International Journal of Nursing Education Scholarship
Ed. by Andrusyszyn, Mary-Anne / Cragg, Catherine Elizabeth / Goldenberg, Dolly / Iwasiw, Carroll Louise / Maltby, Hendrika J.
1 Issue per year
SCImago Journal Rank (SJR): 0.715
Source Normalized Impact per Paper (SNIP): 1.079
Volume 12 (2015)
Volume 11 (2014)
Volume 10 (2013)
Volume 9 (2012)
Volume 8 (2011)
Volume 7 (2010)
Volume 6 (2009)
Volume 5 (2008)
Volume 4 (2007)
Volume 3 (2006)
Volume 2 (2005)
Volume 1 (2004)
Most Downloaded Articles
- Successful Transition of the New Graduate Nurse by Romyn, Donna M/ Linton, Noreen/ Giblin, Cathy/ Hendrickson, Brenda/ Houger Limacher, Lori/ Murray, Carol/ Nordstrom, Pamela/ Thauberger, Gail/ Vosburgh, Di/ Vye-Rogers, Leianne/ Weidner, Arlene and Zimmel, Colleen M
- Educating the Future eHealth Professional Nurse by Booth, Richard G
- Transforming Nursing Education: A Review of Current Curricular Practices in Relation to Benner's Latest Work by Handwerker, Sarah M.
- Stress, Depression, and Anxiety among Undergraduate Nursing Students by Chernomas, Wanda M. and Shapiro, Carla
- Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study by Rowan, Margo S./ Rukholm, Ellen/ Bourque-Bearskin, Lisa/ Baker, Cynthia/ Voyageur, Evelyn and Robitaille, Annie
Educating Leaders in Nursing: Faculty Perspectives
1St. Catherine University
2University of Minnesota - Twin Cities
3Children’s Hospitals and Clinics of Minnesota
4St. Catherine University
5Unity Hospital, Fridley, Minnesota
Citation Information: International Journal of Nursing Education Scholarship. Volume 9, Issue 1, Pages 1–13, ISSN (Online) 1548-923X, DOI: 10.1515/1548-923X.2215, February 2012
- Published Online:
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.
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