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Empower to Lead: Unveiling the Essence of Nursing Leadership

Nursing is more than a profession—it's a call to lead with empathy, resilience, and innovation. In today’s rapidly evolving healthcare landscape, every nurse is a beacon of leadership, influencing patient care and healthcare outcomes through their unique blend of skills, compassion, and unwavering dedication. This article delves into what it truly means to lead like a nurse , highlighting the challenges, opportunities, and the profound impact of effective nursing leadership.

Understanding Nursing Leadership

Nursing leadership is a multifaceted journey marked by personal growth, understanding, and the relentless pursuit of excellence in patient care. It's about recognizing one’s sphere of influence, from the home care nurse guiding a family to the charge nurse shaping the dynamics of a large unit. Leadership in nursing demands a profound understanding of the cultural context of care, self-awareness, and the synergy between the two.

The Challenges of Nursing Leadership

Nursing leadership comes with its unique set of challenges, including interdisciplinary collaboration and navigating the complexities of healthcare settings. Nurses must adapt their leadership style to meet the needs of their team and patients, fostering an environment of mutual respect, effective communication, and teamwork.

Cultivating Resilience and Compassion

At the heart of nursing leadership lies resilience —the capacity to recover from difficulties and face challenges with strength and grace. Leadership in nursing is deeply interconnected with compassion, both for oneself and others, enabling nurses to support their colleagues and patients through challenging times.

Combating Workplace Violence

An essential aspect of nursing leadership is taking a stand against workplace violence , which can range from physical altercations to verbal and emotional abuse. Effective leaders advocate for a culture of respect and safety, implementing strategies to prevent violence and support those affected.

Building a Resilient Nursing Team

Leadership is about more than guiding others; it's about nurturing a resilient team capable of overcoming adversity. This involves creating strong, healthy relationships within the workplace, encouraging professional development, and fostering an environment where every team member feels valued and supported.

Embracing Leadership in Nursing

To lead like a nurse is to embrace a leadership style characterized by creativity, professionalism, and a commitment to excellence. It means championing the fight against workplace violence, promoting resilience, and cultivating an atmosphere of mutual respect and understanding.

Leading like a nurse is a transformative journey that goes beyond the confines of traditional leadership roles. It is about making a difference in the lives of patients, colleagues, and the broader healthcare community through empathy, resilience, and innovation. As we navigate the complexities of the healthcare landscape, let us remember the power of leadership in nursing and the positive impact it brings to our world.

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Developing effective nurse leadership skills, denise major deputy director of nursing, salisbury nhs foundation trust, salisbury, wiltshire, england.

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• To understand the importance of effective nurse leadership and its effect on patient care

• To identify ways to enhance your leadership skills and apply these in your everyday practice

Leadership is a role that nurses are expected to fulfil, regardless of their job title and experience. Nurses are required to lead and manage care as soon as they have completed their training. However, the development of leadership skills and the associated learning can be challenging, especially for less experienced nurses and those at the beginning of their careers. This article examines the importance of effective leadership for nurses, patients and healthcare organisations, and outlines some of the theories of leadership such as transformational leadership. It also details how nurses can develop their leadership skills, for example through self-awareness, critical reflection and role modelling.

Nursing Standard . doi: 10.7748/ns.2019.e11247

Major D (2019) Developing effective nurse leadership skills. Nursing Standard. doi: 10.7748/ns.2019.e11247

This article has been subject to external double-blind peer review and checked for plagiarism using automated software

@denisemajor4

[email protected]

None declared

Published online: 07 May 2019

clinical leadership - leadership development - leadership frameworks - leadership models - leadership skills - transformational leadership

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Developing effective nurse leadership skills

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• 1 Salisbury NHS Foundation Trust, Salisbury, Wiltshire, England.
• PMID: 31468933
• DOI: 10.7748/ns.2019.e11247

Leadership is a role that nurses are expected to fulfil, regardless of their job title and experience. Nurses are required to lead and manage care as soon as they have completed their training. However, the development of leadership skills and the associated learning can be challenging, especially for less experienced nurses and those at the beginning of their careers. This article examines the importance of effective leadership for nurses, patients and healthcare organisations, and outlines some of the theories of leadership such as transformational leadership. It also details how nurses can develop their leadership skills, for example through self-awareness, critical reflection and role modelling.

Keywords: clinical leadership; leadership development; leadership frameworks; leadership models; leadership skills; transformational leadership.

© 2019 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

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22 Leadership Qualities in Nursing Every Nurse Leader Must-Have in 2024

Are you a nurse leader or aspiring to achieve a leadership position in nursing? Have you wondered, "What are the leadership qualities in nursing every nurse leader must-have to be successful?” If this sounds like you, this article has information you could find helpful. Throughout this article, you will discover 22 leadership qualities in nursing every nurse leader must-have to be successful in 2024 and learn why developing strong leadership qualities is crucial for nurse leaders.

What Exactly is a Nursing Leadership Quality?

Are leadership qualities a must-have for every type of nurse leader, 5 reasons why every nurse leader must have great leadership qualities.

1. Good leadership qualities in nursing are vital for strengthening the integration of effective, safe, high-quality patient care. 2. Strong leadership in nursing creates a positive work environment. 3. Great leadership qualities in nursing promote positive patient experiences and outcomes. 4. Strong nursing leadership is influential in reducing errors in nursing care which helps reduce healthcare costs. 5. Nurse leaders with excellent leadership qualities inspire others to put forth their best efforts.

What are the Leadership Qualities in Nursing Every Nurse Leader Must-Have to Be Successful?

1. integrity, what is it:, why is this a must-have quality to be a successful nurse leader:, 2. critical thinking, 3. excellent communication skills, 4. mentorship, 5. strong ethics, 6. professionalism, 7. respect for others, 8. dedication, 9. accountability, 10. emotional intelligence, 11. empathy, 12. service-oriented, 13. authenticity, 14. good conflict resolution skills, 15. motivational, 16. self-awareness, 17. embraces diversity, 18. confidence, 19. active listener, 20. promotes employee development, 21. builds relationships, 22. technologically proficient, 5 ways to strengthen your leadership qualities in nursing, 1. identify and maintain your values and morals., 2. become a listener, 3. practice positivity., 4. get involved with community and professional organizations., 5. never stop learning, 12 bad leadership qualities every nurse leader should stay away from, 1. poor communication:, 2. lack of a good professional track record:, 3. acting disrespectfully toward others:, 4. downplaying unethical behaviors:, 5. lack of integrity:, 6. avoiding conflict:, 7. blaming others:, 8. unwilling to compromise or be flexible:, 9. being self-centered:, 10. being satisfied with the status quo:, 11. unteachable:, 12. lack of accountability:, my final thoughts.

Leadership in Nursing: Building Skills for Effective Management and Positive Outcomes

In the intricate and fast-paced world of healthcare, leadership is not just a role but a cornerstone of nursing practice that ensures the efficacy and efficiency of care delivery. Nursing leaders are pivotal in steering their teams through the complexities of patient care, regulatory compliance, and technological integration. With healthcare settings becoming more dynamic, the need for nurses who can lead effectively is increasing exponentially. This article delves into why leadership skills are indispensable in nursing and how they can significantly impact team performance and patient outcomes.

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The journey of a nurse leader is one of continuous learning and growth. It involves developing a vision, fostering a supportive and collaborative environment, and leading by example to instigate positive change. Through this article, we aim to highlight how nurses can cultivate these essential skills and thus contribute profoundly to their teams and the broader healthcare landscape.

In this article, we will cover:

The Role of Leadership in Nursing

Developing leadership skills in nurses, impact of effective leadership on team dynamics, leadership and patient outcomes, future trends in nursing leadership.

Leadership in nursing is critical for managing teams, developing departmental goals, and implementing effective patient care strategies. This section discusses nurse leaders' various roles, from administrative duties to hands-on patient interaction, and the inherent responsibilities that come with these roles.

Developing leadership skills among nurses is essential for enhancing their career prospects and the quality of care they provide. This part of the article explores effective methods for leadership development, including formal education, mentorship programs, and on-the-job training. It will also discuss how these programs can be tailored to meet the specific needs of nursing professionals.

Let's continue: "Leadership in Nursing: Building Skills for Effective Management and Positive Outcomes."

Effective leadership transforms team dynamics by fostering an environment of mutual respect, collaboration, and continuous improvement. This section examines how skilled leadership can resolve conflicts, improve communication, and boost morale, enhancing overall team effectiveness and efficiency.

There is a direct correlation between leadership in nursing and patient outcomes. Strong leadership skills lead to better patient care practices, higher patient satisfaction, and lower rates of medical errors. This segment delves into the research linking leadership approaches with outcomes and discusses how nurse leaders can implement strategies to enhance patient care.

