personal journey disciplines in nursing leadership

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The Journey of A Nurse Leader

• A nurse leader is a complex dynamic of managing clinical practices, staff, while also being used as a resource in patient care.
• The journey of a nurse leader is a dynamic process as one has to test different leadership styles in different situations.  
• An effective nurse leader has the potential to increase employee satisfaction, change the culture in the workplace, and ultimately increase the quality of patient care.  

RN-MSN – Chief Nursing Officer

As a nurse leader, one is faced with many difficult and often cumbersome situations within an organization that must be dealt with no matter how complex or simple they may seem.   

 Becoming a nurse leader often involves a transformational process that requires various stages of reflection until the final stages of the journey are reached.  How one handles the differences in each stage of this journey proves how effective a nurse leader can be when faced with challenges.    

Transformational Stages of  a Nurse Leader

Leadership involves discipline and the act of guiding, directing, motivating, and inspiring a group or organization towards achieving common goals.    

Leading requires commitment, dedication, and also requires creativity and demands the wise use of power.  The following are three stages that are imperative when navigating to become a nurse leader.    

Unlearning, Letting Go, Reacting

  These areas have more personal meaning to nurses.  Many times these stages can be some of the most difficult ones because how many times do nurses want to do things the way they have been taught or think is right?    

Trying to unlearn processes, ideas, or thoughts can be very difficult and can seem almost impossible at times, but once nurses attempt the process, the idea of letting go and reacting appropriately becomes much easier.    

This can be a challenge because once a new task is learned, nurses sometimes feel it needs to stay a certain way.   Many nurses love routine and specific ways of doing things. Learning a new way can be challenging.   Dealing with change and new ways of thinking are not always comfortable and easy, but they do assist with becoming an effective nurse leader.  

Naming, Learning, and Applying New Skills

In order to visibly notice effective changes as a nurse leader, all three of these areas are important to implement.    

If an organization cannot identify areas of improvement, the leader is never going to recognize the problems that need to be addressed.  Once the agenda of items needing improvement has been identified, the leader can start working with the staff as a team to learn solutions and put these into action.    

Listening actively to the concerns that have been voiced and promptly addressing the concerns with the nurse leader is imperative in order to establish ways to resolve an issue or deal with a new problem.  Problems need to be triaged and solved as soon as possible before they develop into greater problems (Porter-O’Grady and Malloch, 2018).  Otherwise, if they are not handled in a timely manner, staff may start to question the purpose of reporting problems if they are not going to be addressed.

Reinforcing, Evaluating, Teach, and Extinguishing the Old

This stage seems to be the most difficult one of all three stages.  It is difficult anytime a leader or organization enforces a new policy, new procedure, or a new guideline because typically there is going to be some resistance from current employees. 

Change can be wonderful, but it is hard and certainly is an adjustment for the majority of the staff; however, without change, there would be little, if any, progression.  

  Evaluating one’s behavior and teaching the new seem to co-exist. Once the negative or old behaviors are recognized, they can be turned into new avenues for growth and development for both the individuals and the organization.  Once an organization rids these pre-existing processes, behaviors, and thoughts, the old becomes extinguished which allows the “new” to become a part of the thought process. 

A valuable statement was noted when focusing on these areas and should be recognized – “ people need to see leaders dealing with change so that they can have someone rather than something to identify with.  They look to leaders to humanize the experience by growing and adapting themselves.  By seeing others who are successfully adjusting to change, they become more comfortable carrying out their own personal journey of transformation ” (Porter-O’Grady and Malloch, 2018, p. 504). 

This statement holds much truth because if the staff visualize change in their leaders, they are more apt to have a stronger desire and willingness to change as well.  

Characteristics of a Nurse Leader

In order for nurse leaders to be effective, there are several characteristics that define what a leader should possess and how these characteristics help to define new leaders:  

• Emotional intelligence  
• Integrity  
• Critical thinking  
• Effective communication skills  
• Dedication to perseverance and excellence  
• Sense of professionalism  
• Understanding patient-nurse dynamics  
• Mentorship  

Utilizing these characteristics assists the nurse leaders to be effective as they oversee and manage staff in various facilities or environments .  If a nurse leader does not possess these, it is difficult to lead effectively since the fundamental skills are not in place. 

Results of an Effective Nurse Leader

Leaders can hinder or enhance an organization with the skills they possess and the implementation of those skills.  Stong leaders provide a sense of vision, mentorship, purpose, and inspiration among those they lead.    

The results of a good leader can result in employee retention, long-term success, and high morale.  

The misconception that leaders must be authoritative, aggressive, and hard core is not true. Often times, leaders with these characterisitics do not lead as effectively and the organization ultimately ends up suffering.    

All of the stages discussed are crucial in the transformation of becoming a nurse leader.  

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Emerging Nurse Leader

A leadership development blog

Five Ways to Become a More Authentic Nurse Leader

September 6, 2012 by rose

By Rose O. Sherman, EdD, RN, FAAN

“ I think we’ve been choosing boards of directors and many other leaders for the wrong reason. We choose people for their image, their charisma, their style and we should be choosing them for their integrity, for their character, and their substance.” Bill George

Why Authentic Leadership Matters

There is recognition in nursing of the importance of authentic leadership.  In 2005, the American Association of Critical Care Nurses included Authentic Leadership as one of six standards necessary to establish and sustain a healthy work environment . Leaders are recognized as the glue that hold healthy work environments together.  Components to authentic leadership include feeling a passion about the purpose of what you do as a leader, practicing solid values, leading with a heart, establishing enduring relationships and demonstrating self discipline.  There are some naturally authentic leaders, but most leaders need to intentionally work at being authentic.

Here are five ways to become more authentic as a nurse leader:

1.  Commit to a personal journey to become more authentic in your leadership

In his book True North, Bill George observed that from his research with high performing leaders that “ consciously and subconsciously, they were constantly testing themselves through real-world experiences and reframing their life stories to understand who they were at their core. In doing so, they discovered the purpose of their leadership and learned that being authentic made them more effective .” On a personal journey, leaders can develop awareness about their strongest capabilities, their leadership attributes and their greatest needs for development as a leader.  Dr. Maria Shirey, a nursing expert on authentic nursing leadership, offers some good personal development strategies:

• Read books about authenticity in leadership.
• Complete a self-assessment of personal strengths and identify your shadow side.
• Develop the art of listening and self-reflection.
• Insert humor into every aspect of life.
• Commit to a philosophy of life-long learning.
• Participate in leadership development opportunities.

