Abordagens teóricas de administração, gestão e liderança na licenciatura de enfermagem: a scoping review
DOI:
https://doi.org/10.29352/mill0224.35452Palavras-chave:
administração; aprendizagem; educação em enfermagem; ensino; gestão; liderançaResumo
Introdução: Nas últimas décadas, a liderança estratégica tem sido identificada como um objetivo global; no entanto, a formação em enfermagem nem sempre fornece o conteúdo necessário em administração e gestão para preparar os enfermeiros aos desafios futuros de liderança.
Objetivo: Explorar conceitos, teorias e programas de aprendizagem em administração, gestão e liderança na licenciatura em enfermagem.
Métodos: A revisão foi realizada em abril de 2022, seguindo a metodologia JBI e as diretrizes PRISMA-ScR nas bases de dados MEDLINE, CINAHL, PsycInfo via EBSCO, e Scopus via Elsevier. Literatura cinzenta e estudos não publicados também foram incluídos através do RCAAP, Canadian Science Publishing e Google Scholar. Foram incluídos artigos em inglês, francês, espanhol e português, publicados e não publicados de 2012 a 2022.
Resultados: Trinta e um artigos responderam aos critérios de elegibilidade da revisão. Foram identificados uma serie de conceitos-chave e estratégias pedagógicas para a aprendizagem de habilidades de liderança assim como um programa específico de aprendizagem na licenciatura de enfermagem.
Conclusão: Foi confirmada a necessidade de introduzir todos os conceitos encontrados, apoiados por teorias adaptadas e lógicas ao nível de graduação. O programa de Liderança Clínica em Enfermagem parece apropriado e pode ser um modelo de implementação, mas é necessária mais investigação para desenvolver um currículo de liderança clínica com base em evidências.
Downloads
Referências
Ailey, S., Lamb, K., Friese, T., & Christopher, B. A. (2015). Educating nursing students in clinical leadership. Nursing Management, 21(9), 23–28. https://doi.org/10.7748/nm.21.9.23.e1304
AL-Dossary, R. N., Kitsantas, P., & Maddox, P. J. (2016). Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses. Journal of Professional Nursing, 32(2), 152–158. https://doi.org/10.1016/j.profnurs.2015.10.004
Allen, D., & May, C. (2017). Organizing Practice and Practicing Organization: An Outline of Translational Mobilization Theory. SAGE Open, 7(2), 35–43. https://doi.org/10.1177/2158244017707993
Allen, D., Purkis, M. E., Rafferty, A. M., & Obstfelder, A. (2019). Integrating preparation for care trajectory management into nurse education: Competencies and pedagogical strategies. Nursing Inquiry, 26(3), 1–11. https://doi.org/10.1111/nin.12289
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 tezching-learning process of leadershipess. Text Context Nursing, 22(2), 468–475. http://www.scielo.br/pdf/tce/v22n2/en_v22n2a24.pdf
Anazor, C. (2012). Preparing nurse leaders for global health reforms. Nursing Management, 19(4), 26–28. https://doi.org/10.7748/nm2012.07.19.4.26.c9167
Androwich, I. M., Watson, C. A., Belcher, J. V. R., Patrician, P. A., Sherman, R. O., Yoder, L. H., & Vlasses, F. R. (2012). Graduate practicums in nursing administration programs: Current approaches and recommendations. Journal of Nursing Administration, 42(10), 454–457. https://doi.org/10.1097/NNA.0b013e31826a1ea0
