Nurse Leaders' Assumptions and Attitudes Toward Residency Programs for New Graduate Nurses.

The Future of Nursing Report from 2010 offered key recommendations for the practice of nursing, including the need for nurse residency programs for all new graduate nurses. Although numerous articles can be found about the programs themselves, finding information about the support of nurse leaders for such programs is more challenging. In the spring of 2019, a small group of invited nurse leaders from across the United States met during a "Think Tank." The purpose of this gathering was to discuss a policy brief offered by the American Academy of Nursing requiring all new graduate registered nurses to participate in a nurse residency program as part of their transition into practice. To determine nurse leaders' assumptions and attitudes toward nurse residency programs, the think tank planners conducted a national survey. Over 500 members of the American Organization for Nursing Leadership participated in this survey. In this article, the authors offer that nurse leaders are supportive of residency programs for new graduate nurses although some are still struggling with demonstrating the value proposition. In addition, nurse leaders are not in support of a national mandate.

Preparing Chief Nurse Successors: An Evaluation of the Chief Nursing Officer Academy.

The traditional role of the chief nursing officer (CNO) is expanding to include new clinical areas and patient populations. Chief nursing officers find themselves challenged to balance both system and site priorities, compounded with the expectation to lead their organization during a merger, acquisition, or hospital closure and the changes in healthcare reimbursement. Chief nursing officers must anticipate emerging issues and be prepared to manage those issues. They are at high risk politically when a new chief executive officer is named and when hospitals are having financial concerns. How do we lead in times of turbulence? How can we ensure that high-potential candidates are prepared for the CNO role and what are the most critical competencies they will need? To address these concerns, we created a Chief Nursing Officer Academy (CNOA) that is designed for new and aspiring CNOs. This article provides an overview of the CNOA and a program evaluation of the outcomes for the participants.

Disrupt Now for Future Focus.

Health care organizations are challenged by numerous and rapid changes. Although nurse leaders seldom lead the whole organization's response to these changes, most changes impact the nursing workforce. To be prepared and proactive, nurse leaders need to consider the process of disrupting what the nursing workforce does to keep current with what society expects of nursing.

Circle of Advisors: Creating a National Perspective for Graduate Curricula in Nursing Administration.

The CGEAN Board established a goal to support MSN administration programs to thrive and meet the need for well-prepared nurses to assume leadership roles. This column addresses how we embarked on this work through creation of a Circle of Advisors composed of national nursing leaders who came together to address specific curricular issues and more importantly to voice support for continuation of MSN administration programs.

Risk Taking: A Required Competency for Merger, Acquisitions, and Partnerships.

Today's nurse executive is likely to find himself or herself in the middle of a merger, acquisition, and/or partnership (MAP). This is the result of health care agencies vying for market share in the midst of stiff competition, as well as decreased reimbursement in a rapidly changing payment system. The phenomenon of MAPs is fueled by the focus on care coordination and population health management. To be prepared for the ongoing and increasing MAP activity, nurse executives need to develop the skill of risk taking as an essential competency for leading change. This article emphasizes the need to maintain and improve health care quality and patient safety.

Enhancing Trifocal Leadership Practices Using Simulation in a Pediatric Charge Nurse Orientation Program.

A well-established charge nurse orientation program was enhanced with the addition of a simulation, addressing three primary populations (the trifocus) with whom charge nurses interact: patients, patients' parents, and other staff members. In this pilot quality improvement project, 20 staff nurses enrolled in the orientation program and were assigned a mentor. Only one participant used the mentorship opportunity; therefore, it is not discussed here. Twelve nurses completed all charge nurse classes and a simulation scenario of caring for a deteriorating infant. The nurses were given an opportunity to reflect on leadership practices after the simulation. Thematic analysis from qualitative, reflective data supported the enhanced understanding of managing complex patients, a code situation, and teams; guiding a team's novice nurse; leading as a charge nurse; and using clinical and critical thinking skills. All nurses reported that the simulation as experiential learning helped them to meet their leadership goals.

Synthesizing learning in a workshop or conference.

With an increased emphasis on elevating the level of learning in all settings, continuing educators have the opportunity to facilitate learners achieving more from workshops. Using the recommended assessment strategy of The Big Point/Big Question allows educators to respond to pending questions, clarify major learning points, and help learners actively engage in processing information presented in workshops or conferences.

Increasing the intensity of nursing leadership: graduate preparation for nurse leaders.

The numbers of nurses holding formal leadership and management positions without baccalaureate preparation are disheartening. The 2008 National Sample Survey reported that approximately one-half of nurses in manager and above positions hold less than a bachelor's degree. The formal preparation of nurse leaders is critical for continued progress in advancing patient safety and quality as well as promoting innovative models of care delivery. Helping nurses in leadership positions, especially where the expectation does not already exist to have such educational preparation, is a challenge that the profession must address.