The landscape of nursing leadership continues to evolve with technological advancements and changes in healthcare policies. This section looks ahead to the future trends that are shaping nursing leadership, including the integration of digital tools and the emphasis on sustainability and ethical leadership.

The integral role of leadership in nursing cannot be overstated. The need for adept, flexible, and compassionate nurse leaders becomes increasingly critical as healthcare becomes more complex. By fostering strong leadership skills, nurses can effectively manage teams, improve patient outcomes, and lead healthcare into a new era of excellence and innovation.

Resources for Further Reading

"Exploring the Impact of Leadership Styles on Nursing Staff and Patient Outcomes" - Journal of Nursing Management

"Developing Leadership in Nursing: Exploring Core Factors" - British Journal of Nursing

"Effective Leadership for High-Quality Nursing Care" - International Journal of Health Care Quality Assurance

Summary  Leadership in nursing goes beyond managing a team; it involves inspiring, influencing, and innovating to improve team dynamics and patient outcomes. Effective leadership skills are crucial in navigating the complexities of modern healthcare environments, promoting a culture of professional development, and enhancing patient care quality. This article explores the critical importance of leadership within nursing roles. It provides key insights into how these skills can be developed and harnessed to drive positive changes in healthcare settings.

As the healthcare sector evolves, the demand for skilled nurse leaders is more pronounced than ever. Developing strong leadership capabilities in nurses helps manage resources efficiently and plays a pivotal role in motivating staff and implementing evidence-based practices. This summary sets the stage for a deeper discussion on the transformative power of leadership in nursing.

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Nursing Leadership and Personal Skills Personal Essay

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Introduction

Strong leadership is required to establish a healthy working environment at all levels of an organization. Evidence shows that the presence of a nurse leader in an emergency department of a health facility makes the working environment healthy while at the same time increasing staff retention. In line with this, the American Association of Critical Care Nurses has revealed that for optimal performance of staff and improved patient care, nurse leadership needs to be developed. I have realized the importance of nurse leadership. For this reason, I intend to share my experience at my workplace and relate it with various theories, leadership styles, and technology.

Experience with the Supervisor

As quoted by Lachlan Mclean, “You can only lead others when you are willing to go.” My Emergency Room Director at Providence Park in the Emergency Department (ED) is an example of this. She allows us to help and motivate each other to become better through teamwork. She creates a positive working environment where all nurses can improve themselves through creativity and sharing of information. At one time, she asked for my opinion on the ED and on how she could make it better. It was an excellent opportunity to be creative and contribute to the improvement of this department.

Emergency Nurses Association (ENA)

The Emergency Nurses Association was formed to serve emergency nurses in different ways. The main purpose of ENA is to enhance service delivery through continuous training, research, and funding of other projects. The services offered by ENA ensure continuous improvement of service delivery. It also assists in finding solutions to new problems in the field of nursing (Hammond & Zimmermann, 2012). In addition, ENA provides an opportunity for one to contest for a position in management. One crucial role of ENA in the emergency room (ER) is leadership training. Leadership training is essential in the emergency room as it contributes to coordination and teamwork. ENA has gone further to partner with ENA Foundation in order to improve service delivery.

Time Management

According to Magnet’s Model of transformational leadership, time management, and leadership cannot be separated. My area of operation deals with emergencies and patients in critical conditions. As such, time wastage jeopardizes the lives of patients. In sharpening my time management skills, I have resorted to prioritizing and delegating duties. Prioritizing has allowed me to deal with urgent issues while delegation has enabled me to seek the help of my subordinates. Otherwise, as a team leader, possession of such qualities has enabled me to inspire and create a sense of commitment among my team members.

Leadership Skills

The issues of leadership and management have been taken to mean the same thing. However, a manager exerts authority over others. This means that, others are not involved in decision-making unlike in leadership where the views of all stakeholders are taken into consideration. Since leadership calls for the participation of all, it is important that managers possess some leadership skills to enhance teamwork.

Nurse leaders can execute their functions efficiently depending on how powerful they are. There are various sources of power. They include the legislative, professional qualification and personal qualities. The legislative provides rules and regulations meant to guide the activities of nurses. They govern the responsibilities of a nurse and determine the steps to take in various situations (Lauby, 2010). Secondly, possession of professional skills gives nurses the power to act according to their level of qualification. Finally, personal qualities determine the nurses’ ability to lead.

My personal skills have a significant impact on my leadership skills. I am very persistent, determined and communicative. My persistent nature has enabled me to stay focused on achieving my goals. My determination has kept me going even when faced with challenges. Moreover, I am very communicative. This quality has enabled me to develop a good working relationship with my workmates. However, I don’t like being criticized. This quality has affected my performance as a team leader and had severe adverse impacts on the results of the team. For this reason, I am trying very hard to change my behavior for the benefit of my group and patients (Manojlovich, 2007).

Change and Conflict Handling

Nurses, apart from executing their duties, also act as change agents. They initiate changes that impact the nursing field. One way through which they bring change is by contesting various political positions. When they win in such contests, they can push for favorable legislation (Barker & DeNisco, 2013). Another way is by applying various organizational and change theories. Organizational theories are applied in specific contexts to bring orderliness while change theories are mainly applied to bring about behavioral changes which help nurses to co-exist and relate well with patients. This helps to avoid the emergence of conflicts.

Conflicts are bound to arise in any setting and the nursing field is no exception. As such, methods of handling conflicts are necessary. One of the effective ways is through compromise. Another alternative is the avoiding strategy, where the focus is on creating delays in conflicts so that measures to combat them are put in place.

Leadership and Differences in Character

The issues of culture and gender have resulted in a number of differences among people. These differences have had an impact on performance at work. According to Lieberman (2015), men originated from Mars while women came from Venus. This difference according to him has had an impact on the style of communication. A good nurse leader should appreciate such differences and devise a plan to overcome them.

Emotional Intelligence

Nurse leaders should possess Emotional Intelligence (EI) skills. EI enables them to read emotions and make the necessary adjustments according to the perceived emotional state of their subordinates (Cassady & Eissa, 2008). Cassady and Eissa (2008) illustrated this by carrying out an experiment using a nurse who worked in a very busy ED of a hospital. The nurse was subjected to different types and levels of stressful situations. In this case, emotions were frayed and as a result the nurse was unable to function well. EI enables leaders to strike a balance between work performance and emotion, and as such enables the application of measures that ensure emotions do not affect the performance of nurses.

Nursing Informatics

Nursing Informatics is the use of information systems and electronic health records in the provision of health services. It helps nurse leaders to carry out their functions efficiently by making information readily available to them. The same systems assist in administration by helping in relaying information quickly. However, nursing Informatics may detach leaders from their subordinates and for this reason kill the spirit of teamwork (McCartney, 2004).

Nurse leaders perform numerous duties in emergency departments which require them to possess excellent leadership skills that will enable them to work efficiently with other nurses towards the realization of optimal results. They should be able to gauge the performance of their subordinates by reading their emotions. Finally, leadership is not only about applying what you have learned. Rather, it is about developing personal skills. Good personal skills combined with what I have discussed above will result in the best performance.

Barker, M., & DeNisco, S. M. (2013). Advanced practice nursing: Evolving roles for the transformation of the profession . Boston: Jones & Bartlett.

Cassady, J., & Eissa, A. (2008). Emotional intelligence: Perspective from educational and positive psychology . New York: Peter Lang.

Lauby, S. (2004). 7 Types of Power in the Workplace. Web.

Lieberman, S. (2015). Differences in Male and Female Communication Styles. Web.

Manojlovich, M. (2007). Power and Empowerment in Nursing: Looking Backward to Inform the Future. Web.

McCartney, P. (2004). Leadership in nursing informatics. Journal of Obstet Gynecol Neonatal Nurses , 33 (3), 371-380.

• Public Health Informatics
• Informatics as an Approach and a Theory
• Research and Evaluation in Nursing Informatics
• PICOT Assignment Analysis
• Effective Ethical, Moral, and Legal Leadership
• Prioritizing Safety and Enhancing Nurses’ Proficiency
• Comparing Philosophies and Missions in Nursing
• The Comfort Theory of Nursing Used in Education
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An integrative review of leadership competencies and attributes in advanced nursing practice

Maud heinen.

1 Radboud University Medical Center, Radboud Institute for Health Sciences, Scientific Institute for Quality of Healthcare, Nijmegen The Netherlands

Catharina van Oostveen

2 Spaarne Gasthuis Hospital, Spaarne Gasthuis Academy, Haarlem The Netherlands

3 Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Rotterdam The Netherlands

Jeroen Peters

4 Hogeschool van Arnhem en Nijmegen, HAN University of Applied Sciences, Nijmegen The Netherlands

Hester Vermeulen

5 HAN University of Applied Sciences, Nijmegen The Netherlands

Associated Data

To establish what leadership competencies are expected of master level‐educated nurses like the Advanced Practice Nurses and the Clinical Nurse Leaders as described in the international literature.

