Angela Brown1, Patrick Crookes2, Jan Dewing3. 1. a School of Nursing , University of Wollongong , Northfields Avenue, Gwynneville, Wollongong , New South Wales , Australia. 2. b Faculty of Science, Medicine and Health , University of Wollongong , Northfields Avenue, Gwynneville, Wollongong , New South Wales , Australia. 3. c Division of Nursing, School of Health Sciences , Queen Margaret University Drive , Musselburgh , East Lothian EH21 6UU , UK.
Abstract
BACKGROUND: Clinical leadership and the safety, quality and efficiency of patient/client care are inextricably linked in government reports, major inquiries and the professional literature. OBJECTIVES: This review explores the literature on clinical leadership development within pre-registration nursing programmes. METHOD: The literature retrieved from a scoping review was evaluated to identify what is already published on the development of clinical leadership within pre-registration nursing programmes. Twenty-seven publications matched the inclusion criteria and were included in this review, 14 journal articles, one thesis and 11 chapters within one book were analysed and three themes were identified: clinical leadership; curriculum content and pedagogy. RESULTS AND MAIN OUTCOMES: This review identified a paucity of literature specifically relating to clinical leadership and pre-registration nursing programmes and what is available is inconclusive and unconvincing. CONCLUSIONS: Academics, curriculum development leaders and accreditation bodies have a responsibility to influence how nurses are prepared for the profession as such clinical leadership and the new graduate should be considered an area of greater importance.
BACKGROUND: Clinical leadership and the safety, quality and efficiency of patient/client care are inextricably linked in government reports, major inquiries and the professional literature. OBJECTIVES: This review explores the literature on clinical leadership development within pre-registration nursing programmes. METHOD: The literature retrieved from a scoping review was evaluated to identify what is already published on the development of clinical leadership within pre-registration nursing programmes. Twenty-seven publications matched the inclusion criteria and were included in this review, 14 journal articles, one thesis and 11 chapters within one book were analysed and three themes were identified: clinical leadership; curriculum content and pedagogy. RESULTS AND MAIN OUTCOMES: This review identified a paucity of literature specifically relating to clinical leadership and pre-registration nursing programmes and what is available is inconclusive and unconvincing. CONCLUSIONS: Academics, curriculum development leaders and accreditation bodies have a responsibility to influence how nurses are prepared for the profession as such clinical leadership and the new graduate should be considered an area of greater importance.