![[ Visit Client Website ]](images/banner.gif)
Nurse leaders, regardless of the level of their position, should be competent in: 1) communication and relationship building; 2) knowledge of the healthcare environment; 3) leadership; 4) professionalism; and 5) business skills. Although most leaders are educationally prepared for their roles, many managers and front-line leaders (clinical leads) who interface most with patients, families, physicians and staff are the least prepared for leadership roles. The purpose this study was to measure self-assessed competencies of nurse leaders and use baseline results in designing an educational curriculum to expand knowledge and competence in AONE leadership domains. Two research questions were studied: 1) How do nurses in leadership positions self-rate their competencies in AONE leadership domains; and 2) What are the differences in self-assessed competency levels based on educational background, years of experience in a leadership position, and number of leadership classes taken? Cognitive, skill-based and affective learning theories guided the study. These theories support the use of self-assessment tools to measure and use content knowledge as a foundation for application of knowledge.
Methods:
Methods: The study was conducted in a multi-hospital system with a sample of nursing leads (charge nurses), managers, and directors. This cross-sectional quantitative survey study used a convenience non-probability sample of nurse leaders working in a large healthcare system. Modified AONE Executive Leadership and Nurse Manager self-assessment instruments were used with a 5 point scale using Benner’s Novice to Expert response set: 1) novice, 2) advanced beginner, 3) competent, 4) proficient, and 5) expert. A Demographic survey was used to describe the sample (18 items). After IRB approval was obtained, the surveys were administered to consented particpants using paper and pencil surveys.
Results:
Results: Directors (n = 13) had been a manager (M = 9.6 years) before being a Director (M = 6.8 years), and had taken an average of 14.3 management courses. Most were prepared at the Master’s level (7) and 3 at the doctorate level. The lowest mean scores were noted for the Business Skill (M = 3.85) and Knowledge of the Health Care Environment domains (3.86). The total scale competency level was 3.96 (Proficient). There were no significant differences noted on the mean scores for the AONE competency domains when controlled for years as a manager or director, management courses taken or highest degree earned. Highest levels of competency were noted in Leadership (M =4.23; Proficient) and Professionalism (M = 4.36, Proficient).
Managers (n = 96) had 8.73 years as a manager and had taken management courses (M=9.8). The majority were Baccalaureate prepared (69). The lowest mean scores were noted for Managing the Business (M=2.88), Leading the People (M = 3.69) and Creating the Leader in Yourself (M = 3.66) with an overall competency mean of 3.19 (competent). No significant differences were noted in the mean scores when controlled for years as a manager or number of management courses taken. Significant differences were noted with highest degree earned and several subscales and domains. The Post- survey is currently in analysis.
Conclusion:
Conclusions: Results were used to develop a 1-2 day workshop or 2 hour blocks of education focusing on content in Knowing the Health Care Environment, Managing the Business of Healthcare, and Leading Yourself and Others. Nurse managers and Leads reflected the greatest developmental growth with the educational intervention.