Developments in health care ask for well‐trained nurse leaders. Advanced Practice Nurses and Clinical Nurse Leaders are ideally positioned to lead healthcare reform in nursing. Nurses should be adequately equipped for this role based on internationally defined leadership competencies. Therefore, identifying leadership competencies and related attributes internationally is needed.

Integrative review.

Embase, Medline and CINAHL databases were searched (January 2005–December 2018). Also, websites of international professional nursing organizations were searched for frameworks on leadership competencies. Study and framework selection, identification of competencies, quality appraisal of included studies and analysis of data were independently conducted by two researchers.

Fifteen studies and seven competency frameworks were included. Synthesis of 150 identified competencies led to a set of 30 core competencies in the clinical, professional, health systems. and health policy leadership domains. Most competencies fitted in one single domain the health policy domain contained the least competencies.

Conclusions

This synthesis of 30 core competencies within four leadership domains can be used for further development of evidence‐based curricula on leadership. Next steps include further refining of competencies, addressing gaps, and the linking of knowledge, skills, and attributes.

These findings contribute to leadership development for Advanced Practice Nurses and Clinical Nurse Leaders while aiming at improved health service delivery and guiding of health policies and reforms.

1. INTRODUCTION

Developments in health care, like a growing number of patients with chronic diseases, an increased complexity of patients, a stronger focus on person‐centred care and a demand for less institutionalized care ask for well‐trained master level‐educated nurses operating as partners in integrated care teams, with leadership qualities at all levels of the healthcare system. Changes in health care are also underlined by a definition of health as proposed by Huber et al. (Huber et al., 2011 ) where health is defined as ‘the ability to adapt and self manage in the face of social, physical and emotional challenges’ as a refinement of the World Health Organization (WHO) definition where health is ‘a state of complete physical, mental and social well being’ (WHO, 1948 ). This stipulates the de‐medicalization of health care and society and emphasizes the need for change in the way health care is organized. Also the Institute of Medicine with their report on ‘The Future of Nursing’ supports the urge for nurses to take their roles to address changes in health care (IOM, 2011 ). However leading change is a complex and not yet well understood process (Nelson‐Brantley & Ford, 2017 ). Therefore, especially master level‐educated nurses have to be trained in leadership based on internationally established leadership competencies. This review investigates what leadership competencies are expected from and can be identified for master educated nurses from an international perspective.

1.1. Background

Clinical nurses who are trained at master's level, for example, Advanced Practice Nurses (APNs) and Clinical Nurse Leaders (CNLs), are in a unique position to take a leadership role, in collaboration with other healthcare professionals, to shape healthcare reform, as they use extended and expanded skills and are trained to focus on improved patient outcomes, the application of evidence‐based practice and assessing cost‐effectiveness of care (Stanley et al., 2008 ). The focus of this review is on APNs and CNLs, where APN is regarded as a general designation for all nurses with an advanced degree in a nursing program, that is, Certified Nurse Practitioner (NP), Certified Registered Nurse Anaesthetist, Certified Nurse Midwife and Clinical Nurse Specialist (CNS) (APRN Joint Dialogue Group, 2008 ) . APNs are prepared with specialized education in a defined clinical area of practice. With APN in this review, we refer to the NP and the CNS. The CNL is educated to improve the quality of care and coordinate care in general through collaboration at the microsystems level in the entire healthcare team (APRN Joint Dialogue Group, 2007 ). Both groups of professionals are trained to integrate science in practice and education, have increased degrees of autonomy in judgments and clinical interventions and are expected to be engaged in collaborative and inter professional practices to achieve the best outcomes for patients, personnel and organization (American Association of Colleges of Nursing, 2011 ). They are also expected to substantially contribute to clinical outcomes through, that is, continuous quality improvement in patient care and creating a supportive environment for their colleagues, and to contribute to the development of their profession, healthcare systems and healthcare policy. (American Association of Colleges of Nursing, 2004 ; Bender, Williams, & Su, 2016 ; Hamric, Hanson, Tracy, & O'Grady, 2014 ). Therefore developing leadership competencies is an essential prerequisite for these master educated nurses, APNs however appear to experience a lot of difficulties in enacting their leadership role (Begley, Murphy, Higgins, & Cooney, 2014 ; Elliott, Begley, Sheaf, & Higgins, 2016a ).

Leadership is subject of many discussions can be regarded from different perspectives and is mostly related to specific contexts. Hence, there is no single definition applicable to all settings and professions. Leadership is mostly regarded in relation to managing a team or organization (Gosling & Mintzberg, 2003 ) but can also be defined as a set of personal skills or traits, or focussing on the relation between leaders and followers (Alimo‐Metcalfe & Alban‐Metcalfe, 2004 ; Bolden, 2004 ). Transformational and situational leadership are also commonly used concepts where transformational leadership is regarded as the process of leading and inspiring a group to achieve a common goal (Northouse, 2014 ) and situational leadership is focusing on the interaction between individual leadership styles and the features of the environment or situation where the leader is operating. (Fiedler, 1967 ; Hamric et al., 2014 ; Lynch, McCormack, & McCance, 2011 ). In this review, leadership is regarded as a process where nurses can develop observable leadership competencies and attributes needed to improve patient outcomes, and personnel and organizational outcomes (Kouzes & Posner, 2012 ). This implies that leadership competencies can be viewed as intended and defined outcomes of learning and that leadership and leadership competencies are not restricted to one single theory. A competency can be defined as ‘an expected level of performance that results from an integration of knowledge, skills, abilities and judgment’ (American Nurses Association, 2013 ).

The lack of an unambiguous definition of leadership in clinical practice, including clearly defined leadership competencies in nursing, is reflected in education. For most training programs and curricula, it is unclear whether the profiles used in education are up‐to‐date and aiming` at internationally accepted leadership competencies with evidence‐based methods to achieve these competencies. To enhance leadership qualities in master educated nurses, it is necessary to explicitly define what leadership competencies are expected from APNs and CNLs (Delamaire & Lafortune, 2010 ). Identifying and establishing internationally agreed on leadership competencies in master educated nurses is a first step to developing evidence‐based curricula on leadership (Falk‐Rafael, 2005 ; Vance & Larson, 2002 ). Such a curriculum facilitates APN and CNL students to not only become competent clinical and professional leaders but also well‐prepared for organizational systems and political leadership (Hamric et al., 2014 ). As such, it enables them to have a positive and significant impact on patient, personnel and organizational level outcomes. Accordingly, this review aims to identify and integrate leadership competencies of the master level‐educated nurse (APN and CNL) from an international perspective.

2. THE REVIEW

Based on the decision flowchart developed by Flemming et al. (Flemming, Booth, Hannes, Cargo, & Noyes, 2018 ), this review was reported according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses statement (Moher, Liberati, Tetzlaff, & Altman, 2009 ) and the Enhancing transparency in reporting the synthesis of qualitative research statement (Tong, Flemming, McInnes, Oliver, & Craig, 2012 ).

To identify and integrate leadership competencies of the master level‐educated nurse (APN and CNL) from an international perspective.

2.2. Design

An integrative review design was used, which allows for the combination of various study designs and data sources to be included. In using this methodology, a rigorous and systematic approach is ensured (Whittemore & Knafl, 2005 ). We followed the five stage methodology by Whittemore and Knafl (Whittemore & Knafl, 2005 ), however for the data synthesis phase, we used the four leadership domains of Hamric et al (Hamric et al., 2014 ; Hamric, Spross, & Hanson, 2009 ) as an a priori framework to integrate the extracted data.

The APN Leadership competency is conceptualized by Hamric et al. (Hamric et al., 2014 ) as occurring in four primary domains; in clinical practice with patients and staff, in professional organizations, in healthcare systems and in health policy‐making arenas. As stated above, this review focuses on the leadership competencies of APNs and CNLs. Additionally, knowledge, skills and attributes (KSA) needed to develop leadership competencies were topic of interest, where knowledge is regarded as being acquired through cognitive learning, skills through practice and attributes as behaviours that are learned over time (Koolen, 2016 ). We would like to add a reference to support this one, the full reference is added to the remark concerning Koolen in the reference list. The reference that needs to be added here is; ​Guillén and Saris ( 2013 )

2.3. Search methods

First, MEDLINE, EMBASE and CINAHL databases were searched from January 2005 ‐ December 2018 to identify articles concerning leadership in APNs and CNLs. To find all literature fitting our scope, we used the words attitude* role* attribute* next to leadership and competenc*. The search strategy was designed and conducted with the help of a clinical librarian (Data S1 ).