2.  Seek feedback from those you lead

Authentic leadership is not something that you simply declare is your leadership style.  Your authenticity as a leader can only be validated by those that you lead.   You must be willing to ask for and receive feedback openly.  As you look to improve aspects of your leadership, a public declaration to your followers about a desire to improve can be very powerful.

3.  Find a mentor who is an authentic nurse leader

No one can be authentic by imitating another person but we can learn from their experiences.  If you know a nurse leader that you really admire for their authenticity, they can serve as a mentor for you on your own journey.  Life stories play a major in how great leaders become authentic.

4.  Have a strong connection between your values and your actions

Authentic leaders clearly define which of their values cannot be violated regardless of the situation, and which values are desirable but not mandatory.  Bill George recommends that it is a useful exercise as a leader to think carefully in advance how you will handle situations where your ethical boundaries and values are in conflict with decisions you are asked to make.  Your followers will carefully watch whether your values match your leadership actions.

5.  Work hard to build relationships

It is difficult to be perceived as authentic if you can’t establish relationships with other people.  If you are introverted , this may mean moving outside your comfort zone and being visible and approachable.  Staff will want to know that you are connected to them and their work.  Otherwise, Karlene Kerfoot observes that you will not be able to provide the type of personalized leadership that inspires and brings out the best in those you work with.

The road to authenticity can be a challenging one.  It is the unusual nurse leader who does not ever lose their way.  As John Donahoe, the former president of eBay, wisely observed “ the world will shape you if you let it. To have a sense of yourself as you live, you must make conscious choices.”

Read to Lead

George, B. & Sims, P. (2007). True North. San Francisco: Jossey-Bass

Kerfoot, K. (2006). Authentic leadership.  Nurse Leader. 24 (2), 116-117.

Shirey, M. (2006). Authentic leaders creating healthy work environments for nursing practice.  American Journal of Critical Care. 15(3), 256-267.

© emergingrnleader.com 2012

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• v.16(1); 2021

A personal and professional journey - experiences of being trained online to be a supervisor in professional supervision in nursing

Jenny molin.

a Department of Nursing, Umeå University, Umeå, Sweden

b Department of Clinical Sciences, Division of Psychiatry, Umeå University, Umeå, Sweden

Monica Öberg-Nordin

Barbro arvidsson.

c School of Health and Welfare, Department of Health and Nursing, Halmstad University, Halmstad, Sweden

Britt-Marie Lindgren

Nurses often work alone in complex environments with ambiguous responsibilities and need ensured access to supervision.Online supervision has become common and has potential to support supervision in rural areas.

To explore the experiences of registered nurses (RNs) learning online to be a supervisor in professional supervision in nursing.

A longitudinal qualitative design was used.

A total of six focus group discussions, with 15 RNs divided in two groups, were conducted before, during, and after the training. Data underwent qualitative content analysis.

Results showed that the participants experienced learning to be a supervisor online as a personal and professional journey, and learning online was an advantage rather than a disadvantage. Initially, they focused on themselves, then on themselves within the group, and finally on themselves and the group. Both the group and the internet environment were described as safe places. Online tutoring needs to include the creation of a social presence within the group.

Professional supervision is a recognized process of professional support and learning that allows health care staff and students to develop professional competence through guided questions and self- reflection (Edwards et al., 2005 ). The term is used in a variety of ways with different ideas, approaches and methods. Further, it is synonymous with terms such as “clinical supervison” and “guided supervision” (Martin et al., 2014 ).

Internationally and in Sweden, training to become a supervisor in professional supervision in nursing is usually conducted according to nationally determined guidelines in a campus environment, with physical meetings for group supervision (Swedish Nursing Association & National Association for Professional Counseling in Nursing, 2008 ). Professional Supervison in Nursing (YHIO; Swedish abbreviation) is a well-known professional group supervision model in the Nordic countries (Lindgren et al., 2005 ), influenced by confluent education theory (Franke & Erkins, 1994 ) and gestalt therapy (Perls, 1977 ). YHIO emphasizes the combination of affective and cognitive features in the learning process, as well as the impact of both the learning environment and the group leader (Rodgers, 1965 ) and the reflective process (Gibbs, 1988 ). The model, used both clinically and for nursing students during their training to become registered nurses, is based on a group contract including structural factors such as voluntariness, confidentiality, continuity, responsibility, and willingness to self-development, and climate factors of genuineness, acceptance, support, trust, empathy, and challenge (Lindgren et al., 2005 ). A prerequisite of these group sessions has always been that they are conducted face-to-face, with all members in the same place at the same time. Through literature search, no scientific literature was found that describes online forms of professional supervision.

Previous research showed that after a year of taking part in group supervision, supervisors’ improved views of their own abilities and satisfaction in their role increased their ability to supervise students and promoted their own personal development (Borch et al., 2013 ). The same authors reported that group supervision can be a valuable support to clinical supervisors in bachelor nursing education. Studies on the effects of YHIO on professional nurses unanimously show that supervision in nursing strengthens nurses’ professional development (Francke & de Graaff, 2012 ). There is research evidence to suggest that supervision provides nurses with peer support and stress relief, promotes their professional accountability, and helps to develop their skills and knowledge (Brunero & Stein-Parbury, 2008 ; Edwards et al., 2006 ). Ohlsson and Arvidsson ( 2005 ) also show that nurses feel that YHIO helps relieve work stress. All of the above studies on YHIO took place in a campus environment.

In a literature review (2015), Deane and co-workers reported that electronically supported supervision (e.g., telephone) has long been available, is reliable, and has become relatively inexpensive. Supervision via teleconferencing and videoconferencing represent solutions to a particular set of needs: convenience, availability, and overcoming physical distance. Such solutions are used when traditional face-to-face meetings are not convenient or practical (Deane et al., 2015 ). A literature review suggests barriers to distance education can be categorized as technical, psychological, pedagogical, social, cultural, and contextual (Berge, 2013 ). To some degree, most of these barriers overlap and merge (Dabaj, 2011 ).

