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Educating nursing students in clinical leadership.

Sarah Ailey1, Karen Lamb, Tanya Friese

  • 1Rush University Medical Center, Chicago, Illinois.

Nursing Management (Harrow, London, England : 1994)
|January 29, 2015
PubMed
Summary

This case study shows how graduate nursing students learn clinical nurse leader (CNL) competencies through practical experiences. The curriculum focuses on improving care for patients with intellectual and developmental disabilities.

Keywords:
Clinical competenceintellectual disabilityleadershipnurse educationnursing rolesstandards of care

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Area of Science:

  • Nursing Education
  • Healthcare Leadership
  • Clinical Nurse Leader (CNL) Competencies

Background:

  • Nursing education aims to cultivate caring, responsible nurses with clinical reasoning skills.
  • Complex healthcare systems require nurses capable of improving patient outcomes.
  • The Clinical Nurse Leader (CNL) role is central to enhancing nursing practice and patient care.

Purpose of the Study:

  • To demonstrate the application of the Model of Situated Learning in Nursing Leadership.
  • To provide practical experiences for graduate nursing students to learn the CNL role.
  • To highlight lessons in teaching CNL leadership competencies through quality improvement initiatives.

Main Methods:

  • A case study approach was used at Rush University, a Magnet-recognized academic medical center.
  • Graduate nursing students engaged in real-world efforts to improve care for patients with intellectual and developmental disabilities.
  • The curriculum was based on established CNL competencies.

Main Results:

  • Students gained practical leadership experience within a complex healthcare setting.
  • The study illustrates how situated learning facilitates the development of CNL competencies.
  • Improvements in the quality of care for at-risk patient populations were targeted.

Conclusions:

  • The Model of Situated Learning effectively prepares nurses for the CNL role.
  • Practical application is crucial for developing essential leadership and clinical reasoning skills.
  • Quality improvement projects offer valuable learning opportunities for future nursing leaders.