Articles were eligible if they explicitly described leadership competencies or related knowledge, skills or attributes in: (a) studies reporting on theory or theoretical leadership models; (b) developmental studies on leadership programmes (c) studies reporting on the effects of leadership programmes. No restrictions on study designs were applied. Studies were excluded when they concerned managerial leadership, if they did not concern APNs or CNLs (i.e., bachelor nurses and/or undergraduate nurses); or described leadership styles in general. Box gives an overview of in and exclusion criteria.

Inclusion and exclusion criteria.

Secondly, the websites of international professional nursing organizations were searched for documents on leadership competencies in NPs, CNSs, and CNLs. Worldwide, there are more than 100 nursing organizations, usually part of one umbrella association or council. Therefore, this review focused on frameworks of umbrella organizations in Australia, Europe, and North America and international nursing councils. Frameworks had to describe nursing leadership and related competencies in NPs, CNSs, or CNLs.

Eligible articles and frameworks were independently selected by three reviewers (MH, AH, CvO) based on the relevance of their titles and abstracts, as retrieved by the search. If articles met the inclusion criteria, full‐text versions of the articles were obtained and further scrutinized for eligibility by (MH, AH, CvO). HV was involved in any cases of disagreement, where consensus was reached through discussion. The reference lists of included articles were checked to detect any potential additional studies.

2.4. Search outcome

The search strategy in PUBMED, CINAHL, and EMBASE resulted initially in 4,220 records. After removing duplicates, the remaining 2,839 articles were screened on title and abstract. As a result, 168 articles and nine additional articles, added through reference checking, were included for full‐text assessment. Twenty‐four articles were not available in full text. Fifteen articles were eventually included in this review. The flow diagram (Figure ​ (Figure1) 1 ) gives an overview of the inclusion process.

Flow diagram (PRISMA 2009) [Colour figure can be viewed at http://www.wileyonlinelibrary.com/ ]

2.5. Quality appraisal

A quality appraisal (Data S2 ) was conducted by two researchers (MH, AH) on all 15 studies. Quality appraisal of the included studies was conducted using the Mixed methods Appraisal Tool MMAT (Hong, Gonzalez‐Reyes, & Pluye, 2018 ). The MMAT is a critical appraisal tool that is designed for the appraisal stage of systematic mixed studies reviews. It permits to appraise the methodological quality of five categories studies. The MMAT starts with two screening questions to determine whether the study is an empirical study and the tool can be used. For each category, five criteria are defined to rate the quality of the studies. It is advised not to calculate an overall score from the ratings of each criterion and excluding studies with low methodological quality is discouraged. Quality was therefore not used to include or exclude studies from the review, also because of the difficulties in comparing quality of studies using different designs (Whittemore & Knafl, 2005 ). The goal of the quality appraisal was to evaluate the quality of studies and the degree of evidence in an unbiased and transparent way. A quality appraisal of included frameworks was not conducted.

2.6. Data extraction

Data extraction was performed using a pre‐defined, structured data extraction sheet and was double‐checked by three researchers (MH, AH, CvO). The following data were extracted: author, year of publication, title, methodology, country and setting, master's APNs or CNLs. Competencies and KSA were derived from the frameworks and studies, by the same three researchers (MH, AH, CvO). Involvement of three independent researchers was used to ensure rigour of data extraction (Whittemore & Knafl, 2005 ).

2.7. Synthesis

Competencies described in the original studies subsequently were designated to the leadership domains described by Hamric et al. (Hamric et al., 2014 ) by three researchers (MH, AH, CvO). In cases of discrepancy, the selected domains were discussed until consensus was reached. The next step consisted of clustering of overlapping competencies by two researchers (MH, AH), which were checked by a third researcher (CvO). The competency from the overlapping items that best described the content was chosen for the final overview of competencies, sometimes with a minor adaptation to fully grasp the essence of this competency. The same process was followed for the KSA‐items.

3.1. Individual studies

One out of 15 articles concerned both the NP and the CNS, seven were about the NP, three were about the CNS and four articles focused on the CNL. Most articles (9/15) originated from the United States of America (USA), three from Australia and three articles originated from Canada, the UK, and Finland respectively. Two articles published different aspects of the same research (Carryer, Gardner, Dunn, & Gardner, 2007 ; Gardner, Carryer, Gardner, & Dunn, 2006 ) (Table ​ (Table1 1 ).

Overview of included studies (15) and frameworks (7)

Abbreviation: NA, Not Applicable.

Sample sizes were relatively small, ranging from 6‐50 respondents and consisted of nurse leaders (Bahouth et al., 2013 ; Goldberg et al., 2016 ; O'Rourke & Higuchi, 2016 ), experienced nurses (Bender, Williams, Su, & Hites, 2017 ; Carryer et al., 2007 ; Gardner et al., 2006 ; Kalb et al., 2006 ; Leggat, Balding, & Schiftan, 2015 ; Nieminen, Mannevaara, & Fagerström, 2011 ) and APN or CNL students (Ailey, Lamb, Friese, & Christopher, 2015 ; Gerard, Grossman, & Godfrey, 2012 ; Leggat et al., 2015 ; Nieminen et al., 2011 ; Sievers & Wolf, 2006 ).

Multiple research designs were used. These included surveys, interviews, and focus groups to describe experiences on integrating NPs and CNSs into hospitals (Bahouth et al., 2013 ; O'Rourke & Higuchi, 2016 ; Sievers & Wolf, 2006 ) and expressed clinical competences (Nieminen et al., 2011 ), a case study on an education program for CNLs (Ailey et al., 2015 ), exploring the effect of a mentor program of NP students on developing leadership competencies (Leggat et al., 2015 ), piloting an assessment for performance review of NPs and CNSs (Kalb et al., 2006 ) and multi‐method research to develop shared competencies and educational standards for APNs (Bender et al., 2017 ; Carryer et al., 2007 ; Gardner et al., 2006 ; Goldberg et al., 2016 ). Eight were descriptive studies on (experiences with) educational programs for CNLs or CNSs (Ailey et al., 2015 ; Baernholdt & Cottingham, 2011 ; Gerard et al., 2012 ; Goldberg et al., 2016 ; Leggat et al., 2015 ; Maag, Buccheri, Capella, & Jennings, 2006 ; Sievers & Wolf, 2006 ; Thompson & Nelson‐Marten, 2011 ) Baernholdt and Cottingham (Baernholdt & Cottingham, 2011 ) also reported on the development of the CNL role in practice. Six studies explicitly described leadership competencies (Bender et al., 2017 ; Gardner et al., 2006 ; Gerard et al., 2012 ; Goldberg et al., 2016 ; Kalb et al., 2006 ; Nieminen et al., 2011 ). Furthermore, studies focused on knowledge (Ailey et al., 2015 ; Carryer et al., 2007 ), leadership skills (Baernholdt & Cottingham, 2011 ; Maag et al., 2006 ; Thompson & Nelson‐Marten, 2011 ) and leadership attributes (Bahouth et al., 2013 ; Sievers & Wolf, 2006 ).

For eight out of 15 studies, quality could not be determined on the basis of quality appraisal tools for research (Data S2 ), five studies scored positive on all five MMET domains (Bender et al., 2017 ; Carryer et al., 2007 ; Goldberg et al., 2016 ; Nieminen et al., 2011 ; O'Rourke & Higuchi, 2016 ), one study scored positive on four out of five domains (Leggat et al., 2015 ) and one study scored positive on one domain (Bahouth et al., 2013 ).

3.2. Frameworks

Seven competency frameworks, including leadership competencies, were identified. The frameworks were developed between 2006 and 2014 and originated internationally in Europe (1/7) (ICN, 2015 ), the USA (4/7) (American Association of Colleges of Nursing, 2006 , 2013 ; The National Organization of Nurse Practotioner Faculties, 2014 ), Canada (1/7) (The Canadian Nurses Association, 2010 ) and Australia (1/7) (Nursing and Midwifery Board of Australia, 2014 ). All frameworks describe leadership competencies for the NP, CNS, or CNL but the extent to which the four leadership domains (i.e., clinical‐, professional‐, system‐, and health policy leadership) are covered differed (Table ​ (Table1). 1 ). In Australia, leadership is linked to four defined practice standards in the nursing process. Additionally, leadership is defined as the ability to lead care teams where the NP supports other professionals through clinical supervision and mentoring (Nursing and Midwifery Board of Australia, 2014 ). The Canadian Nurse Practitioner Core Competencies Framework identifies leadership as a core competence for the NP that should be reflected in excellent clinical practice and by mentoring colleagues and students. Leadership activities should not be limited to the NPs' own practice or institution but should focus on the entire care continuum, also including the political field of health care (The Canadian Nurses Association, 2010 ). The NONPF‐USA defines nursing leadership as the ability to change care systems, create partnerships, establish adequate communication and to participate in professional organizations (The National Organization of Nurse Practotioner Faculties, 2014 ). The Clinical Nurse Specialist Core Competencies Framework has assigned leadership competencies mainly to the heading ‘System leadership’ and describes specific leadership behaviour and associated sphere of influence and nurse characteristics needed (The National Organization of Clinical Nurse Specialists, 2010 ). The Essentials of Doctoral Education for Advanced Nursing Practice (American Association of Colleges of Nursing, 2006 ) is designed to prepare nurses for the highest level of leadership in practice and scientific inquiry.

