Liderança, administração e gestão nos cuidados de saúde: um protocolo de revisão de escopo no âmbito do ensino da enfermagem
Keywords:leadership; learning; nursing education; nursing management; nursing student
Introduction: Strategic leadership in nursing, represents one of the global goals at the current time. Although integrated into university programs, the teaching of administration and management, did not seem to promote the expected results. This finding may be a consequence of the teaching methods, competencies targeted, or students' perceptions of the usefulness and interest of the subject. A new theoretical framework is needed, with the identification of underpinning skills, key contents and teaching methodologies adapted to the current reality.
Objectives: Map the models and conceptions of teaching-learning nursing administration and management.
Methods: This review will follow the JBI methodology, and will include all types of studies, published in English, French, Spanish, and Portuguese, on the last decade, without any geographical limitations. The databases included MEDLINE, CINAHL, Psychology and Behavioral Sciences Collection by EBSCO, Scopus (Elsevier), Canadian Science Publishing, grey literature (Google Scholar) and Repositório Científico de Acesso Aberto de Portugal (RCAAP). Data will be analysed and extracted by two independent researchers and will be presented in a specific table.
Results: Previous bibliographic research allowed the identification of some concepts, theories and pedagogical strategies implemented in the teaching-learning process of the subject.
Conclusion: The results will contribute to help instructors to improve their educational approach, adapting the theory of the subject through the use and development of teaching-learning strategies that can support and empower upcoming nurses, face to future challenges in healthcare.
Keywords: leadership; learning; nursing education; nursing management; nursing student
Ailey, S., Lamb, K., Friese, T., & Christopher, B.-A. (2015). Educating nursing students in clinical leadership. Nursing Management (Harrow, London, England: 1994), 21(9), 23–28. https://doi.org/10.7748/nm.21.9.23.e1304
Amestoy, S. C., Backes, V. M. S., Thofehrn, M. B., Martini, J. G., Meirelles, B. H. S., & Trindade, L. de L. (2013). Nurses’ perception of the teaching-learning process of leadership. Texto & Contexto - Enfermagem, 22, 468–475. https://doi.org/10.1590/S0104-07072013000200024
Benner, P., Sutphen, M., Leonard, V., Day, L., & Shulman, L. S. (2009). Educating Nurses: A Call for Radical Transformation (1st edition). Jossey-Bass.
Carragher, J., & Gormley, K. (2017). Leadership and emotional intelligence in nursing and midwifery education and practice: A discussion paper. Journal of Advanced Nursing, 73(1), 85–96. https://doi.org/10.1111/jan.13141
Caveião, C., Peres, A. M., Zagonel, I. P. S., Amestoy, S. C., & Meier, M. J. (2018). Teaching-learning tendencies and strategies used in the leadership development of nurses. Revista Brasileira De Enfermagem, 71(suppl 4), 1531–1539. https://doi.org/10.1590/0034-7167-2017-0455
Ferreira, M. M. F., Bueno, A. de A., & Lomba, M. de L. (2021). Curso de Licenciatura em Enfermagem: Panorama do ensino de liderança em Portugal. Revista de Enfermagem Referência, 5(8), e20203.
Goudreau, J., Pepin, J., Larue, C., Dubois, S., Descôteaux, R., Lavoie, P., & Dumont, K. (2015). A competency-based approach to nurses’ continuing education for clinical reasoning and leadership through reflective practice in a care situation. Nurse Education in Practice, 15(6), 572–578. https://doi.org/10.1016/j.nepr.2015.10.013
Halcomb, E., Jackson, D., Daly, J., Gray, J., Salamonson, Y., Andrew, S., & Peters, K. (2016). Insights on leadership from early career nurse academics: Findings from a mixed methods study. Journal of Nursing Management, 24(2), E155-163. https://doi.org/10.1111/jonm.12317
Huynh, N. (2021). Exploring the use of simulation to develop leadership skills in undergraduate nursing students: A scoping review protocol. JBI Evidence Synthesis, 19(11), 3080–3087. https://doi.org/10.11124/JBIES-20-00526
International Council of Nurses. (2021). Nurses: A voice to lead—A vision for future healthcare. International Council of Nurses. https://www.icn.ch/system/files/documents/2021-05/ICN%20Toolkit_2021_ENG_Final.pdf
International Council of Nurses. (2019). Strategic plan 2019–2023. International Council of Nurses https://www.icn.ch/sites/default/files/inline-files/Strategic%20plan.pdf
Jack, K., Hamshire, C., Harris, W. E., Langan, M., Barrett, N., & Wibberley, C. (2018). «My mentor didn’t speak to me for the first four weeks»: Perceived Unfairness experienced by nursing students in clinical practice settings. Journal of Clinical Nursing, 27(5–6), 929–938. https://doi.org/10.1111/jocn.14015
James, A. H. (2018). Action learning can support leadership development for undergraduate and postgraduate nurses. British Journal of Nursing (Mark Allen Publishing), 27(15), 876–880. https://doi.org/10.12968/bjon.2018.27.15.876
Leal, L. A., Camelo, S. H. H., & Santos, F. C. dos. (2017). O docente de administração em enfermagem: Formação e competências profissionais. Revista de Enfermagem UFPE on line, 11(6), Art. 6. https://doi.org/10.5205/1981-8963-v11i6a23395p2329-2338-2017
Moafimadani, S. K., Kazempour, E., Khalkhali, A., & Rahimaghaee, F. (2020). Effective factors on management of nurses organizational learning: A qualitative study. Journal of Nursing and Midwifery Sciences, 7, 51–59.
