Development of leadership competencies in nursing education through simulated practice: a cross-sectional descriptive-correlational study

Authors

  • Amélia Castilho Escola Superior de Enfermagem de Coimbra, Coimbra, Portugal | Unidade Científico-Pedagógica de Enfermagem Médico-Cirúrgica (UCPEMC), Coimbra, Portugal | UICISA: E - Unidade de Investigação em Ciências da Saúde: Enfermagem, Coimbra, Portugal https://orcid.org/0000-0002-4420-8861
  • Cátia Teixeira Centro Hospitalar Universitário de Coimbra, Coimbra, Portugal http://orcid.org/0000-0003-4535-5027
  • Rui Baptista Escola Superior de Enfermagem de Coimbra, Coimbra, Portugal | Unidade Científico-Pedagógica de Enfermagem Médico-Cirúrgica (UCPEMC), Coimbra, Portugal | UICISA: E - Unidade de Investigação em Ciências da Saúde: Enfermagem, Coimbra, Portugal http://orcid.org/0000-0002-4125-1186

DOI:

https://doi.org/10.29352/mill0225.34952

Keywords:

leadership; nursing; nursing student; simulation training

Abstract

Introduction: Nurses need to learn and develop leadership competencies to play a relevant role in the success of healthcare organizations.

Objective: To describe nursing students' perceptions of the development of leadership competencies through simulation training, to analyze their association with nursing students' socio-demographic characteristics, and to identify facilitators and barriers.

Methods: Cross-sectional, descriptive-correlational study in a sample of 74 undergraduate and postgraduate students attending advanced life support courses at a nursing school in Portugal. Data were collected using an adapted version of the Nursing Leadership Perception Scale (Frederico & Castilho, 2006). Questions were included to explore facilitators and barriers.  Data were analyzed using descriptive and inferential statistics.

Results: Students showed a very positive perception of leadership development through simulation training (overall mean score ≥ 4.42; Likert 1-5) in the dimensions of recognition (M=4.57; SD=0.40), communication (M=4.62; SD=0.41), team development (M=4.54; SD=0.41), innovation (M=4.42; SD=0.55) and team leadership (M=4.49; SD=0.59). Operational planning and critical reflection were identified as the main facilitators of leadership development.

Conclusion: This study highlights the importance of simulation as a pedagogical strategy for leadership development. The identification of facilitators and barriers contributes to the improvement of simulation.

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References

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Published

2024-09-04

How to Cite

Castilho, A., Teixeira, C., & Baptista, R. (2024). Development of leadership competencies in nursing education through simulated practice: a cross-sectional descriptive-correlational study . Millenium - Journal of Education, Technologies, and Health, 2(25), e34952. https://doi.org/10.29352/mill0225.34952

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Section

Life and Healthcare Sciences