Professional Experience Placement

This study by Brown et al (2016) sought to identify the professions’ views on clinical leadership in undergraduate nursing curriculum development in Australia. This study targeted clinicians, managers and academics using a validated online survey.  The impetus for this study was there is little known about clinical leadership development in pre-registration programmes.

The authors found there was no agreed definition of clinical leadership, even though clinical leadership is cited as important for guiding students, new graduates and staff.  The final survey used, included demographic, and the views of the profession on the relevance and their opinions on the curriculum content required in the nursing degree. Likert scales and free text responses were included. There were 416 respondents that completed the entire questionnaire. Although there were respondents from all states and territories, the bulk were from New South Wales. While the study cannot be generalised there is no reason that NSW would be different to the rest of Australia on this issue.

The paper provides tables and pie graphs of the importance of the proposed content. Within the knowledge table the role of the registered nurse; safety; occupational health and safety; care planning; knowledge of ethics; understanding of the work context and risk management were deemed as the most relevant and important (>98% agreement). Of the skills questions written and verbal  communication; ability to deal with change; computer literacy; ability to establish therapeutic relationships; conflict identification and resolution and identifying consequences (>98% agreement) were deemed the most important. Of the behaviours acting responsibility; being accountable and not bullying (>99% agreement) were the most important behaviours. Free text questions endorsed support for the concept of leadership and/or management development in pre-registration programmes. The authors concluded by stating that given the importance of clinical leadership in healthcare the knowledge, skills, attitudes and behaviours required need to part of the preparation of students. The authors pose the question of how can this content be organised into a purposeful and pedagogically sound approach and how it might be assessed theoretically and in practice?

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