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Learning from a new leadership enhancement and development programme for nurses.

Paula Cruz1, Rachel Nolan2, Rebecca Featherbe3

  • 1Practice Educator, Torbay and South Devon NHS Foundation Trust.

British Journal of Nursing (Mark Allen Publishing)
|February 18, 2026
PubMed
Summary
This summary is machine-generated.

Internationally educated nurses (IENs) and UK-educated nurses face similar career progression challenges. A pilot leadership program improved skills and job satisfaction for all nurses, suggesting inclusive support strategies are effective.

Keywords:
Culturally responsive teachingEducationInternational recruitmentLeadershipNursing

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Area of Science:

  • Healthcare Workforce Development
  • Nursing Education and Professional Advancement
  • Diversity and Inclusion in Healthcare

Background:

  • The UK National Health Service (NHS) increasingly employs internationally educated nurses (IENs), who often face career progression barriers.
  • A survey revealed that UK-educated nurses also experience challenges in career advancement and require support.
  • Existing national recommendations focus on IEN-specific leadership programs, potentially overlooking broader needs.

Purpose of the Study:

  • To evaluate the effectiveness of a pilot Leadership Enhancement and Development (LEAD) program.
  • To assess the program's impact on leadership skills, job satisfaction, and socialization for band 5 registered nurses.
  • To inform future leadership development strategies within the NHS.

Main Methods:

  • A questionnaire was administered to all band 5 staff nurses in an NHS organization.
  • A pilot LEAD program was developed in partnership with a local college.
  • The program was open to all band 5 registered nurses, including both IENs and UK-educated nurses.
  • Participant evaluations and survey results were analyzed.

Main Results:

  • The pilot LEAD program successfully enhanced leadership skills among participants.
  • The program acted as an effective agent of socialization, integrating diverse staff.
  • Both IENs and UK-educated nurses reported positive outcomes regarding career progression and job satisfaction.
  • The inclusive approach yielded positive results, contrasting with IEN-specific recommendations.

Conclusions:

  • Inclusive leadership development programs benefit both internationally educated and UK-educated nurses.
  • The findings support a broader strategy for leadership training to address common challenges.
  • Recommendations are provided for designing future leadership programs that foster skill development and integration.