Supervision conducted online has become more common (Deane et al., 2015 ), and as it has the potential to support distant supervision in rural areas, it is important to train supervisors in performing supervision online. According to the Community of Inquiry (CoI) model of Garrison et al. ( 2000 ), learning in online environments is assumed to occur through the interaction of three core elements: social presence, cognitive presence, and teaching presence. These elements work together to support deep and meaningful online inquiry and learning (Garrison et al., 2001 ). In our literature search and contacts with national networks and researchers in the field, we found no research on conducting online tutoring for supervisors of YHIO.

The aim of this longitudinal study was to explore the experiences of registered nurses (RNs) learning online to be a supervisor in professional supervision in nursing.

Research design

This study used a longitudinal inductive qualitative design with semi-structured focus group discussions before, during, and after participating RNs completed the training. Data were subjected to qualitative content analysis (Lindgren et al., 2020 ; Graneheim et al., 2017 ; Graneheim & Lundman, 2004 ).

In Sweden, to learn how to be a group leader in YHIO, RNs with a least 12 month work experiences, need to take an advanced course namned “Leadership and Professional Supervision in Nursing”, 30.0 credits.

Description of the advanced course “leadership and professional supervision in nursing”, 30.0 credits

The educational approach in the course Leadership and Professional Supervision in Nursing uses a blended learning design. Blended learning refers to a mixture of different learning environments and combines traditional classroom methods with more modern computer-mediated activities where the innovative challenge was to conduct skills training in online tutoring (Osguthorpe & Graham, 2003 ). Figure 1 shows an overview of the education.

Overview of education

The course runs part-time at 25% for four semesters with predominantly online gatherings, using a learning management system (LMS), an open source system supporting technology with enhanced teaching, learning, and collaboration available to all employees and students at the university. A web conference solution provided free of charge by the Swedish University Computer Network (SUNET), was used for online conversations. The web conference solution enabled collaboration with live sound and video, document and desktop sharing, and the ability to record meetings. The RNs who took the course connected to the meeting using their own personal computers, web cameras, and internet connections. The course applied a student–active working method including reflecting together with classmates and lecturers. The working methods varied between individual work and group work. One physical class was arranged at the university each semester.

The theoretical content of the course covered the nursing profession; nursing supervision; nursing value base, ethics, and methods; communication; group processes; and leadership, focusing on nursing supervision. The practical training for the RNs included participation in a supervision group (Semester 1) and practice in supervising groups (semesters 2–4). The composition of the groups remained the same during the whole course. The purpose of the training was to develop and reflect upon personal leadership in supervision, planning, and evaluation, based on the group members’ individual needs and conditions and the different phases of the supervision.

Participants

Sixteen RNs from all over Sweden started the course and all were asked to participate in the study. Fifteen RNs (14 women and 1 man, aged 28–59 years) chose to participate (2 radiographers, 4 in psychiatric care, 2 in elderly care, 3 in primary health care, 1 in palliative care, 2 in internal medicine, 1 in cardiology). Seven of them worked as lecturers in nursing during the course.

Data collection

Focus group discussions were chosen for data collection for their ability to elicit qualitative data from the interaction between group members in enhanced discussions (Peek & Fothergill, 2009 ).

The participants were divided into two focus groups. To facilitate cohesion these were the same groups that had supervision together during the course. Group 1 consisted of seven participants and Group 2 of eight.

Due to the longitudinal design, the focus group discussions were conducted on three occasions during the two years of training. Data collection took place between September 2014 and May 2016. The first occasion was conducted during the first week of the course and focused on nurses’ experiences of taking the course and their thoughts about supervisors and supervision. The main question was; Can you tell me about your thoughts on starting this course and on leadership? The second occasion was conducted after one year of training and the discussion focused on what it means to be a supervisor and the participants’ experiences of online supervision. The main question was; Tell me , w hat does it mean to be a supervisor and a leader? The third occasion was conducted after the course finished and focused on the participants’ experiences of the training as a whole. The main questions were; Can you tell me how it was to take this course online? How was it to supervise own groups?

The focus group discussions took place in a room at the university and lasted from 52 to 86 minutes (median 62 minutes). At the second focus group discussion, three participants were unable to participate, and at the third, four participants were absent. The third author (BA), an RN with advanced training in supervision and use of scientific methods in nursing, moderated and kept notes of the discussions. The focus group discussions were audio-taped and transcribed verbatim.

Data analysis

The analytic method chosen was qualitative content analysis (Lindgren et al., 2020 ; Graneheim et al., 2017 ; Graneheim & Lundman, 2004 ). First, the texts were read as a whole to get a sense of the nurses’ overall experiences of the course. Then the texts were divided into meaning units, which were condensed (shortened without losing any content), abstracted, and each given a code. The codes were then sorted, based on similarities and differences, abstracted, and interpreted into subthemes. For example, codes such as “new challenges”, “moving on”, “development”, and “possibilty to advance” were grouped, abstracted, and interpreted into the subtheme of “expectations”. Subthemes with similar content were grouped together, abstracted, and interpreted to formulate broader themes and the main theme. Three of the authors (JM, MÖ-N, B-ML) conducted the analysis and discussed the results until they reached consensus. JM and MÖN had previous knowledge on the course while BML did not. Assumptions and self- reflections made by the researchers were highlighted and discussed. Further, interpretations were controlled by moving back to data.

Ethical considerations

The project was carried out in accordance with the Declaration of Helsinki (World Medical Association, 2013 ). According to Swedish legislation, healthy adult people are not considered vulnerable participants in research and therefore ethical approval is not required. Instead, approval of the study was obtained from the head of the department at the University. All RNs participated voluntarily after being given verbal and written information and all gave their written informed consent. They were informed of their ability to withdraw at any time without stating any reason and without jeopardizing their education.

The results showed that learning to be a supervisor in professional supervision in nursing online was a personal and professional journey and that learning online was an advantage rather than a disadvantage. The results are presented in a linear way; however, the participants’ learning processes went back and forth throughout the whole course. Table I shows an overview of the subthemes and themes revealed in the analysis.

Overview of the results

Going on a personal and professional journey

The nurses’ learning is described as a process in which the participants initially focused on themselves. Along the way, they began to focus on themselves within the group. During the last semester, the participants shifted their perspectives on themselves and on the group.

Zooming in on oneself

The participants’ focus was initially on their own needs and they described facing fear and having expectations of both developing and learning.