Leadership competencies mainly refer to the category ‘Organizational and system leadership for quality improvement and systems thinking’. Leadership competencies are applied in clinical practice, as well in the entire field of health care. The ‘Master's Essentials and Clinical Nurse Leader Competencies’ outlined in the ‘Competencies and Curricular Expectations for Clinical Nurse Leader Education and Practice’ (American Association of Colleges of Nursing, 2013 ) describes the CNL as ‘a leader in the healthcare delivery system in all settings where healthcare is delivered’ (American Association of Colleges of Nursing, 2013 , p. 4). The leader competencies are embedded in nine categories, with the core leadership competencies mainly described in ‘Essential 2: Organisational and Systems Leadership’. Finally, the International Council of Nurses Leadership for Change™ (LFC) program is developed to prepare nurses to take a leadership role during health sector change and reform and enhance their contribution to health services (ICN, 2015 ). Leadership competencies are mainly focused on a system‐ and health policy leadership. Four frameworks provide suggestions for curriculum development concerning required KSA or performance indicators (ICN, 2015 ).

3.3. Data synthesis

The 150 competencies derived from the literature are displayed in Data S3 . Table ​ Table2 2 shows the final synthesis of the extracted competencies which resulted in the identification of 30 core leadership competencies, assigned to the four leadership domains of Hamric et al. (Hamric et al., 2014 ). The highest number of competencies ( n  = 8) was designated to the clinical and to the systems leadership domains, six to the professional and two to the health policy leadership domains. Six competencies fitted more than one domain, of which one competency related to three domains, the clinical, the health systems, and the health policy domains and four competencies were linked to the clinical, and to the health systems leadership domains. One competency was designated to the professional and the health systems leadership domains. The model in Figure ​ Figure2 2 presents this synthesis of competencies.

Final 30 leadership Core competencies within (four) leadership domains

Model competencies [Colour figure can be viewed at http://www.wileyonlinelibrary.com/ ]

Seven studies and two frameworks reported on knowledge (Ailey et al., 2015 ; Bahouth et al., 2013 ; Carryer et al., 2007 ; The National Organization of Nurse Practotioner Faculties, 2014 ), skills (Ailey et al., 2015 ; Baernholdt & Cottingham, 2011 ; Maag et al., 2006 ; The National Organization of Clinical Nurse Specialists, 2010 ; The National Organization of Nurse Practotioner Faculties, 2014 ; Thompson & Nelson‐Marten, 2011 ) and attributes (Ailey et al., 2015 ; Bahouth et al., 2013 ). Both Ailey et al. (Ailey et al., 2015 ; Sievers & Wolf, 2006 ) and the NONPF (The National Organization of Nurse Practotioner Faculties, 2014 ) described skills and knowledge in terms of explicit curricula content for APNs. Other studies reported broadly formulated KSA. Eleven knowledge items, 21 skills and 21 attributes were identified (Table ​ (Table3) 3 ) and assigned to a leadership domain.

Overview of identified needs for knowledge, skills, and attributes

Abbreviations: CL, clinical; PR, professional; HS, health systems; HP, health policy.

4. DISCUSSION

The results of this integrative review lead to the synthesis of 30 leadership competencies for APNs and CNLs derived from international literature and official documents of international nursing organizations. Competencies were furthermore designated to the clinical, professional, health systems or the health policy leadership domains, according to Hamric et al. (Hamric et al., 2014 ). Six competencies were linked to more than one domain. The clinical, professional and the health systems domains dominated regarding the number of competencies.

In the clinical leadership domain, core competencies are focused on delivering excellent patient care and concern items like collaboration with professionals and other health agencies, implementation of innovations, and enhancing EBP. Although EBP is often viewed as a stand‐alone competency (Hamric et al., 2014 ), leadership and EBP are strongly connected (Sastre‐Fullana et al., 2017 ). Stetler et al. (Stetler, Ritchie, Rycroft‐Malone, & Charns, 2014 ) assume supportive leadership as a key driver for the successful institutionalization of EBP in an organization (Stetler et al., 2014 ).

Competencies on the professional leadership domain appear to be clearly formulated and provide for sufficient direction to further develop the nursing profession. This is important because hospital decision makers need to learn from professionals about their roles and a collaborative evidence‐based vision on APN (Carter et al., 2013 ) (Kilpatrick et al., 2014 ; Kleinpell, 2013 ).

The leadership competencies in the Health Systems domain are shifting from direct patient care to the strategic level. Influencing at the strategic level requires an in‐depth understanding of healthcare systems to create and share an organizational vision on quality improvement, leading to the implementation of changes and to evaluate their results. (Thompson & Nelson‐Marten, 2011 ; Walker, Cooke, Henderson, & Creedy, 2011 ). Health system leadership also means that APNs and CNLs articulate the nursing perspective by joining or chairing interdisciplinary committees and raise their voice in the boardroom. However, formal positions for APNs and CNLs at strategic level are not self‐evident. System leadership can therefore only be reinforced when supported by managers and administrators of the organization (Hanson, 2015 ; Higgins et al., 2014 ).

Competencies related to the health policy domain were minimally present. Identified core competencies in the health policy domain were the guiding and initiating of leadership in policy‐related activities, to practice influence in health care and the articulation of the value of nursing to key stakeholders and policymakers on the (inter)national level. These rather abstract competencies do not allow for a clear understanding of the content and nature of health policy leadership. Further specification and operationalization are needed to guide nurses to the political arena. For example, health policy competences should be focussing on in‐depth understanding of global trends in relevant health issues and the profession's involvement in healthcare policy decisions (Rains & Barton‐Kriese, 2001 ). Additionally, information technology including e‐health applications and ‘Big Data’ analytics are important issues on the health policy agenda and the nursing perspective should be part of decision‐making processes in this area.

Half of the studies and two frameworks reported on KSA (table ​ (table3) 3 ) needed for the development of leadership competencies. The distinction between KSA however, appeared somewhat unclear. Being knowledgeable about legal rules was described as an attribute in one study (Bahouth et al., 2013 ) and as knowledge in others (Ailey et al., 2015 ; Carryer et al., 2007 ). Although KSA are closely related to each other, a distinction is helpful to specify what is needed to achieve defined leadership competencies.

Acquiring leadership competencies and related KSA occurs over time and is comparable with Benner's continuum ‘from novice to expert’ (Benner, 1982 ). Both APNs and CNLs curricula and clinical learning programs should train and empower their students to become leaders. Evidenced‐based training programs for clinical, professional, and systems leadership are scarce (Elliott, Farnum, & Beauchesne, 2016b ). Training programs for political leadership are even scarcer, which is in line with the identified competency gap in the health policy domain. The model laid out in this paper could provide a useful base for evidence‐based curriculum development, although identified competencies need to be further refined and discussed and completed with KSA related to each competency. Educational programs which integrate course work and clinical learning seem promising in developing and improving leadership competencies in especially the clinical and systems domains (Ailey et al., 2015 ; Sievers & Wolf, 2006 ; Thompson & Nelson‐Marten, 2011 ). Ainslie (Ainslie, 2017 ) advocates that organizations should map leadership competences to observable milestones so that progress can be clearly determined. This competence‐based learning has similarities with the concept of Entrustable Professional Activity (EPA). EPAs are elements of professional practice, that is, tasks or responsibilities that are observable and measurable in their process and outcome (Ten Cate, 2013 ) and may also be useful in developing leadership in APNs and CNLs. An assessment determines the entry competency levels and point out a personalized leadership development path. An APN, for example, may test at the expert level for ‘promoting and performing EBP’ but test at the novice level for ‘leading inter professional healthcare teams’. Additionally, situated coaching and mentoring is considered an essential element in educational and clinical learning programs (Ailey et al., 2015 ; Elliott, 2017 ).