Bender, M., L’Ecuyer, K., & Williams, M. (2019). A clinical nurse leader competency framework: Concept mapping competencies across policy documents. Journal of Professional Nursing, 35(6), 431–439. https://doi.org/10.1016/j.profnurs.2019.05.002
Benner, P. (1984). From Novice To Expert: Excellence and Power in Clinical Nursing Practice. AJN The American Journal of Nursing, 84, 1480. https://doi.org/10.1097/00000446-198412000-00025
Benner, P., Tanner, C. A., & Chesla, C. A. (2009). Expertise in Nursing Practice. In Expertise in Nursing Practice. https://doi.org/10.1891/9780826125453
Brown, A., Crookes, P., & Dewing, J. (2015). Clinical leadership in pre-registration nursing programmes – an international literature review. Contemporary Nurse, 51(1), 39–55. https://doi.org/10.1080/10376178.2015.1095055
Brown, A., Crookes, P., & Dewing, J. (2016). Clinical leadership development in a pre-registration nursing curriculum: What the profession has to say about it. Nurse Education Today, 36, 105–111. https://doi.org/10.1016/j.nedt.2015.08.006
Canedo, E., Fernandes, C., & Martins, M. M. (2023). Leadership, Administration and Management In Health Care: A Scoping Review Protocol of Nurse Education. Millenium - Journal of Education, Technologies, and Health 2(20). https://doi.org/https://doi.org/10.29352/mill0220.27735
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
Da Silva, A. M., Celich, K. L. S., Da Silva, T. G., De Souza, S. S., Bittencourt, J. V. V., & GodinhoBertoncello, K. C. (2018). Nurses’ perception towards the teaching-learning process of Nursingmanagement. Revista de Pesquisa Cuidado é Fundamental Online, 10(4), 1098–1102. https://doi.org/10.9789/2175-5361.2018.v10i4.1098-1102
Diffley, D. M., & Duddle, M. (2022). Fostering Resilience in Nursing Students in the Academic Setting: A Systematic Review. Journal of Nursing Education, 61(5), 229–235. https://doi.org/10.3928/01484834-20220303-03
Dos Santos, I. A. R., 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
Embree, J. L., Wagnes, L., Hendricks, S., Lamothe, J., Halstead, J., & Wright, L. (2018). Empowering nurses to lead interprofessional collaborative practice environments through a nurse leadership institute. Journal of Continuing Education in Nursing, 49(2), 61–71. https://doi.org/10.3928/00220124-20180116-05
Fennimore, L., & Warshawsky, N. (2019). Graduate Leadership Education for Nurse Leaders - Needed Now More Than Ever. Journal of Nursing Administration, 49(7–8), 347–349. https://doi.org/10.1097/NNA.0000000000000765
Fischer, S. A. (2016). Transformational leadership in nursing: a concept analysis. Journal of Advanced Nursing, 72(11), 2644–2653. https://doi.org/10.1111/jan.13049
Franklin, P. D., Montgomery, K. L., Dorr, P., & Trandel, D. (2020). Building Maryland’s health care leadership capacity: The Nurse Leadership Institute at the University of Maryland School of Nursing. Nursing Outlook, 68(5), 657–670. https://doi.org/10.1016/j.outlook.2020.06.001
Freire, P. (1997). Pedagogía de la Autonomía. Saberes necesarios para la práctica educativa. (11ª Ed). Madrid: España.
Galuska, L. A. (2015). Dedicated education units: Partnerships for building leadership competency. Journal of Nursing Education, 54(7), 385–388. https://doi.org/10.3928/01484834-20150617-05
Gatson Grindel, C. (2016). Clinical Leadership : A Call to Action. MedSurg Nursing, 25(1), 9–16.
