Nursing leadership competencies: low-fidelity simulation as a teaching strategy

  • Title: Nursing leadership competencies: low-fidelity simulation as a teaching strategy
    Author: Pollard, Cheryl; Wild, Carol
    Year: 2014
    Keyword(s): leadership, communication, simulation, reflexivity
    Description: Nurses must demonstrate leadership and followership competencies within complex adaptive team environments to ensure patient and staff safety, effective use of resources, and an adaptive health care system. These competencies are demonstrated through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational patterns of behavior, and the subsequent impact that these behaviors have on others. Students articulate situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning.
    Peer Reviewed: Yes
    Type of Item: Journal Articles
    DOI: 10.1016/j.nepr.2014.06.006
    Publication Information: Pollard, C., & Wild, C. (2014). Nursing leadership competencies: Low fidelity simulation as a teaching strategy. Nurse Education in Practice, 14(6), 620-626. doi: 10.1016/j.nepr.2014.06.006
    Language: English

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