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143. https://doi.org/10.1186/s12874-018-0611-x
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Peters, M. D. J., Godfrey, C., McInerney, P., Munn, Z., Tricco, A. C., & Khalil, H. (2020). Chapter 11: Scoping Reviews (2020 version). Em E. Aromataris & Z. Munn (Eds.), JBI Manual for Evidence Synthesis. JBI. https://synthesismanual.jbi.global. https://doi.org/10.46658/JBIMES-20-12
Pollock, D., Davies, E. L., Peters, M. D. J., Tricco, A. C., Alexander, L., McInerney, P., Godfrey, C. M., Khalil, H., & Munn, Z. (2021). Undertaking a scoping review: A practical guide for nursing and midwifery students, clinicians, researchers, and academics. Journal of Advanced Nursing, 77(4), 2102–2113. https://doi.org/10.1111/jan.14743
Rosser, E. A., Scammell, J., Heaslip, V., White, S., Phillips, J., Cooper, K., Donaldson, I., & Hemingway, A. (2019). Caring values in undergraduate nurse students: A qualitative longtitudinal study. Nurse Education Today, 77, 65–70. https://doi.org/10.1016/j.nedt.2019.03.011
Santos, I. A. R. D., Amestoy, S. C., Silva, G. T. R. da, Backes, V. M. S., Silva, C. C. R. da, Conceição, M. M. da, & Góis, R. M. O. de. (2021). Theoretical-practical articulation of the continuous learning of leadership in Nursing in light of Peter Senge. Revista Brasileira De Enfermagem, 74(4), e20201200. https://doi.org/10.1590/0034-7167-2020-1200
Scammell, J. M. E., Apostolo, J. L. A., Bianchi, M., Costa, R. D. P., Jack, K., Luiking, M.-L., & Nilsson, S. (2020). Learning to lead: A scoping review of undergraduate nurse education. Journal of Nursing Management, 28(3), 756–765. https://doi.org/10.1111/jonm.12951
Silva, A. M. da, Celich, K. L. S., Silva, T. G. da, Souza, S. S. D., Bittencourt, J. V. V., & Bertoncello, K. C. G. (2018). Nurses’ perception towards the teaching-learning process of Nursing management / Percepção de enfermeiras quanto ao ensino e aprendizagem da gestão em Enfermagem. Revista de Pesquisa Cuidado é Fundamental Online, 10(4), Art. 4. https://doi.org/10.9789/2175-5361.2018.v10i4.1098-1102
Sriharan, A., West, K. J., Almost, J., & Hamza, A. (2021). COVID-19-Related Occupational Burnout and Moral Distress among Nurses: A Rapid Scoping Review. Nursing Leadership (Toronto, Ont.), 34(1), 7–19. https://doi.org/10.12927/cjnl.2021.26459
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
World Health Organization. (2016). Global strategic directions for strengthening nursing and midwifery 2016-2020. World Health Organization. https://apps.who.int/iris/handle/10665/275453
How to Cite
Copyright (c) 2023 Millenium - Journal of Education, Technologies, and Health
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who submit proposals for this journal agree to the following terms:
a) Articles are published under the License Creative Commons, in full open-access, without any cost or fees of any kind to the author or the reader;
b) The authors retain copyright and grant the journal right of first publication, allowing the free sharing of work, provided it is correctly attributed the authorship and initial publication in this journal;
c) The authors are permitted to take on additional contracts separately for non-exclusive distribution of the version of the work published in this journal (eg, post it to an institutional repository or as a book), with an acknowledgment of its initial publication in this journal;
d) Authors are permitted and encouraged to publish and distribute their work online (eg, in institutional repositories or on their website) as it can lead to productive exchanges, as well as increase the impact and citation of published work
Documents required for submission
Article template (Editable format)