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Becoming a Nurse Faculty Leader: Practices of Leading Illuminated Through Advancing Reform in Nursing Education
Author(s) -
Stiles Kim,
Pardue Karen T.,
Young Patricia,
Morales Mary Lou
Publication year - 2011
Publication title -
nursing forum
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.618
H-Index - 36
eISSN - 1744-6198
pISSN - 0029-6473
DOI - 10.1111/j.1744-6198.2011.00214.x
Subject(s) - leadership development , nurse education , nursing , curriculum , meaning (existential) , embodied cognition , psychology , pedagogy , medicine , medical education , political science , public relations , artificial intelligence , computer science , psychotherapist
PURPOSE. The purpose of this study was to explore the lived experience of becoming a nurse faculty leader. BACKGROUND. In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders. METHODS. This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership. Exemplars of participant leadership development experiences are provided to assist readers in determining how the findings relate to their own practice. FINDINGS. The data revealed that leadership emerges as an embodied practice when nurse educators become involved in advancing reform. Practical leadership strategies for advancing reform in nursing education are presented. CONCLUSION. Leadership is learned through three everyday practices of advancing reform in nursing education: being involved with others; struggling to serve as a symbol and preserve authenticity; and creating an environment for change. This study offers new insight on leadership development, with practical implications for how leadership is taught in nursing curriculum and how nurses can more effectively own leadership roles.