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Educational Leadership in Clinical Nursing Professors: A Concept Analysis with Walker and Avant’s Approach
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Moluk Pouralizadeh *   , Abbas Ebadi2 , Ehsan Kazemnezhad leyli , Ali Bazzi |
Associate Professor, Pediatric Nursing Department, Faculty of Nursing and Midwifery, Shahid Beheshti University, Rasht, Iran , pouralizadehm@gmail.com
2- medical |
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Abstract: (392 Views) |
Introduction: Leadership in clinical nursing education is a complex and subjective concept, although theorists consider it the most important measure to achieve educational goals. With recent developments and limitations in nursing education, which follow environmental and cultural changes and recent advances in the world in terms of virtual education technologies and the willingness of educators to use new strategies, it seems that the components of clinical education leadership in nursing education have undergone fundamental changes and this concept needs to be redefined. Therefore, this study was conducted with the aim of analyzing the concept of educational leadership in clinical educators.
Method: The analysis of the concept of educational leadership was conducted based on the Walker and Avant (2019) model in eight steps by searching and analyzing studies from reputable databases such as Scopus, PubMed, Web of Sciences, and Google Scholar search engine. The keywords Nursing, Education and Leadership were used in the period January 1974 to June 2024. The quality of descriptive articles was reviewed in collaboration with two researchers and with the STROB checklist. Finally, 25 related to the concept were analyzed. Also, during the study, the authors observed the SRQR checklist items.
Findings: Leadership characteristics of clinical nursing educators include rule-based, situational, transformational, authoritarian behaviors, participation, delegation, coaching, reward and punishment skills, attractiveness and ethics. These characteristics are a result of the cognitive and emotional competence of the educator, his/her personal characteristics and the way he/she deals with environmental opportunities. Ultimately, it will lead to the achievement of educational goals in the nursing clinic and the quality of nursing care.
Conclusion: The present study contributed to the clarity and transparency of the concept of educational leadership of nursing educators. Therefore, researchers can develop appropriate measurement tools and methods for educational leadership in this field. The study will also help in the correct interpretation of nursing educators' behaviors. However, it is suggested that to further confirm the conceptual analysis of educational leadership, qualitative content analysis studies should also be conducted by researchers. |
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| Keywords: Educational leadership, nursing professor, concept analysis, clinical education |
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Type of Study: Research |
Subject:
General
Received: 2024/12/11 | Accepted: 2025/01/9 | Published: 2024/12/30
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