Unique and Experiential Learning
Opportunities Build Capacity for
Leadership in Nursing Students
Kate St. Amand, RN
University Health Network, Toronto, ON
(Registered Nurses’ Association of Ontario [RNAO], 2006, p. 22)
Transformational Leadership
•
Skills that enable
nurses to navigate
practice areas and
political context (Antrobus &
Kitson, 1999).
•
•
Healthy work
environments (RNAO, 2006).
Advocacy on behalf of
people and
communities (Canadian Nurses’
Association, 2008; Falk-Raphael, 2005).
Experiential Learning
•
Leadership and
advocacy are key
elements of nursing
curricula. (Canadian Association of Schools
of Nursing, 2006)
•
Gap exists between
knowledge and practice.
(Falk-Rafael, 2005; Houck & Bongiorno, 2006)
•
Constructivist learning
through practice and
reflection. (Brandon & All, 2010)
The Model World Health
Organization Conference
WHO, 2008
The Story of the MWHO:
Stakeholder Engagement
The Story of the MWHO:
Theme and Topics for Discussion
Environmental Health
• Food Security in the Face of Climate
Change
• Access to Water as a Human Right
• Access to Health Care in Rural and
Remote Settings
• Indigenous Health and Resource
Extraction
The Story of the MWHO:
Task Delegation
The Story of the MWHO:
The MWHO Conference
• 17 Delegates
• 5 Ontario Universities
• 7 Disciplines:
The Story of the MWHO:
The MWHO Conference
Topic Selection
Approve
Working Papers
Draft Resolution
Introduction to
Rules of Debate
(Robert’s Rules)
Debate Working
Papers
Debate
Resolution
Motion to Begin
Debate
Draft Working
Papers
Conclusion and
Evaluation
Ongoing Research
Transformational Leadership
Practices
(Registered Nurses’ Association of Ontario [RNAO], 2006, p. 22)
Building Relationships
and Trust
• Partnership with professional association
•
“Power of representation”
(Rodger, 2006)
• Collaborative relationship building
• Managing conflicts
(RNAO, 2006)
(RNAO, 2006)
Creating an Empowering
Work Environment
• Structural, relational, psychological
• “Intention to support growth”
• Access to resources
(RNAO, 2006)
(RNAO, 2006)
(Manojilvich, 2007)
Creating an Environment
that Supports Knowledge
Development and
Integration
• Safe space to share knowledge and opinions
• Access to tools for research
(RNAO, 2006)
(RNAO, 2006)
•
•
Engage in research
Share research findings
• Constructive learning opportunity
(Brandon & All, 2010)
Leading and Sustaining
Change
• Develop and share a vision for change
• Experience leading and sustaining change
• Sustain change by leading others
(RNAO, 2006)
(RNAO, 2006)
(RNAO, 2006)
Balancing Competing
Values and Priorities
“Leaders help others to see situations not always as a choice between opposites,
but as decisions between these choices that need to be optimized over time.” (RNAO,
2006, p. 48)
• Resolution development
• Connect policy development and nursing
practice
(CNA, 2008; Falk-Raphael, 2005; Gehrke, 2008)
Limitations
• Constructivism: Ongoing research and
reflection
(Brandon & All, 2010)
• Evaluations
Conclusion
References
Antrobus, S. & Kitson, A. (1999). Nursing leadership: influencing and shaping
health policy and nursing practice. Journal of Advanced Nursing, 29, 746-753.
doi: 10.1046/j.1365-2648.1999.00945.x
Brandon, A.F. & All, A.C. (2010). Constructivism, theory analysis and application
to curricula. Nursing Education Perspectives, 31, 89-92. doi: 10.1043/15365026-31.2.89
Canadian Association of Schools of Nursing. (2006). Position statement: CASN
position statement on baccalaureate education and baccalaureate programs.
Retrieved September 29, 2011 from http://www.casn.ca/en/68.html
Canadian Nurses Association. (2008). Code of ethics for registered nurses.
Ottawa, ON: Canadian Nurses Association.
Clarke, H. (2006). Health and nursing policy: a matter of politics, power, and
professionalism. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.)
Realities of Canadian nursing: professional, practice and power issues (pp.
72-92). Philadelphia, PA: Lippincott Williams & Wilkins.
References
Dick, D.D. & Cragg, B. (2006). Undergraduate education: development and
politics. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.) Realities of
Canadian nursing: professional, practice and power issues (pp. 190-208).
Philadelphia, PA: Lippincott Williams & Wilkins.
Falk-Rafael, A. (2005). Speaking truth to power: nursing’s legacy and moral
imperative. Advances in Nursing Science, 28, 212-223. Retrieved September
18, 2011 from OVID.
Gehrke, P.M. (2008). Civic engagement and nursing education. Advances in
Nursing Science, 31, 52-66. Retrieved September 18, 2011 from CINAHL.
Hartrick Doane, G. & Brown, H. (2010). Recontextualizing learning in nursing
education: taking an ontological turn. Journal of Nursing Education, 50, 21-26.
doi: 10.392B/01484834- 20101130-01
Houck, N.M. & Watson Bongiorno, A. (2006). Innovations in the public policy
education of nursing students. The Journal of the New York State Nurses
Association, Fall/Winter, 4-9. Retrieved September 25, 2011 from Gale
Cengage.
References
Manojilvich, M. (2007). Power and empowerment in nursing: looking backward to
inform the future. The Online Journal of Issues in Nursing, 12. Retrieved
September 27, 2011 from http://www.medscape.com/viewarticle/553403
Registered Nurses’ Association of Ontario. (2006). Developing and sustaining
nursing leadership. Toronto, ON: Registered Nurses’ Association of Ontario.
Rodger, G.L. (2006). Canadian Nurses Association. In M. McIntyre, E. Thomlinson
& C. McDonald (Eds.) Realities of Canadian nursing: professional, practice
and power issues (pp. 134-151). Philadelphia, PA: Lippincott Williams &
Wilkins.
*Special thank you to the Nursing Students of Ontario for supporting the planning
and realization of the Model WHO in Ontario. Please note, all photographs of
people have been removed from this presentation for privacy reasons.