Facing fear

The participants described how starting the education meant leaving a safe haven and roles they were accustomed to as both lecturers and RNs. On the one hand, they felt that this made them more vulnerable in the new situation; on the other, they saw it as an opportunity to develop. This experience was likened to “being on an emotional roller-coaster”. They described feeling blindsided and shocked when they understood what the course was going to mean. This made them feel scared, in doubt, and insecure, but as one participant put it, “it was helpful to be really scared”.

“It’s a mix of horror and delight in some way, yes absolutely it … I think I can do it, but can I get it together, with the rest of my life … I had not thought so much … before, what it would mean.” (FG 1)

The feeling of insecurity was evoked by various parts of the course (e.g., how to arrange and pull together groups for supervision in clinical practice), but also by fears about failure, the future, and how to manage their everyday life and still have enough time for studies. The participants took on all the responsibility for all of this and experienced it as demanding. There was some scepticism about the online part of the course and worries about the technical equipment, internet connections, and the possibility of missing non-verbal communication.

Having expectations

The participants described an overall desire to learn, and starting the course came with different kind of expectations. One described it as “swinging out on the trapeze”. They conveyed the notion that being a supervisor in professional supervision in nursing was challenging and being a supervisor at all was a new function.

The participants described “having a personal agenda starting the course”, wanting to take on new challenges, move on, and develop.

“I have some thoughts about … how this education might challenge me in new ways, in a role as a supervisor for nurses because I come from a psychiatric background, I have been involved in supervision in all sorts of variants … but I thought I … maybe that this could be something for me to take some steps further … // so this feels really exciting … ” (FG2)

They had expectations about learning how to coach themselves, developing their communication skills, on finding solutions to personal dilemmas, and seeing new possibilities. They sought personal development and wanted to get to know their own strengths and weaknesses. They also expected to find balance within themselves. They described that in a way they felt chosen and said that taking the course was “an ego boost”, giving them a chance to advance and to receive supervision themselves. They also described it as an opportunity to slow down and decrease stress.

The participants who had earlier experiences of supervision had pronounced expectations of their development as supervisors. They expressed wanting to learn how to really listen and to take a step back, which they saw as a challenge in itself. They also wanted to develop preparedness, to acquire the tools for supervision, and learn how to hold fast. The participants also expressed expectations about helping others. They “wanted to learn how to support other people to be able to put words to their own solutions”, to reflect, and to believe in themselves.

To manage their expectations, the participants understood that the course was about learning by doing and they said that it felt safe to have opportunities to practice supervisory methods before starting their own groups. They saw the point of being challenged within a group of other students, getting help from each other, and taking part in each other’s knowledge. One participant said, “We are going to do this together”.

Overall, the participants appreciated giving of themselves and said that it felt interesting and exciting to meet challenging situations, both professional and personal. They had “expectations about being challenged” and expressed that “courage was required”. It felt challenging to take an online course, but the participants stated that it was about following time. They felt it was good that the course would take two years because they understood that their learning and development was to be “a process that was going to need time” for them to put their thoughts together.

Focusing on oneself in the group

The participants described having had ideals of their new role as supervisors and using the group as a means to reach their goal.

Having ideals of the role

The participants said that they had ideals about the role of supervisors and that the training gave them a model to develop their own platform in congruence with themselves and their ideals. They thought the role of supervisor was special and that it included being a role model for the group members. One said, “I got a new understanding of the role as supervisor”. The participants felt that they had supervision’gained new insight into how, as supervisors, they could influence their group members. They spoke about being in a position of power, where they would be able to control group members and have the power both to support them and, in a challenging way, to make them hurt them a little. They did not, however, want to harm anyone and “did not want strong emotions to scare group members away from sessions”. In relation to this, the participants expressed their need to be present and aware of when to take control and when to take a step back.

“ I want tools so I can hold on to what happens and … maybe be able to handle it wisely, because there are times when I have left a conversation and felt completely unsuccessful, and thought to … So as a leader, this leadership quality, to hold on, can also be difficult, I want to train myself and get a little more preparedness for that.” (FG 2)

The participants said that they used their new knowledge to develop their communication skills. They expected to be an example of how to formulate questions that foster reasoning. Furthermore, they were aware that different kinds of questions could yield different results and that they trained to ask questions without embedded interpretations and thought up counter questions. They trained to elicit further elaboration in conversations and to foster group members’ reflections. They were also aware of the importance of follow-up and continuing conversations by asking more questions.

The participants spoke about “conducting and achieving a basis of trust among the group members”. They wanted to invite members into a tolerant climate were they could feel safe and comfortable. This led the participants to think about responsibility and they described how the way they looked at responsibility had started to change. They saw it as their responsibility “to introduce and anchor shared responsibility to the group” and expected it to be challenging to get group members to understand this concept. The participants felt that a good supervisor should not draw too much attention during the sessions. Instead, a supervisor should shape the group to lead itself. The supervisor’s position should be one of listening, asking clarifying questions, and being present. Another key component mentioned was silence. The participants spoke about “daring to allow silence for reflection”. According to them, it required training to endure silence. The participants’ experiences were that silence was actually nice and that it felt like a strength to allow silence. They had also started to reflect on listening as a tool in supervision. They acknowledged that they really needed to listen to what was being said and to be ready with follow-up questions. Acting in that way was, according to the participants, more professional. They acknowledged that they needed to train themselves to stand back and to switch between being a listener and taking charge. The participants experienced that their training in listening affected how they acted even outside of supervision. Overall, the participants started to realize that, through their training, they were getting tools for both their professional and their private lives.

Using the group as a means

The participants spoke about how they used the group during their training. They stated that it was difficult to meet all the individuals in the group, but they also stated that they personally developed together in the group. Initially they felt afraid of meeting the group; they knew nothing of each other’s backgrounds, and it took courage to ask the group for help.

“We are going to do this together in one way or another, and we are going to feel insecure and vulnerable … and I think that well we all are reasonable adults and I think we are going to support and help each other. Because it will be like you say, upside down, and sometimes you will be stressed by other things or feel that you are not prepared enough … and then it will be okay, I think, because we are just people … but that is development and we are going to do it together.” (FG 1)

They also acknowledged that “how the group developed did not depend on one single person”. Instead, they noted that all group members shared responsibility for how the group developed. The participants expressed how shared responsibility felt like a relief and how as time went by they started to feel safe within the group.