Positive results are found for the effects of hierarchical leadership in nursing on quality of care and, more specifically, on nursing‐sensitive patient outcomes (Vaismoradi, Griffiths, Turunen, & Jordan, 2016 ; Wong, Cummings, & Ducharme, 2013 ). However, further research is needed to establish the relationship between leadership practices of APNs and CNLs and nursing‐sensitive patient outcomes (Dubois et al., 2017 ; Kapu & Kleinpell, 2013 ).

A limitation of this review is the fact that 24 of the 177 literature articles included based on title and abstract were not available in full text and the final selection of only 15 studies consisted of varying study designs and quality. Furthermore, most studies originated from the United States and Australia which might be challenging the representativeness of this review from an international perspective. Nonetheless, this review represents an integrative overview including a gap analysis of leadership competencies for APNs and CNLs in the current literature and as established by international nursing organizations.

5. CONCLUSION

This review identified 30 core leadership competencies for APNs and CNLs in the clinical, professional, health systems, and health policy leadership domains. The next steps include: (a) discussing gaps in this overview of competencies with master level‐educated nurses and educational institutes and linking KSA to each of the established leadership core competencies; (b) translating these competencies and aligned KSA to curricula and clinical learning programs; and (c) evaluating the effect of leadership competencies on nurse sensitive outcomes. These steps should be part of a continuous process needed for continuous quality improvement, healthcare reform, and high‐reliability health care.

AUTHOR CONTRIBUTIONS

MH, CvO, JP, HV, AH: made substantial contributions to conception and design, or acquisition of data, or analysis and interpretation of data; MH, CvO, JP, HV, AH: Involved in drafting the manuscript or revising it critically for important intellectual content; MH, CvO, JP, HV, AH: Given final approval of the version to be published. Each author should have participated sufficiently in the work to take public responsibility for appropriate portions of the content; MH, CvO, JP, HV, AH: Agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Supporting information

Heinen M, van Oostveen C, Peters J, Vermeulen H, Huis A. An integrative review of leadership competencies and attributes in advanced nursing practice . J Adv Nurs . 2019; 75 :2378–2392. 10.1111/jan.14092 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

Contributor Information

Maud Heinen, Email: [email protected] , https://twitter.com/MaudHeinen .

Catharina van Oostveen, https://twitter.com/CatharinavanOOstveen .

Jeroen Peters, https://twitter.com/jeroenpeters6 .

Hester Vermeulen, https://twitter.com/hvermeulen67 .

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How do you demonstrate leadership in nursing? We have 4 examples

Published: October 26, 2023

Nurses are the backbone of the healthcare industry. As the largest component of the healthcare workforce and the profession that spends the most time in direct patient care, nurses have a profound impact on patient safety, outcomes and satisfaction. Beyond their essential contributions in direct patient care, they possess the potential to become remarkable leaders within the healthcare system. This synergy between nursing and leadership not only empowers individuals but also enhances the entire healthcare landscape.

Why is leadership important in nursing?

In leadership, nurses can advocate for both their colleagues and patients, ensuring that best practices and optimal care standards are met. Regardless of their particular role or leadership style, nurses as leaders must be able to communicate and collaborate with others effectively. They must also be able to make difficult decisions, often in high-pressure situations and these skills are essential to ensure patient safety and the best possible care.

To truly excel in a nurse leadership role, it takes a unique blend of qualities and attributes that empower nurses to guide their teams and achieve positive patient outcomes. Leadership in nursing is a dynamic process that involves influencing and motivating others to achieve common goals. Our Postgraduate Diploma in Leadership in Healthcare is designed to provide nurses with the knowledge, skills, and resources to achieve this position.

As a leadership nurse , it's an opportunity to drive change within the entire healthcare landscape and elevate the quality of care provided to patients as a whole. In this blog, we identify 4 examples of qualities and behaviours that a nursing leader should exhibit and how our diploma in healthcare management and leadership can equip healthcare professionals to become exceptional leaders who make a lasting impact within their organisation:

1. Interpersonal communication skills - One of the most important skills is effective interpersonal communication. Nurse leaders need to communicate effectively with their team members, patients, and other healthcare professionals. They need to be able to listen actively and understand others and express themselves clearly. Our leadership course for nurses is designed to empower students with the knowledge and tools necessary to excel in this critical aspect of their role.

Through our leadership courses for nurses, students will delve into the intricacies of leadership theory, exploring concepts such as authentic leadership, charismatic leadership, and the dynamics of collective leadership. This in-depth exploration enables students to grasp the fundamental question of whether leadership is more about the individual or the intricate web of social relationships within a healthcare organisation.

2. Critical thinking - Nurses need to be able to think critically to make good decisions for their patients. This includes analysing information, identifying problems, and coming up with solutions. Healthcare organisations rely on nurses, from chief nursing officers to nurse managers to direct-care nurses, to use critical thinking to ensure patient safety and improve patient outcomes.

A central component of our curriculum involves understanding the psychology of employees, which is vital for enhancing critical thinking. By delving into the intricacies of employee psychology, students learn how to identify factors that can either hinder or facilitate critical thinking within the healthcare organisation. Armed with this knowledge, they can implement strategies to improve the cognitive processes of their teams, ultimately contributing to better patient care and organisational outcomes.

3. Conflict resolution skills - Nursing leaders also need to manage conflict to help maintain a positive work environment. Nursing leaders must handle these situations professionally when disputes or disagreements arise. By resolving disputes quickly and effectively, healthcare organisations can avoid disruptions in patient care.

Our accredited programme not only teaches students the theoretical foundations of conflict resolution but also equips them with actionable strategies and interventions to effectively manage disputes and maintain a positive work environment within the healthcare setting. This comprehensive approach ensures that our students are proficient in conflict resolution and well-prepared to be the nursing leaders that healthcare organisations rely on to navigate and diffuse conflicts professionally and efficiently.

4. Commitment to professional development - As a nurse leader, it's essential to continually develop your skills to become a better clinician and advocate for your patients and those you lead. One way to do this is by pursuing advanced degrees or certifications, making you more qualified for leadership positions. By committing to your professional development, you'll be able to provide the best possible care for your patients and be an effective leader foryour team. That is where our programme comes in.

By enrolling in our leadership course , you will gain a comprehensive understanding of how to strategically navigate the healthcare landscape and leverage innovation to drive positive change. Our holistic approach equips students to not only advance their careers but also contribute significantly to the advancement of healthcare practices, ensuring they remain at the forefront of nursing leadership.

Do you want to become a catalyst for change in healthcare, ensuring a brighter and safer future for patients and professionals alike? If so, then your journey towards nursing leadership begins here.

To excel in this vital role, it takes more than just clinical expertise; it requires a commitment to continuous improvement and the acquisition of essential leadership skills. Take the first step towards becoming the nursing leader you aspire to be and join our leadership course and embark on a transformative journey that will not only enrich your career but also enhance the quality of patient care.

Applications are now open for our March 2024 intake, visit our course page and create an application today!

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Inspiring Leadership in Nursing: Key Topics to Empower the Next Generation of Nurse Leaders

This article was written in collaboration with Christine T. and ChatGPT, our little helper developed by OpenAI.

Nursing leadership plays a crucial role in the healthcare industry, influencing the quality of patient care and the overall performance of healthcare organizations. As the nursing profession continues to evolve, aspiring nurse leaders must stay informed about the latest developments and best practices in nursing leadership. This comprehensive guide explores essential nursing leadership topics, offering valuable insights and strategies for success.

The Importance of Nursing Leadership

Impact on patient care.

Effective nursing leadership directly impacts patient care, ensuring that nurses provide safe, high-quality, and evidence-based care. Nurse leaders play a critical role in developing and implementing policies, protocols, and standards of practice that promote positive patient outcomes.

Topic Examples

• The role of nurse leaders in reducing hospital-acquired infections
• How nurse leaders can improve patient satisfaction
• The effect of nursing leadership on patient safety initiatives
• Combating health care-associated infections: a community-based approach
• Nurse leaders’ impact on the reduction of medication errors
• Promoting patient-centered care through nursing leadership
• The role of nurse leaders in implementing evidence-based practices to improve patient outcomes
• How transformational leadership can positively impact patient satisfaction
• The impact of nurse leaders on patient safety and error reduction initiatives

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Influence on Organizational Performance

Nurse leaders contribute to the overall performance of healthcare organizations by guiding and supporting nursing teams, managing resources, and participating in decision-making processes. Their leadership helps create a positive work environment, reduce staff turnover, and improve patient satisfaction.

