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首页> 外文期刊>Nursing forum >Becoming a nurse faculty leader: practices of leading illuminated through advancing reform in nursing education.
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Becoming a nurse faculty leader: practices of leading illuminated through advancing reform in nursing education.

机译：成为护士系主任：通过推进护理教育改革阐明领导的做法。

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PURPOSE: The purpose of this study was to explore the lived experience of becoming a nurse faculty leader. BACKGROUND: In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders. METHODS: This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership. Exemplars of participant leadership development experiences are provided to assist readers in determining how the findings relate to their own practice. FINDINGS: The data revealed that leadership emerges as an embodied practice when nurse educators become involved in advancing reform. Practical leadership strategies for advancing reform in nursing education are presented. CONCLUSION: Leadership is learned through three everyday practices of advancing reform in nursing education: being involved with others; struggling to serve as a symbol and preserve authenticity; and creating an environment for change. This study offers new insight on leadership development, with practical implications for how leadership is taught in nursing curriculum and how nurses can more effectively own leadership roles.
机译：目的：本研究的目的是探索成为护士系主任的真实经验。背景：在最近对全美24名护士系负责人的领导力经历进行的一项研究中，许多参与者犹豫不决地称自己为领导者。方法：这项解释性现象学研究探讨了护士教职领导的意义和意义。提供参与者领导力发展经验的范例，以帮助读者确定调查结果如何与自己的实践相关。结果：数据表明，当护士教育者参与推进改革时，领导力已成为一种实践。提出了推进护理教育改革的实践性领导策略。结论：领导力是通过三种日常护理教育改革实践而学习的：努力充当象征并保持真实性;创造变化的环境。这项研究提供了有关领导力发展的新见解，对护理课程中如何教授领导力以及护士如何更有效地担任领导角色具有实际意义。

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