Initially the participants used the course lecturer, who was also their own supervision group’s supervisor, as a role model for how to approach the person in focus. As they got more used to the model of professional supervision in nursing they started to call their own group “the safe group”. Still, they felt unsure of their abilities to supervise their own clinical supervision groups, and the thought of supervising own groups came with feelings of fear. The participants imagined their supervision within the course as mannered, different from clinical supervision in “reality”. They realized that they needed to strive for flow in their future groups and to get the group to understand that what they had together was important. For this to happen, the participants stated that several aspects such as the milieu were significant, but they were not convinced of their own ability to control those aspects.

Another quality of supervision that the participants raised was clarity. They spoke of “clarity as important regardless of having supervision in a room or online”. Structure needed to be embedded in the introduction and they recognized the need to have fixed groups over time and not too much time between sessions. The participants stated that “the group process was significant”, and they had not realized this before. Supervision required feeling safe with each other. The participants also wanted their future group members to leave feeling good and a with a sense of having received something. They wanted to see them develop and feel positive about themselves after supervision. The participants themselves described their own group as “the good group” and they hoped their future clinical group members would also take or have taken the course. They felt rewarded by receiving feedback and listening to others’ experiences of supervision, and they could already feel that it would be sad not to meet anymore.

Shifting perspectives on oneself and the group

The participants felt strengthened, appreciated travelling with the others on this journey, and experienced both their own group and the online room as safe places.

Feeling strengthened

The participants described the course as one of development. They stated that it contained both a personal journey and group belonging, and one described it as “an enriching multidimensional education that influenced me personally and professionally”. They even thought it affected their friends, like the lessons learnt spread and “became ripples on water”.

The participants described the course as fun and interesting. They stated that it gave them positive energy and counterbalanced their work situation. The course became “a lifeline” and they felt calmer and more trustful of themselves, more in control. They also described feeling safer, thankful, and somehow rested even though course had required a lot of work.

”That is probably the delight, when it becomes obvious in the room … when I have dared to try new things … and it comes out just right, and that feeling … when I went home, yes it was like walking on clouds, and I lived on that feeling for a long time … that I dared and that the group was receptive … so it was a kick, a confidence, it was like a yes … I am comfortable in this, if I can fix this … then I can fix everything.” (FG 1)

The participants described expressing themselves emotionally in academic writing as hard work, and at times, tiresome. Some said that they did not know what they had got themselves into taking the course. Being a student felt hard and challenging when they still had their ordinary work tasks to complete. Several of the participants did most of their studying after work on evenings and weekends, but it was time consuming and they did not get any for their studies. Some had expected the course to be something else, and some questioned whether the course really was something for them, as it was not just “a walk in the park”.

The participants expressed a feeling of having started to land. They felt grounded and noticed a change within themselves. They said that the lecturer of the course helped in this change and likened her to “a mother cat that sometimes bit us on the neck”. The participants talked repeatedly about their experiences of changing and being shaped. Sometimes they felt shaken, as changing one’s ways can chafe a bit. They spoke of the course as “brainwashing” and “reprogramming” them from their roles as nurses who give their patients advice and information. Nevertheless, they experienced this change to being more open and listening actively as something great.

The participants shared various experiences of the course. Some had felt prepared as they had heard about it being demanding and having several examinations. They expressed having had a lack of confidence in themselves, expecting it to be a bumpy road they were not sure would work out for them. However, they also said that the training had met their expectations and that it did not feel exhausting. They now had a better work situation with increased time for their own competence development. They liked writing, had time to finish the examinations, and therefore did not experience it as a lot of work.

The participants expressed having worried about stagnating, but also expectating personal development alongside professional development. They said that the training went beyond their expectations, however, as they now were better listeners and could ask questions in a more humble way. They recognized that they were more able to stay aware and calm, and found that the course had enriched them. They stated that they would carry this within themselves for the rest of their lives. The participants wanted to recommend the course to other nurses as they thought “every nurse should take it”. Furthermore, they thought the course should be part of overall nursing education as it would contribute to nursing students’ development as nurses.

Travelling with others

The participants felt it was an advantage to take this journey with the other students, and they wanted to continue meeting after the course. They were happy with the groups they had joined during the course and stated that everyone had been motivated. They also stated that the lecturer had a great impact on the group being “good”, and they that continuing meetings with the group were restful as the group felt safe. One said it was “fantastic” to be part of this milieu where people of different backgrounds met in a new arena. Listening to other people’s thoughts and reflections, learning from each other, was experienced as fruitful and valued as “the best part of the course”. They spoke about the group as “a room in itself” and about getting support from the group.

”I am also very happy about the group … I have thought about this … everyone of us had a will and motivation I think, we have all been very motivated … it has been very restful to come to our meetings … incredibly restful … so in the sense that … yes you have come in then it is of course strenuous and by that I mean that you should like … empty yourself and be on your toes, learn and so on// … it have been very … we have been very safe … we have all been on that track.” (FG 1)

Having a safe place

Both the group and “the room in cyber space” were described as safe places by the participants. They felt safe and close to the others regardless of where they actually were and tried to choose a calm place where they would not be disturbed. Joining the group while sitting at work, however, could be experienced as stressful.

“I have not had the feeling that meeting each other in ’rooms’ online have mattered or played an important role. I have been very … close to the others even though we have sat in different ’rooms’. I have joined and they have been with me in my ’room’. It feels like I … have been very close and that we have had a very good exchange.” (FG 2)

Although the participants generally met online to make this work, physical meetings were still expressed as a prerequisite. The participants emphasized the meaning of the once-a-semester on-campus meetings, stating that their relationships were deepened by these and that they would not want to be without them.

Starting the course came with worries about taking an online course. However, as time went by, the participants stopped reflecting on this. Instead they saw the possibilities of being able to gather and of more people being able to take the course as it did not require time-consuming travel or associated delays. One participant said, “there are more advantages than losses”. The participants found that they adapted to the situation and stopped thinking about where they sat during their meetings. They just noticed where the others sat and then “went into a bubble”. They were not disturbed by other things and tried to focus on the here and now, which required and gave them practice in focused listening.