Gore, T. N., Johnson, T. L., & Wang, C. H. (2015). Teaching nursing leadership: Comparison of simulation versus traditional inpatient clinical. International Journal of Nursing Education Scholarship, 12(1), 55–63. https://doi.org/10.1515/ijnes-2014-0054
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
Ha, L., & Pepin, J. (2017). Experiences of nursing students and educators during the co-construction of clinical nursing leadership learning activities: A qualitative research and development study. Nurse Education Today, 55(April), 90–95. https://doi.org/10.1016/j.nedt.2017.05.006
Ha, L., & Pepin, J. (2018). Clinical nursing leadership educational intervention for first-year nursing students: A qualitative evaluation. Nurse Education in Practice, 32(May), 37–43. https://doi.org/10.1016/j.nepr.2018.07.005
Hathaway, C. (2013). Using film, television, and other media to teach management and leadership concepts. Nurse Educator, 38(6), 239–240. https://doi.org/10.1097/01.NNE.0000435269.45989.66
Heinen, M., van Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of Advanced Nursing, 75(11), 2378–2392. https://doi.org/10.1111/jan.14092
Horsley, T. L., Bensfield, L. A., Sojka, S., & Schmitt, A. (2014). Multiple-patient simulations: Guidelines and examples. Nurse Educator, 39(6), 311–315. https://doi.org/10.1097/NNE.0000000000000087
Hubley, P., Gottlieb, L. N., & Durrant, M. (2022). Influencing Work Culture: A Strengths-Based Nursing Leadership and Management Education Program. Nursing Leadership (Toronto, Ont.), 35(1), 24–37. https://doi.org/10.12927/cjnl.2022.26752
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
Jack, K., Bianchi, M., Costa, R. D. P., Grinberg, K., Harnett, G., Luiking, M.-L., Nilsson, S., & Scammell, J. M. E. (2022). Clinical leadership in nursing students: A concept analysis. Nurse Education Today, 108, 105173. https://doi.org/10.1016/j.nedt.2021.105173
James, A. H. (2018). Action learning can support leadership development for undergraduate and postgraduate nurses. British Journal of Nursing, 27(15), 876–880. DOI:10.12968/bjon.2018.27.15.876
Khalil, H., Peters, M. D., Tricco, A. C., Pollock, D., Alexander, L., McInerney, P., Godfrey, C. M., & Munn, Z. (2021). Conducting high quality scoping reviews-challenges and solutions. Journal of Clinical Epidemiology, 130, 156–160. https://doi.org/10.1016/j.jclinepi.2020.10.009
Labrague, L. J. (2021). Use of simulation in teaching nursing leadership and management course: An integrative review. Sultan Qaboos University Medical Journal, 21(3), 344–353. https://doi.org/10.18295/squmj.4.2021.007
Leal, L. A., Soares, M. I., Silva, B. R. da, Bernardes, A., & Camelo, S. H. H. (2018). Clinical and management skills for hospital nurses: perspective of nursing university students. Revista Brasileira de Enfermagem, 71(suppl 4), 1514–1521. https://doi.org/10.1590/0034-7167-2017-0452
Mannix, J., Wilkes, L., & Daly, J. (2013). Attributes of clinical leadership in contemporary nursing: an integrative review. Contemporary Nurse, April 2016, 3505–3521. https://doi.org/10.5172/conu.2013.3505
Martin, D. R., Furr, S. B., Lane, S. H., & Bramlett, M. (2016). Integration of leadership competencies in a Community Health Simulation. British Journal of Nursing, 25(14)(July), 792–795. https://doi.org/https://doi.org/10.12968/bjon.2016.25.14.792
Moafimadani, S. K., Kazempour, E., Khalkhali, A., and Rahimaghaee, F. (2020). Effective factors on management of nurses organizational learning: A qualitative study. Journal of Nursing and Midwifery Sciences, 7, 52–59. https://doi.org/10.4103/JNMS.JNMS_35_19
Morrow, K. J. (2015). Leadership curricula in nursing education: A critical literature review and gap analysis. Journal of Nursing Education, 54(7), 367–371. https://doi.org/10.3928/01484834-20150617-02
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(143). https://doi.org/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. The BMJ, 372. https://doi.org/10.1136/bmj.n71