• How nurse leaders can contribute to reducing staff turnover
• The role of nurse leaders in improving the hospital’s financial performance
• Nurse leaders as drivers of organizational culture
• The integral role of nurses in healthcare systems: the importance of education and experience
• The relationship between nurse leadership and hospital readmission rates
• How nurse leaders can contribute to reducing healthcare costs
• The role of nurse leaders in promoting interprofessional collaboration to improve organizational performance
• Strategies for nurse leaders to foster a positive work environment
• The impact of nursing leadership on employee engagement and satisfaction

Advancement of the Nursing Profession

Nurse leaders advocate for nursing, promoting professional development, innovation, and research. They also work to elevate the nursing profession’s status, fostering collaboration and interdisciplinary partnerships.

• The role of nurse leaders in shaping the future of nursing education
• How nurse leaders can advocate for the nursing profession
• The impact of nurse leaders on the development of nursing standards and policies
• Encouraging research and evidence-based practice among nursing teams
• The role of nurse leaders in promoting interprofessional collaboration
• Encouraging the pursuit of advanced nursing degrees and certifications among nursing staff
• The impact of nurse leaders on shaping healthcare policies and regulations
• How nurse leaders can advocate for improved working conditions and fair compensation for nursing staff

Essential Nursing Leadership Skills

Communication and interpersonal skills.

Effective communication and interpersonal skills are crucial for nursing leaders. They must listen actively, express themselves clearly, and demonstrate empathy and understanding when interacting with colleagues, patients, and families.

• Active listening skills for nurse leaders
• Developing emotional intelligence in nursing leadership
• The role of nonverbal communication in nursing leadership
• Strategies for nurse leaders to improve communication with their teams
• How nurse leaders can facilitate open and honest feedback
• The importance of emotional intelligence in nurse leadership
• Strategies for nurse leaders to improve their communication skills with diverse populations
• The role of nurse leaders in fostering effective communication within interdisciplinary healthcare teams

Decision-Making and Problem-Solving Abilities

Nurse leaders must be skilled in making informed decisions and solving complex problems. They should be able to analyze situations, weigh the pros and cons of various options, and choose the best course of action.

• Critical thinking skills for nurse leaders
• Ethical decision-making in nursing leadership
• The role of evidence-based practice in nursing leadership decisions
• Strategies for nurse leaders to develop effective problem-solving skills
• The importance of collaboration and teamwork in decision-making for nurse leaders
• The role of nurse leaders in crisis management and emergency preparedness
• How nurse leaders can develop effective problem-solving strategies to address complex healthcare challenges

Time Management and Organization

Managing time and resources effectively is essential for nurse leaders. They must be able to prioritize tasks, delegate responsibilities, and balance competing demands to ensure the smooth operation of their teams and organizations.

• Prioritization techniques for nurse leaders
• The role of delegation in effective time management for nursing managers
• Strategies for nurse leaders to manage workload and reduce stress
• Balancing clinical and administrative responsibilities as a nurse leader
• Time management tools and techniques for nurse leaders
• The importance of delegation in nurse leadership
• Strategies for nurse leaders to effectively manage their workload and prioritize tasks
• The role of nurse leaders in creating efficient workflows and processes within nursing teams

Embracing Diversity and Inclusivity in Nursing Leadership

The value of a diverse nursing workforce.

A diverse nursing workforce brings unique perspectives, experiences, and skills to the healthcare environment, benefiting patient care. By embracing diversity, nurse leaders can foster a more inclusive and supportive work environment that encourages collaboration and innovation.

• The benefits of diverse nursing teams for patient care
• The role of nurse leaders in recruiting and retaining diverse nursing staff
• Addressing health disparities through a diverse nursing workforce
• The impact of cultural competence on nursing practice and leadership
• Encouraging diverse perspectives and experiences in nursing teams
• Global health learning in nursing and health care disparities
• The benefits of having a diverse nursing workforce on patient outcomes and satisfaction
• Addressing health disparities through culturally competent nursing leadership

Strategies for Promoting Diversity and Inclusion

Nurse leaders can promote diversity and inclusion by implementing hiring and promotion practices that support equal opportunities, offering cultural competency training, and actively addressing discrimination and bias within their organizations.

• Overcoming unconscious bias in nursing leadership
• The role of nurse leaders in fostering an inclusive work environment
• Strategies for promoting diversity and inclusion in nursing education
• The impact of diversity and inclusion on nursing team performance
• Encouraging cultural competence and sensitivity among nursing staff
• Implementing diversity and inclusion training programs for nursing staff
• The role of nurse leaders in fostering a culture of respect and inclusivity within nursing teams
• Strategies for nurse leaders to address unconscious bias and promote equity in the workplace

Developing and Mentoring Future Nurse Leaders

Identifying and nurturing leadership potential.

Nurse leaders play an essential role in identifying and nurturing the leadership potential of their staff. By offering guidance, encouragement, and opportunities for growth, they can help prepare the next generation of nurse leaders.

• Recognizing leadership potential in nursing staff
• Strategies for nurse leaders to develop their team’s leadership skills
• The importance of succession planning in nursing leadership
• Encouraging a growth mindset among nursing teams
• The role of mentorship and coaching in nurturing future nurse leaders
• Strategies for nurse leaders to identify and develop emerging nurse leaders within their teams
• The role of nurse leaders in creating leadership development programs for nursing staff

Mentorship and Coaching

Mentorship and coaching are invaluable for aspiring nurse leaders. By sharing their knowledge, experience, and insights, experienced nurse leaders can help guide and support those looking to advance in nursing.

• The benefits of mentorship for both mentors and mentees in nursing
• Developing effective mentoring relationships in nursing
• The role of nurse leaders in fostering a mentoring culture
• Strategies for providing constructive feedback and coaching to nursing staff
• Encouraging professional growth and development through mentorship
• The benefits of mentorship relationships for both mentors and mentees in nursing
• Strategies for nurse leaders to establish effective mentorship programs within their organizations
• The role of nurse leaders in providing coaching and feedback to nursing staff for professional growth

Promoting Teamwork and Collaboration in Nursing

The importance of teamwork in healthcare.

Teamwork is crucial for delivering safe, high-quality patient care. Nurse leaders must foster a culture of collaboration, encouraging open communication, mutual support, and shared decision-making among their teams.

• The role of nurse leaders in promoting effective teamwork
• Strategies for building trust and collaboration among nursing teams
• The impact of teamwork on patient care and safety
• The benefits of interprofessional collaboration in healthcare
• The role of nurse leaders in fostering a positive team culture
• The role of nurse leaders in promoting collaboration and teamwork among nursing staff
• Strategies for nurse leaders to address and resolve conflicts within nursing teams
• The impact of effective teamwork on patient outcomes and staff satisfaction in healthcare settings

Strategies for Building Effective Nursing Teams

Nurse leaders can build effective nursing teams by promoting shared goals and values, providing clear expectations and feedback, and recognizing and celebrating team achievements. Additionally, they should facilitate team-building activities and opportunities for professional development, which can strengthen team cohesion and performance.

• The importance of clear communication and expectations in nursing teams
• Strategies for addressing and resolving conflicts within nursing teams
• The role of team-building activities in fostering collaboration and trust among nursing staff
• The impact of shared decision-making on nursing team performance
• Encouraging a culture of continuous improvement and learning within nursing teams
• The role of nurse leaders in selecting and retaining top nursing talent
• Strategies for nurse leaders to create a positive work environment that fosters teamwork and collaboration
• The importance of team-building activities and exercises for nursing staff

Advocating for Nursing and Improving Patient Care

Policy and advocacy.

Nurse leaders are responsible for advocating for policies and initiatives that support the nursing profession and improve patient care. They should be informed about healthcare legislation, engage in advocacy efforts, and encourage their teams to participate in policy-making.

• The role of nurse leaders in shaping healthcare policy
• Strategies for nurse leaders to advocate for the nursing profession at the local, state, and national levels
• The impact of nursing leadership on the development and implementation of healthcare policies and regulations
• Engaging nursing staff in policy discussions and advocacy efforts
• The importance of staying informed about current healthcare policy issues for nurse leaders
• The role of nurse leaders in advocating for policies that improve patient care and support the nursing profession
• Strategies for nurse leaders to effectively engage with policymakers and stakeholders
• The impact of nurse leaders on shaping healthcare policies at the local, state, and national levels

Driving Quality Improvement and Innovation

Nurse leaders must be committed to continuous quality improvement and innovation in patient care. By staying informed about evidence-based practices and encouraging their teams to adopt innovative approaches, they can drive positive change within their organizations and the healthcare industry.