The participants expressed how they were a bit sceptical in the beginning, worrying about missing out on non-verbal signals during their online conversations. However, what happened instead came as “a positive surprise”. The participants discovered that the methods they learned work very well online and they experienced fewer non-verbal disturbances than they had imagined. They described seeing each other’s faces and movements more clearer than they would have if in physical meetings. Sitting close to the computer also meant not being able to hide as they were constantly in each other’s focus. Furthermore, the participants felt they were able to know each other in a different way as they were able to “visit in their home environments” through the web cameras. Sometimes, “reality showed up” when something happened in the home when they were on camera together.

The participants described how meeting online could mean being less responsive as it was harder to sense the atmosphere of the room. There was “less small talk and the work started immediately when the meeting started”. The participants felt it was necessary for all to connect on time and to be present and disciplined. It was also necessary to have a stable internet connection and technical equipment. If such things did not work, it caused stress for the participants and disturbed the whole group.

The participants said that taking an online course was nothing unusual or odd. Taking the course online was not described as central, however, and it was not something they spontaneous thought about when they described the course to others. The participants did not experience the online parts of the course as disruptive; instead they spoke about them as being the future.

The participants’ experiences of learning to be a supervisor in professional supervision in nursing online was described as being on a personal and professional journey, echoing previous research on professional supervision (Borch et al., 2013 ; Francke & de Graaff, 2012 ). The participants in the present study described that in the beginning of the training they felt like novices with an overall desire to learn. Starting the course came with different kinds of expectations, and they expressed the notion that being a supervisor in professional supervision in nursing would be challenging and that being a supervisor was a new function to them. Overall, the participants expressed their appreciation of being able to give of themselves and their interest and excitement about daring to face challenging situations, both professional and personal. They expected to be challenged and that courage would be required. Initially it felt challenging to take an online course, but the participants stated it was the way of the future and therefore something to get used to.

Borsch et al. ( 2013 ) reported that structure and climate factors in the supervision model are considered key, partly in line with our results that showed the significans of the group and the teacher rather than the online environment in which the education was conducted. In the present study the participants described feeling socially and emotionally connected to the group. They experienced the course content as meaningful and reflected on the importance of both the group and the teacher as its structured facilitator. The online room and the group itself were experienced as safe places, and the social presence established within the group seems to have been significant to learning to be a YHIO supervisor. Garrison and Cleveland-Innes ( 2005 ) reported that interaction, communication, critical thinking, and reflection are seen as central to an educational experience and are often in focus in studies of online learning. Whether the education is conducted online, face-to-face, or in a blend of both, the purpose is to structure the educational experience to achive learning outcomes. Previous research highlighted the importance of creating a secure learning environment and facilitating reflection (Arvidsson & Fridlund, 2005 ). According to the CoI model (Garrison et al., 2000 ), online learning is assumed to happen through the interaction of social presence, cognitive presence, and teaching presence, which work together to support deep and meaningful inquiry and learning online (Garrison et al., 2001 ).

Martin et al. ( 2014 ) report that distance supervision can be perceived as a barrier to effective supervision, with a strong preference for face- to-face delivery. Our results show that the participants felt more vulnerable in a new situation that could also lead to opportunities for development. They had a clear self-focus and were shocked to discover what the course was to entail. This made them feel frightened, doubtful, and insecure However, they grew to appreciate being challenged within a safe group, helping each other, and sharing knowledge with each other. To support the benefits of learning online within a group, educators need to introduce and highlight the significance of social presence in online learning (Weidlich & Bastiaens, 2019 ). However, there are barriers and challenges to facilitating social presence, or the sense of “being there together” (Öztok & Kehrwald, 2017 ) in an online environment. Social presence requires mutual interdependence, a shared sense of belonging, connectedness, spirit, trust, interactivity, common expectations, shared values and goals, and overlapping histories among members (Rovai, 2002 ; Sung & Mayer, 2012 ). Trusting relationships are important in effective supervision and its subsequent benefits to the delivery of care. Integrity, respect, knowledge, confidence, congruity, and candour are essential to good supervision relationships (Arvidsson & Fridlund 2005 ). In the present study, the participants described the central components that fostered their learning process during the training. These components correspond to Martin et al. ( 2014 ) statement to use more than one mode of contact and Weidlich and Bastiaens ( 2019 ) description of designing sociable online learning environments and enhancing social presence. It includes providing online spaces and structured activities that encourage and support interaction as well as discussing social presence and establishing a commitment to interaction. The teacher needs to provide opportunities for individual presentations of thoughts, interactions between students, and group work. It is important to clarify the value of dialogue and collaborative learning. Group norms also need to be discussed and verified during the course (Weidlich & Bastiaens, 2019 ).

Methodological discussion

The dependability of this study was strengthened by the selection of participants from students enrolled in the course Leadership and Professional Supervision in Nursing. The focus group discussions were conducted by the same person (BA), who is experienced in the field and encouraged the participants to talk openly. At the time for the mid focus group discussion, three participants were unable to participate, and at the last, four participants were absent. This may have affected the amount of data and therefore our opportunities to describe variations of experiences. However, the interviews were deemed rich and our reconstruction of data show variety of experiences among the participants.

Using data collected during 2014–2016 could mean not taking advantage of the latest developments. That is not the case in this study as the course runs part-time at 25% for four semesters and only has been completed twice since data collection. Based on our knowledge on the course, we have assessed data as current and therefore argue for its relevance. In addition, increased knowledge about online education is highly relevant as we now live in a time where such education is highly requested.

As a researcher, it is important to reflect on one’s own pre-understandings of the phenomenon in question. The authors examined their own pre-understandings through awareness-raising discussions and by reflecting on them when reading the interview texts. Three of the authors (JM, MÖ-N, B-ML) conducted the analysis and discussed the results until consensus was obtained. All authors participated in constructing the final findings. This process required genuine openness, flexibility, reflection, and critical discussions within the research group. The chosen quotations reflecting the content of each category offer the reader an opportunity to determine the confirmability of the study (Graneheim et al., 2017 ; Graneheim & Lundman, 2004 ). The study identifies and examines the phenomenon of how RNs experience learning to be a supervisor through studying professional supervision in nursing online.

Conclusion and implications

The goal of nursing is to provide safe, high-quality care. To do that, nurses need to strengthen their professional role as nurses through supervision. Nurses today often work alone in complex environments with ambiguous responsibilities; therefore, access to supervision needs to be ensured. By our results we conclude that it is possible to learn how to become a supervisor via online tutoring. Implications are that online tutoring makes the course available for more RNs and this in turn can contribute to more RNs being offered supervision in the future. To pursue with online tutoring, it seems important to create social presence in this context. This can be done by providing online spaces, structured activities that encourage and support interaction, discussions about social presence, and an established commitment to interaction.

