Unique and Experiential Learning Opportunities Build Capacity for Leadership in Nursing Students

Kate St. Amand, RNUniversity Health Network, Toronto, ON

(Registered Nurses’ Association of Ontario [RNAO], 2006, p. 22)

Transformational Leadership

• Skills that enable nurses to navigate practice areas and political context (Antrobus &

Kitson, 1999).

•Healthy work environments (RNAO, 2006).

• Advocacy on behalf of people and communities (Canadian Nurses’

Association, 2008; Falk-Raphael, 2005).

Experiential Learning• Leadership and

advocacy are key elements of nursing curricula. (Canadian Association of

Schools of Nursing, 2006)

•Gap exists between knowledge and practice. (Falk-Rafael, 2005; Houck & Bongiorno, 2006)

•Constructivist learning through practice and reflection. (Brandon & All, 2010)

The Model World Health Organization Conference

WHO, 2008

The Story of the MWHO:Stakeholder Engagement

The Story of the MWHO:Theme and Topics for Discussion

•Food Security in the Face of Climate Change

•Access to Water as a Human Right

•Access to Health Care in Rural and Remote Settings

•Indigenous Health and Resource Extraction

Environmental Health

The Story of the MWHO:Task Delegation

The Story of the MWHO:The MWHO Conference

•17 Delegates

•5 Ontario Universities

•7 Disciplines:

The Story of the MWHO:The MWHO Conference

Ongoing Research

(Registered Nurses’ Association of Ontario [RNAO], 2006, p. 22)

Transformational Leadership Practices

Building Relationshipsand Trust

•Partnership with professional association

• “Power of representation” (Rodger, 2006)

•Collaborative relationship building (RNAO, 2006)

•Managing conflicts (RNAO, 2006)

Creating an Empowering Work Environment

•Structural, relational, psychological (Manojilvich, 2007)

•“Intention to support growth” (RNAO, 2006)

•Access to resources (RNAO, 2006)

Creating an Environment that Supports Knowledge

Development and Integration

•Safe space to share knowledge and opinions (RNAO, 2006)

•Access to tools for research (RNAO, 2006)

• Engage in research

• Share research findings

•Constructive learning opportunity (Brandon & All,

2010)

Leading and Sustaining Change

• Develop and share a vision for change (RNAO, 2006)

• Experience leading and sustaining change (RNAO, 2006)

• Sustain change by leading others (RNAO, 2006)

Balancing Competing Values and Priorities

“Leaders help others to see situations not always as a choice between opposites, but as decisions between these choices that need to be optimized over time.” (RNAO, 2006, p. 48)

• Resolution development

• Connect policy development and nursing practice (CNA, 2008; Falk-Raphael, 2005; Gehrke, 2008)

Limitations•Constructivism: Ongoing research and

reflection (Brandon & All, 2010)

•Evaluations

Conclusion

ReferencesAntrobus, S. & Kitson, A. (1999). Nursing leadership: influencing and shaping health policy and nursing practice. Journal of Advanced Nursing, 29, 746-753. doi: 10.1046/j.1365-2648.1999.00945.x

Brandon, A.F. & All, A.C. (2010). Constructivism, theory analysis and application to curricula. Nursing Education Perspectives, 31, 89-92. doi: 10.1043/1536- 5026-31.2.89

Canadian Association of Schools of Nursing. (2006). Position statement: CASN position statement on baccalaureate education and baccalaureate programs. Retrieved September 29, 2011 from http://www.casn.ca/en/68.html

Canadian Nurses Association. (2008). Code of ethics for registered nurses. Ottawa, ON: Canadian Nurses Association.

Clarke, H. (2006). Health and nursing policy: a matter of politics, power, and professionalism. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.)

Realities of Canadian nursing: professional, practice and power issues (pp. 72-92). Philadelphia, PA: Lippincott Williams & Wilkins.

ReferencesDick, D.D. & Cragg, B. (2006). Undergraduate education: development and

politics. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.) Realities of Canadian nursing: professional, practice and power issues (pp. 190-208). Philadelphia, PA: Lippincott Williams & Wilkins.

Falk-Rafael, A. (2005). Speaking truth to power: nursing’s legacy and moral imperative. Advances in Nursing Science, 28, 212-223. Retrieved September 18, 2011 from OVID.

Gehrke, P.M. (2008). Civic engagement and nursing education. Advances in Nursing Science, 31, 52-66. Retrieved September 18, 2011 from CINAHL.

Hartrick Doane, G. & Brown, H. (2010). Recontextualizing learning in nursing education: taking an ontological turn. Journal of Nursing Education, 50, 21-26. doi: 10.392B/01484834- 20101130-01

Houck, N.M. & Watson Bongiorno, A. (2006). Innovations in the public policy education of nursing students. The Journal of the New York State Nurses Association, Fall/Winter, 4-9. Retrieved September 25, 2011 from Gale Cengage.

ReferencesManojilvich, M. (2007). Power and empowerment in nursing: looking backward to inform the future. The Online Journal of Issues in Nursing, 12. Retrieved September 27, 2011 from http://www.medscape.com/viewarticle/553403

Registered Nurses’ Association of Ontario. (2006). Developing and sustaining nursing leadership. Toronto, ON: Registered Nurses’ Association of Ontario.

Rodger, G.L. (2006). Canadian Nurses Association. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.) Realities of Canadian nursing: professional, practice and power issues (pp. 134-151). Philadelphia, PA: Lippincott Williams & Wilkins.

*Special thank you to the Nursing Students of Ontario for supporting the planning and realization of the Model WHO in Ontario. Please note, all photographs of people have been removed from this presentation for privacy reasons.