Breaking From Tradition: Transforming Leadership Education in Nursing
Bibliographic record
Abstract
Leadership development is critical for nurses to be engaged in health system reform and transformation. Trends in nursing practice led to the development of an innovative senior consolidation course in our four year undergraduate nursing program. We hypothesized that providing opportunities for application of theoretical knowledge related to complex adaptive systems and leadership would enhance professional identity formation. We describe our experiences implementing a clinical course wherein nursing students are provided opportunities to explore and develop their leadership acumen within an undergraduate curriculum. We discuss how breaking from curricular tradition involved intentional use of pedagogy (transformational learning theory), innovative instructional design, and the formation of collaborative partnerships to provide a space for students to practice the cognitive, relational, and meaning making skills required for leadership development. We highlight the impact of this journey on students, faculty, and community partners as we forge ahead in planning next steps to determine the level of engagement of our graduates in health system design, advocacy, and stewardship.
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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 | 0.013 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.015 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".