• The role of nurse leaders in promoting a culture of continuous quality improvement
• Strategies for nurse leaders to identify and address areas for improvement in patient care
• The impact of nursing leadership on the implementation of evidence-based practices and innovations
• Encouraging a culture of creativity and innovation among nursing teams
• The role of nurse leaders in driving change and improvement in healthcare organizations
• The role of nurse leaders in leading quality improvement initiatives within their organizations
• Strategies for nurse leaders to foster a culture of continuous improvement and innovation among nursing staff
• The impact of nurse-led quality improvement projects on patient care and organizational performance

Fostering a Positive Work Environment

Creating a supportive and respectful culture.

A positive work environment is essential for nursing staff satisfaction, retention, and performance. Nurse leaders should foster a culture of support and respect where staff feels valued, empowered, and motivated to provide the best possible care.

• The role of nurse leaders in fostering a positive work environment
• Strategies for nurse leaders to promote a culture of support and respect among nursing staff
• The importance of addressing and preventing workplace bullying and incivility in nursing
• Encouraging open and honest communication within nursing teams
• The role of nurse leaders in promoting work-life balance and well-being among nursing staff

Addressing Workplace Challenges and Conflicts

Nurse leaders must be proactive in addressing workplace challenges and conflicts. They can maintain a healthy and productive work environment by developing and implementing strategies to manage issues such as workload, burnout, and interpersonal conflicts.

• The role of nurse leaders in conflict resolution within nursing teams
• Strategies for nurse leaders to address common workplace challenges, such as staffing shortages and burnout
• The importance of developing a proactive approach to addressing conflicts and challenges in nursing
• Promoting a culture of accountability and responsibility among nursing staff
• The role of nurse leaders in providing support and resources for nursing staff facing challenges and conflicts
• Conflict resolution strategies for nurse leaders
• The role of nurse leaders in mediating and resolving interprofessional conflicts within healthcare teams
• Strategies for nurse leaders to prevent and address workplace burnout among nursing staff

Lifelong Learning and Professional Development

Commitment to continuing education.

Lifelong learning is essential for nurse leaders to stay current with healthcare and nursing practice advances. They should pursue continuing education opportunities, research, and stay informed about industry trends and best practices.

• The importance of lifelong learning for nurse leaders and nursing staff
• Strategies for nurse leaders to promote a culture of continuous education and professional development within their teams
• The impact of continuing education on nursing practice and leadership
• Encouraging nursing staff to engage in professional development opportunities
• Transforming advanced nursing practice: embracing IOM recommendations and higher education
• The role of nurse leaders in staying informed about current nursing research and best practices
• The impact of continuing education on nursing practice and patient outcomes
• Strategies for nurse leaders to support and encourage continuing education among their nursing staff
• The role of nurse leaders in staying up-to-date with the latest nursing research, guidelines, and best practices

Encouraging Professional Development in Nursing Teams

Nurse leaders should support and encourage the professional development of their nursing teams. By providing resources, opportunities, and encouragement, they can help their staff grow professionally and contribute to advancing the nursing profession.

• The role of nurse leaders in identifying professional development opportunities for nursing staff
• Strategies for nurse leaders to create individualized professional development plans for their team members
• The importance of fostering a growth mindset among nursing staff
• Encouraging nursing staff to participate in conferences, workshops, and other professional development activities
• The role of nurse leaders in providing mentorship and guidance for nursing staff seeking career advancement
• The benefits of ongoing professional development for nursing staff and healthcare organizations
• Strategies for nurse leaders to create professional development opportunities within their organizations
• The role of nurse leaders in developing and implementing career advancement pathways for nursing staff

The Power of Inspiring Leadership in Nursing

Nursing leadership is a critical component of the healthcare industry, impacting patient care, organizational performance, and the advancement of the nursing profession. By mastering essential leadership skills, embracing diversity, promoting teamwork, and fostering a positive work environment, aspiring nurse leaders can make a meaningful difference in the lives of their patients, colleagues, and organizations. Committing to lifelong learning and professional development will ensure that nurse leaders remain at the forefront of their field, inspiring and empowering the next generation of nursing professionals.

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12 Wallace State students earn medals at SkillsUSA National Leadership and Skills Conference

Kyndall Winters of Nauvoo celebrates winning a gold medal in esthetics at the 2024 SkillsUSA National Leadership and Skills Conference.

Hanceville, AL — A dozen Wallace State Community College students brought home medals after competing at the SkillsUSA National Leadership and Skills Conference this week in Atlanta.

“We commend our SkillsUSA Medalists and their faculty, and we are very proud of all of our outstanding competitors,” said Wallace State President Dr. Vicki Karolewics. “The stellar performance of our SkillsUSA Medalists demonstrates why Wallace State is a leader in workforce development in Alabama.”

More than 15 Wallace State students competed June 25-28 at the SkillsUSA National Leadership and Skills Conference in Atlanta, with eight students earning gold medals, three earning silver medals and one earning a bronze medal.

Gold medal winners include:

• Esthetics – Kyndall Winters of Nauvoo
• Crime Scene Investigation – Braden Tuttle of Oneonta, Sophia Wright of Warrior and Jonathan Zepedatrejo of Cullman
• Mobile Robotic Technology – Justin Ruth and Zach Hudson, both of Hanceville
• Robotics and Automation Technology – Avielle Shadrick of Cullman and Andrew Cooper of Odenville

Silver medal winners include:

• Technical Computer Applications – Jennifer Jester of Cullman
• Robotics: Urban Search and Rescue – Isaac Daniel of Holly Pond and Graham Gilbreath of Cullman

Bronze medal winners include:

• Commercial Drone –Landon Holmes of Cullman

"Congratulations to our outstanding students for their remarkable achievement in placing at the SkillsUSA Nationals,” said Jerry Murks, Dean of Applied Technologies at Wallace State. “Their dedication, hard work, and skill have truly paid off, showcasing the exceptional talent and determination within our community. We are incredibly proud of their success and the bright future that lies ahead for each of them."

The students were among more than 6,600 students from across the United States competing in 115 occupational and leadership skills areas.

Students earned the right to compete at the national competition after winning medals at the Alabama State Leadership and SkillsUSA Championships held in April in Mobile.

SkillsUSA is the #1 workforce development organization for students. Its goal is to empower students to become skilled professionals, career-ready leaders and responsible community members. SkillsUSA is a nonprofit that serves high school, college and middle school students who are preparing for careers or further education in trade, technical and skilled service occupations, including health occupations. A partnership of students, teachers and industry working together to ensure America has a skilled workforce, SkillsUSA helps each student excel.

SkillsUSA offers local, state and national opportunities for students to learn and practice personal, workplace and technical skills. These three components comprise the SkillsUSA Framework, a blueprint for career readiness. Local chapters conduct a full Program of Work, and many students attend a district or state conference.

About Wallace State

Wallace State Community College (Ala.), a member of the Alabama Community College System, is a comprehensive community college in north central Alabama offering more than 200 options in academic, health and technical programs of study leading to an associate degree, certificate or transfer, as well as workforce-credit training and adult education. An Achieving the Dream Leader College, nationally recognized by the Aspen Institute as a finalist for the 2025 Aspen Prize for Community College Excellence, ranked by Southern Business and Development among the Top 3 institutions in the South for workforce development, named a Center of Excellence by the National League for Nursing and the National Security Administration, rated the Top Online Community College in Alabama, a Military Friendly Institution and an All-Steinway School, Wallace State is an outstanding place for students to pursue their education and career goals. Classes are offered online and on campus, day, evening and on weekends, with numerous start dates each year. Visit Wallace State’s beautiful main campus located on 300-acres in Hanceville, Ala., our satellite location in downtown Oneonta, Ala., find us online at www.wallacestate.edu , or call 256.352.8000.

Students from Wallace State's Criminal Justice program, center, celebrate winning a gold medal in Crime Scene Investigation. Member of the team include Braden Tuttle of Oneonta, Sophia Wright of Warrior and Jonathan Zepedatrejo of Cullman.

Wallace State students Justin Ruth and Zach Hudson, both of Hanceville, earned gold medals in Mobile Robotics Technology at the 2024 SkillsUSA National Leadership and Skills Conference. 

Avielle Shadrick,left, of Cullman and Andrew Cooper of Odenville react after winning gold medals in Robotics and Automation Technology.

 Isaac Daniel of Holly Pond and Graham Gilbreath of Cullman accept silver medals in Robotics: Urban Search and Rescue. 

Jennifer Jester of Cullman accepts a silver medal in Technical Computer Applications.

Landon Holmes of Cullman accepts a bronze medal in Commercial SUAS Drone.

Media Contact

• Kristen Holmes
• Vice President for Students and Chief Marketing Officer
• 256-352-8233
• [email protected]

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Applications open july 1 for wallace state nursing, wallace state alumna paige clabo inspires young performers with heirlooms fine and performing arts, video modal.

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Reflection On Leadership And Management Skills

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