Evaluation of a Leadership Development Intervention
Bibliographic record
Abstract
Parallel to the shortage of clinical nurses is the diminishing pool of nurses who aspire to leadership roles in healthcare. The authors of this paper report on the evaluation of an intervention administered to a group of Canadian nurses designed to assist participants to value leadership and to develop knowledge, skills and attitudes required for effective leadership. A one-group pre-test, post-test quasi-experimental design guided the study. All participants received a five-day residential leadership development intervention. Participants acted as their own controls and were assessed, both immediately before intervention implementation and three months later, on the self- and observer-reported leadership practices as well as self-reported levels of burnout. Results indicated that a concentrated, residential leadership development intervention is effective in strengthening leadership behaviours performed by both already established and aspiring nurse leaders from the perspective of observers, but not from self-reported assessments. No significant changes in self-reported burnout levels were found. It is possible to deliver leadership development interventions to both established and aspiring nurse leaders that result in fairly rapid improvements in observed leadership practices.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".