Leading through the COVID-19 pandemic: Experiences of UK Executive Nurse Directors.

Aim: To explore the challenges experienced by Executive Nurse Directors during the COVID-19 pandemic, and to inform future nursing leadership strategies.

Design: A qualitative research project involving interviews with 21 Executive Nurse Directors from England and Wales.

Methods: Participants were purposively sampled and recruited through Chief Nursing Officers and nursing leadership networks.

Valuing the emotions of leadership learning experience in nursing education.

Aim: This paper argues that a greater understanding of the role of emotions in experiencing leadership, the impact of role models and cultures of the workplace and profession, may enable further development for effective leadership development at undergraduate level and beyond.

Background: Leadership has gained prominence as a necessary skill in nursing literature and policy, linking its importance to patient safety, working cultures, resilience and emotional labour globally. Viewed as essential in many undergraduate nursing programmes and a requirement by professional regulators, there is a globally agreed acceptance of its importance.

Perceptions and experiences of leadership in undergraduate nurse education: A narrative inquiry.

Background: This research explored the experiences and perceptions of leadership preparation in pre-registration nursing education. The development of leadership skills in the pre-registration period is often considered a continuous process, and evidence suggests there has been an inconsistent approach to leadership within undergraduate nurse education. Exploring perceptions of experiences in this area was deemed important to guide future leadership development for undergraduate nursing students and formed the rationale for this Doctoral study.

Using coaching and action learning to support staff leadership development.

During the coronavirus disease 2019 pandemic, nurse leaders and managers have been compelled to prioritise immediate issues in their clinical areas and put aside the professional development of staff. However, leadership development for individuals and teams is essential to ensure nurses feel valued and develop the skills required for team cohesion, problem-solving, decision-making and innovation. Simple and effective approaches to staff leadership development are needed.

Nursing and values-based leadership: A literature review.

Aim: To explore literature that supports an understanding of values-based leadership in nursing.

Background: Understanding values-based leadership in nursing means understanding several leadership theories such as authentic, servant and congruent leadership.

Evaluation: Electronic databases were systematically searched to locate studies with the terms values-based, authentic, servant and congruent leadership.

Effective nurse leadership in times of crisis.

The emergence of coronavirus disease 2019 (COVID-19) has meant that nurse leaders need to respond rapidly and decisively to the demands and challenges of a pandemic in a context of increased staff shortages and limited resources. This article suggests essential leadership skills and characteristics that nurses can use to underpin effective leadership in a crisis, emphasising the importance of decision-making and emotional intelligence. It also addresses two important questions: 'what do leaders in a crisis need to do that differs from any other time?' and 'what does effective leadership look like in a crisis?'

Action learning: staff development, implementing change, interdisciplinary working and leadership.

Action learning (AL) is a process that supports problem-solving by applying a questioning formula to challenge issues and prompt actions. Initially developed to support organisational change, AL is now recognised as a motivating and influencing process for team development, individual goal setting, change initiatives, quality improvement and leadership development. Learning from observation and practice is central to its approach, which lends itself to healthcare settings.

Action learning can support leadership development for undergraduate and postgraduate nurses.

Leadership skills are embedded in the undergraduate nursing curriculum and are essential for post-registration nurses. One way to support the development of these skills is to use the action learning and critical action learning approaches, which can be implemented in both the academic environment and the clinical setting. The process of action learning promotes collaborative multidisciplinary working and affords time for reflection and professional development, in turn supporting the process of applying for revalidation.