Lessons learned from nurse leaders during the covid pandemic-implications for prelicensure baccalaureate nursing programs
Bibliographic record
Abstract
Background and objective: This phenomenological inquiry explored the lived experience of acute care nurse leaders during the pandemic to better understand their experience of vulnerability as it contributes to enhancing the leadership curriculum in baccalaureate prelicensure nursing programs. Methods: Data were collected through semi-structured interviews with eight nurse leaders using a Gadamerian, hermeneutic, phenomenological framework. Data analysis included researcher immersion, understanding, abstraction, synthesis/theme development and finally, illumination and illustration of the phenomena. Results: Final analysis of the data revealed four interrelated major themes: Life Changing Experience/The Emergence of a New Unit Culture, Critical Leadership Functions for Supporting and Sustaining the Nursing Workforce, Managing Patient/Personal/Political and Professional Boundaries, and The Essentiality of C-Suite Contribution to Operations. Conclusions: The study suggests a requirement to continue to train student nurses on core competencies of nurse leadership but encourages a shift from didactic and perhaps stagnant pedagogy to a more robust, participatory, experiential model and one that affords students leadership clinical placements and both role modeling and short-term mentorship experiences. This approach to student learning should include a competency-based model of instruction and assessment, utilization of experiential learning to help students apply theoretical knowledge to practice and student engagement in exercises in reflection towards developing self-awareness. Role modeling and mentorship opportunities should be prioritized. Suggestions for future research include exploring the application of this study’s findings to acute care setting new leader orientation programs and studies that measure the changes in leadership competence among nursing students after participating in the new curriculum.
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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 | 0.030 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.004 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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".