Leadership Competence in BSN Graduates: The Evidence for Curricular Reform

Paper

Thursday, 20 July 2006

This presentation is part of : Nursing Education Projects and Studies

Kim Schippits, MSN, RN¹, Angelina A. Arcamone, DNSc, RN², and Margaret Griffiths, MSN, RN¹. (1) Nursing, Thomas Jefferson University, College of Health Professions, Philadelphia, PA, USA, (2) College of Health Professions, Department of Nursing, Thomas Jefferson University, Philadelphia, PA, USA

Learning Objective #1: The learner will be able to discuss the essential leadership competencies of BSN graduates to efficiently transition to an independent practice role.
Learning Objective #2: The learner will understand the variations in perceptions between graduates, nurse managers, nurse preceptors and nursing faculty in relation to the essential leadership competencies.

The nursing profession continues to struggle with defining the leadership role for nursing and developing the knowledge and skills necessary to effectively influence a tumultuous healthcare environment. Findings from several studies support the fact that new baccalaureate graduates often have difficulty adjusting to the RN role. A recent study by the National Council of State Board of Nursing found that employers perceive that newly licensed RNs are not fully prepared with basic skills, citing especially the ability to supervise delegated care. The purposes of this study were to determine the essential competencies required of baccalaureate graduates to efficiently transition to an independent practice role and to explore variations in perceptions between nurse preceptors, managers, new graduates and faculty about the critical nature of these behaviors and to use the data to impact curricular reform. The confirmation of these variables is imperative if new baccalaureate graduates are to influence the delivery of patient care and to make a contribution to optimal patient outcomes.

A descriptive-comparative design was used to sample a randomly selected nationwide group of nurse preceptors (n = 50), nurse managers (n = 100), nurse educators (n = 52), and newly graduated baccalaureate nurses (n = 58). Using a Likert-scale, subjects rated their perception of the five essential competencies. Data were analyzed using inferential statistics and open –ended responses were analyzed for recurring concerns and/or recommendations. Finally, responses from the four groups were analyzed for congruence. Findings of this study will provide beginning evidence to clarify not only the content that is deemed essential for the baccalaureate graduate but also those approaches that facilitate their transition to the complex patient care environment. This discussion also will explore strategies to streamline curricular efforts to develop in baccalaureate nursing students the competencies that are expected and essential for beginning practice.

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