RESUMO
Recent changes in health care legislation have presented an unprecedented opportunity for nurses to engage as full partners in transforming health care (Institute of Medicine, 2010). According to diverse opinion leaders from insurance, corporate, health services, government, and higher education, nurses should have more influence than they do now on health policy, planning, and management (Robert Wood Johnson Foundation, 2010). More than ever before, nursing needs leaders, and nursing faculty are in a pivotal position to educate leaders in nursing. This article describes the findings of a descriptive study that surveyed nursing faculty teaching in all degree levels to ascertain how they prepare students to be leaders in nursing. Data were analyzed using qualitative methods. Findings demonstrate that faculty engage in self-development as leaders, promote student role development as leaders, and use multiple teaching-learning strategies to educate students to be leaders in nursing.
Assuntos
Bacharelado em Enfermagem/organização & administração , Docentes de Enfermagem/organização & administração , Liderança , Estudos Transversais , Estudos de Avaliação como Assunto , Feminino , Hospitais Universitários , Humanos , Masculino , Competência Profissional , Estados UnidosRESUMO
This article is a review and synthesis of the literature related to the socialization of newly graduated nurses. Personal experience and standards frame the clinical nurse educator role in facilitating learner development and socialization. Successful strategies to improve the socialization process of newly graduated nurses from the literature and recommendations for the future are presented.