Pepin, J., Dubois, S., Girard, F., Tardif, J., & Ha, L. (2011). A cognitive learning model of clinical nursing leadership. Nurse Education Today, 31(3), 268–273. https://doi.org/10.1016/j.nedt.2010.11.009
Peters, M. D. J., Godfrey, C. M., Mclnerney, P., Munn, Z., Tricco, A. C., & Khalil, H. (2020). Chapter 11: Scoping Reviews. In E. Aromataris & Z. Munn (Eds.), JBI Manual for Evidence Synthesis, JBI, 2020. https://doi.org/https://doi.org/10.46658/JBIMES-20-12
Pollard, C. L., & Wild, C. (2014). Nursing leadership competencies: Low-fidelity simulation as a teaching strategy. Nurse Education in Practice, 14(6), 620–626. https://doi.org/10.1016/j.nepr.2014.06.006
Quinn, B. (2020). Using Benner’s model of clinical competency to promote nursing leadership. Nursing Management, 27(2), 33–42. https://doi.org/10.7748/nm.2020.e1911
Ross, C., Olson, J. K., Kushner, K. E., Murad, S. S., Leung, W. S. W., Daniels, S., Applin, M., & Eaton, T. (2018). Student Preparation for Nursing Leadership: Lessons from an Undergraduate Programs Review. International Journal of Nursing Education Scholarship, 15(1), 1–11. https://doi.org/10.1515/ijnes-2017-0039
Satu, K. U., Leena, S., Mikko, S., Riitta, S., & Helena, L. K. (2013). Competence areas of nursing students in Europe. Nurse Education Today, 33(6), 625–632. https://doi.org/10.1016/j.nedt.2013.01.017
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, January, 756–765. https://doi.org/10.1111/jonm.12951
Schultz, M. A., Shinnick, M. A., & Judson, L. H. (2012). Learning from mistakes in a simulated nursing leadership laboratory. CIN - Computers Informatics Nursing, 30(9), 456–462. https://doi.org/10.1097/NXN.0b013e3182573aaf
Scully, N. J. (2014). Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession. Collegian, 22(4), 439–444. https://doi.org/10.1016/j.colegn.2014.09.004
Soto-Fuentes, P., Reynaldos-Grandón, K., Martínez-Santana, D., & Jerez-Yáñez, O. (2014). Competencias para la enfermera/o en el ámbito de gestión y administración: Desafíos actuales de la profesión. Aquichan, 14(1), 79–99. https://doi.org/10.5294/aqui.2014.14.1.7
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, 34(1), 7–19. https://doi.org/10.12927/cjnl.2021.26459
Strudwick, G., Nagle, L., Kassam, I., Pahwa, M., & Sequeira, L. (2019). Informatics Competencies for Nurse Leaders: A Scoping Review. Journal of Nursing Administration, 49(6), 323–330. https://doi.org/10.1097/NNA.0000000000000760
Sundean, L. J., White, K. R., Thompson, L. S., & Prybil, L. D. (2019). Governance education for nurses: Preparing nurses for the future. Journal of Professional Nursing, 35(5), 346–352. https://doi.org/10.1016/j.profnurs.2019.04.001
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
Wilmoth, M. C., & Shapiro, S. E. (2014). The intentional development of nurses as leaders: A proposed framework. Journal of Nursing Administration, 44(6), 333–338. https://doi.org/10.1097/NNA.0000000000000078
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2024 Millenium - Journal of Education, Technologies, and Health
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
Os autores que submetem propostas para esta revista concordam com os seguintes termos:
a) Os artigos são publicados segundo a licença Licença Creative Commons (CC BY 4.0), conformando regime open-access, sem qualquer custo para o autor ou para o leitor;
b) Os autores conservam os direitos de autor e concedem à revista o direito de primeira publicação, permitindo-se a partilha livre do trabalho, desde que seja corretamente atribuída a autoria e publicação inicial nesta revista.
c) Os autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
d) Os autores têm permissão e são estimulados a publicar e distribuir o seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publica
Documentos necessários à submissão
Template do artigo (formato editável)