Biographies

Jenny Molin (RN, PhD, Senior Lecturer) is affiliated to the Department of Nursing, and to the Department of Clinical Sciences, division of psychiatry, Umeå university. She is a mental health nurse and her main research interest is empirical research on mental health nursing in psychiatric inpatient care and interactions and communication between patients and staff in psychiatric care.

Monica Öberg Nordin (RNT, MSc, Lecturer) is affiliated to the Department of Nursing, Umeå University. She is a lecturer in nursing education and focused on leadership in professional group supervision in nursing.

Barbro Arvidsson (RNT, PhD, Professor Emerita) is affiliated to School of Health and Welfare, Department of Health and Nursing, Halmstad University. She has also worked at Gjøvik University College. Her research is focused on group supervison in nursing, nursing education, rheumatology and mental health nursing.

Britt-Marie Lindgren (RN, PhD, Associate professor) is affiliated to the Department of Nursing, Umeå University. She is a mental health nurse and her main research interest is empirical research on self harm and mental health nursing in psychiatric inpatient care.

Funding Statement

This study received funding from PUNKTUM funds at Umeå University for support of pedagogical development of undergraduate and graduate education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Author contributions

Design: MÖN & BA. Data collection: BA. Data analysis: JM, B-ML, & MÖ-N. Manuscript preparation: JM, B-ML, MÖ-N, & BA

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A personal leadership journey

Affiliation.

• 1 School of Nursing, Old Dominion University, Norfolk, Virginia, USA.
• PMID: 18065023

The author discusses the challenges she has faced during her tenure as chair of the School of Nursing at Old Dominion University and how participation in Project LEAD has had a positive impact on her development as a program director. She describes her leadership journey as head of the School of Nursing. The author also discusses the value of role models and mentoring during the Project LEAD experience. Benner's model of development is used by the author as a framework to chronicle her leadership progression, and there is an in-depth discussion of the five leadership stages: novice, advanced beginner, competent, proficient, and expert. The author demonstrates how she has progressed through the stages of Benner's model of development and shares how her patterns of thinking and behavior have progressed accordingly.

• Adaptation, Psychological*
• Attitude of Health Personnel
• Leadership*
• Models, Nursing
• Nurse Administrators* / organization & administration
• Nurse Administrators* / psychology
• Nurse's Role / psychology*
• Professional Competence
• Schools, Nursing / organization & administration*

• Call to +1 844 889-9952

Nursing Leadership and Advocacy for Change

Nurse practitioners (NPs) should develop the best leadership competencies in order to achieve their potential. They should also formulate powerful leadership growth models and revisit their skills periodically. This discussion describes the importance of leadership skills in nursing. My personal weaknesses and strengths in these content areas are also discussed: professional and personal accountability, career planning, personal journey disciplines, and reflective practice (tenets or behaviors). The paper goes further to describe my current leadership skill set and ability to advocate for change.

Strengths and Weaknesses

Personal and professional accountability.

I strongly believe that I am accountable. I engage in the best practices and behaviors to achieve my goals. I manage time properly and use powerful models to meet the needs of my patients. I liaise with different supervisors to empower my patients. I am also a professional who is aware of every obligation. I focus on existing codes of conduct, professional guidelines, and ethical procedures. I interact with my colleagues in a professional manner. I complete every task in accordance with my scope of practice. The only weakness is that I have not matched my professional and personal goals with my nursing philosophy.

Career Planning

I have always been outlining and planning my career goals. I use a powerful strategic plan to identify my future and current goals. I also analyze and address the gaps affecting my goals. I also identify the changes in the field of nursing in order to support my future goals. I focus on emerging concepts, ideas, and attributes that can support my aims. I have no weakness in this content area.

Personal Journey Disciplines

As a practitioner, I have completed different courses and disciplines in an attempt to improve my competencies. My current educational background has equipped me with adequate skills. I have completed a number of competencies to improve my care delivery models. However, I am yet to consider different theories that can support my roles as a nurse leader (NL).

Reflective Practices: Behaviors/Tenets

I engage in personal reflection to identify new ideas and concepts that can make me successful. I am also planning to become a competent NL. I always analyze and identify new approaches to improve my leadership skills. I also engage in lifelong learning to identify emerging concepts and administrative ideas that can support my future objectives. However, I have not embraced various attributes such as self-awareness and the power of multidisciplinary teams.

Advocating for Change

My leadership competencies such as problem-solving, time management, empowerment, critical thinking, and decision-making can be used to engage others. I always encourage my followers to work as teams, act responsibly, and support every targeted objective. That being the case, I can use these attributes to advocate for change in my unit. The targeted change is ensuring that my workmates are able to work as a team. This concept makes it easier for nurses to improve their skills and achieve their aims (Harris, 2016).

I will go a step further to encourage my followers to embrace the power of collaboration. Consequently, the workers will be able to offer personalized care, attract more professionals, and embrace the power of emerging health technologies. The nature of communication will also improve in the department. My leadership attributes will be applied in such a way that the targeted followers acquire new ideas that can support their career aims. The individuals will also be empowered to embrace the power of lifelong learning (Harris, 2016). These changes will ensure the needs of many patients are met.

My Leadership Growth: Implementation Strategy

Marquis and Huston (2015) indicate that practitioners should complete evidence-based researches in an attempt to develop superior nursing models. My personal objective is to widen my leadership competencies in the field of nursing. This achievement will make it possible for me to support more followers and patients. The goal will also guide me to improve my philosophy of leadership in nursing practice.

Three stages will be used to achieve this goal. The first stage is personal development. During the stage, I will engage in lifelong learning and complete various courses in leadership. I will also undertake numerous researches to develop superior evidence-based concepts. The second stage is implementation. During the phase, I will use the acquired concepts in my workplace to empower my followers. Journal entries will be made to identify specific areas that should be improved. The third stage is self-reflection. This process will make it easier for me to improve my skills, empower others, and redesign my nursing philosophy. I will also interact with different leaders in the healthcare sector. Every insight gained from my followers and patients will be considered to improve my leadership model.

