A cognitive learning model of clinical nursing leadership

Cognitive modeling of competencies is important to facilitate learning and evaluation. Clinical nursing leadership is considered a competency, as it is a “complex know–act” that students and nurses develop for the quality of care of patients and their families. Previous research on clinical leadersh...

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Bibliographic Details
Published in:Nurse education today 2011-04, Vol.31 (3), p.268-273
Main Authors: Pepin, Jacinthe, Dubois, Sylvie, Girard, Francine, Tardif, Jacques, Ha, Laurence
Format: Article
Language:English
Subjects:
Adult
Awareness
Clinical Competence
Clinical leadership
Clinical nursing
Clinical nursing leadership
Cognition
Cognitive ability
Cognitive learning model
Cognitive models
College students
Competence
Competency-based education
Data processing
Education, Nursing, Baccalaureate
Female
Humans
Integration
Lead
Leadership
Learning
Male
Middle Aged
Models, Educational
Models, Nursing
Models, Organizational
Nurses
Nursing
Nursing - organization & administration
Nursing education
Nursing Research
Phenomenology
Professional competence
Quality of care
Surveys and Questionnaires
Tape Recording
Turning points
Young Adult
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Summary:Cognitive modeling of competencies is important to facilitate learning and evaluation. Clinical nursing leadership is considered a competency, as it is a “complex know–act” that students and nurses develop for the quality of care of patients and their families. Previous research on clinical leadership describes the attributes and characteristics of leaders and leadership, but, to our knowledge, a cognitive learning model (CLM) has yet to be developed. The purpose of our research was to develop a CLM of the clinical nursing leadership competency, from the beginning of a nursing program to expertise. An interpretative phenomenological study design was used 1) to document the experience of learning and practicing clinical leadership, and 2) to identify critical-learning turning points. Data was gathered from interviews with 32 baccalaureate students and 21 nurses from two clinical settings. An inductive analysis of data was conducted to determine the learning stages experienced: awareness of clinical leadership in nursing; integration of clinical leadership in actions; active leadership with patient/family; active leadership with the team; and, embedded clinical leadership extended to organizational level and beyond. The resulting CLM could have significant impact on both basic and continuing nursing education.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2010.11.009