A cognitive learning model of clinical nursing leadership

• 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
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2010.11.009

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.