This discussion indicates that I possess adequate leadership skills that can support my goals as a practitioner. However, some weaknesses such as inability to merge different nursing theories with my leadership model affect my effectiveness. I will, therefore, engage in lifelong learning, acquire new concepts, and interact with different professionals in order to improve my leadership philosophy. These improvements will support the needs of my patients and make me a successful nurse practitioner.

Harris, A. (2016). Nursing to achieve organizational performance: Consider the role of nursing intellectual capital. Healthcare Management Forum, 29 (3), 1-13. Web.

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

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Insight Tribune

Ignite Your Mind and Illuminate Your World

My Personal Journey of Embracing Discipline in Nursing Leadership

Have you ever been in a workplace where the phrase, “Do whatever you want as long as it gets the job done,” is the norm? It may sound liberating, but it can be detrimental to the growth of the organization and the employees.

As a nursing leader, I used to be part of such an environment. I thought that giving my team members enough autonomy would make them feel empowered and motivated. Little did I know that it was a recipe for a chaotic workplace.

One day, I realized that I needed to step up and embrace discipline to positively impact my team’s effectiveness and the quality of care our patients received. It was not an easy journey, but it was worth it.

Introduction

Leadership in nursing requires a multitude of skills, including communication, empathy, and critical thinking. It also demands discipline, which may not be as glamorous as creativity or inspiration, but it is just as crucial to success.

The journey of embracing discipline as a nursing leader is not only about cracking the whip and enforcing rules. It’s about building a culture of accountability, respect, and transparency that fosters growth and development.

In this article, I will share my personal journey of embracing discipline in nursing leadership and the lessons I learned along the way.

Setting Boundaries

One of the biggest challenges of leading a team is managing different personalities, work styles, and goals. Without clear boundaries, it’s easy for team members to step on each other’s toes and blur their responsibilities.

Early in my career, I used to be too lenient with my team members, allowing them to cross boundaries and do tasks outside their scope of practice. It created confusion, frustration, and conflicts, and it affected the quality of care we provided.

One day, I decided to set clear boundaries and expectations for my team members. I communicated them through a written policy, team meetings, and one-on-one conversations. I also made sure that everyone was aware of their roles and responsibilities and had the necessary skills and resources to perform them.

It was not an overnight change, but it was worth the effort. My team members felt more comfortable with their tasks, and they knew exactly what was expected of them. It also reduced conflicts and errors and improved the quality of care we provided.

Encouraging Accountability

Another crucial aspect of embracing discipline in nursing leadership is accountability. It entails holding oneself and others responsible for their actions and outcomes and being transparent about successes and failures.

In the past, I used to avoid accountability because it was uncomfortable and confrontational. I preferred to sweep problems under the rug and focus on the positive aspects of my team’s work. However, I soon realized that it was a mistake.

Accountability is essential for continuous improvement and growth. It allows team members to learn from their mistakes, develop new skills, and collaborate more effectively. It also fosters trust and respect and reduces the likelihood of ethical breaches and lawsuits.

To encourage accountability, I implemented a system of regular performance reviews, goal-setting, and feedback. I also established a culture of open communication and addresses concerns and conflicts proactively. It was not always easy, but it helped my team members feel more valued, empowered and motivated.

Embracing discipline in nursing leadership is not about being a tyrant or a stickler for the rules. It’s about creating a culture of accountability, respect, and transparency that fosters growth and development. It involves setting clear boundaries, encouraging accountability, and leading by example.

My personal journey of embracing discipline in nursing leadership was not an easy one, but it taught me valuable lessons about myself, my team members, and the importance of a disciplined workplace. I hope that my experience will inspire others to embark on their journey and reap the benefits of a more disciplined and effective nursing leadership.

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Knowledge and Science Bulletin Board System

Exploring the World of Knowledge and Understanding

My Personal Journey and the Discipline of Nursing Leadership

By knbbs-sharer.

Nursing leadership is a critical aspect of healthcare administration. As a nurse leader, I have had the privilege of overseeing the care of numerous patients, and through this experience, I have learned valuable lessons about the importance of discipline in the field.

Discipline in Nursing Leadership

Discipline is an essential element of nursing leadership. It requires a mindset of responsibility, accountability, and commitment to providing excellent care to patients. The discipline of nursing leadership extends beyond the bedside; it encompasses the entire healthcare system, including policies, procedures, and regulations.

As a nursing leader, I have had to demonstrate discipline in many aspects of my work. For example, I have had to balance patient needs with the needs of the organization, manage time effectively, engage in continuous education, and navigate complex ethical situations. By demonstrating discipline in these areas, I have been able to improve the quality of healthcare and positively impact my patients’ lives.

The Benefits of Discipline

The discipline of nursing leadership can benefit both patients and the organization. When a leader maintains discipline, they uphold standards of care, ensure the organization’s compliance with regulations, and provide an environment that promotes patient safety. A disciplined leader also inspires confidence in their team and encourages them to strive for excellence.

Discipline can also enhance patient outcomes. When nurses adhere to a set of standardized practices, such as hand hygiene, medication administration, and infection control, patients are less likely to experience adverse events. A disciplined leader can also foster an environment that encourages patient engagement and empowers them to take control of their health and wellbeing.

The Role of Education in Developing Discipline

Education plays a crucial role in developing discipline in nursing leadership. By staying up-to-date with the latest research, guidelines, and best practices, leaders can ensure they provide optimal care to their patients. Continuous education can also help nursing leaders develop critical thinking skills, improve their decision-making abilities, and maintain ethical standards.

In conclusion, nursing leadership requires discipline and commitment to providing high-quality care. The discipline of nursing leadership encompasses various aspects of healthcare, including policies, procedures, and regulations. Through discipline, nursing leaders can improve patient outcomes, promote safety, and inspire confidence in their team. Continuous education plays a crucial role in the development of discipline in nursing leadership. As a nursing leader, I strive to maintain a disciplined approach in my work to positively impact my patients and colleagues.

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• The Importance of Developing Personal Leadership in Nursing
• My Personal Nursing Leadership Philosophy: Examples and Insights
• The Role of Subjectivity in Leadership
• Why Responsibility is a Cornerstone of Personal Leadership

Hi, I'm Happy Sharer and I love sharing interesting and useful knowledge with others. I have a passion for learning and enjoy explaining complex concepts in a simple way.

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