), a concept recently introduced in the literature that may well explain this variance and which has been proposed to accelerate development (Avolio &amp; Hannah, 2008, 2009). Building on previous work, DR is introduced and conceptualised somewhat differently. In this study, DR is construed of self-awareness, self-regulation, and self-motivation, proposed by Day (2000) to be the backbones of leadership development. DR is suggested to moderate the developmental process. Furthermore, personality dispositions and individual values are proposed to be precursors of DR. The empirical research conducted uses a pre-test post-test quasi-experimental design. Before conducting the study, though, both a measure of Developmental Readiness and a competency profiling measure are tested in two pilot studies. Results do not find evidence of a direct effect of leadership development programmes on development, but do support an interactive effect between DR and leadership development programmes. Personality dispositions Agreeableness, Conscientiousness, and Openness to Experience and value orientations Conservation, Open, and Closed Orientation are found to significantly predict DR. Finally, the theoretical and practical implications of findings are discussed.