Systems and Complexity Thinking to Master Leadership Challenges in Interprofessional Health Professionals Education.

The purpose of this article is to propose that knowledge, understanding, and application of systems and complexity thinking can improve assessment, implementation, and evaluation of interprofessional education (IPE). Using a case story, the authors describe and explain a meta-model of systems and complexity thinking to support leaders in implementing and evaluating IPE initiatives. The meta-model incorporates the use of several important, interrelated frameworks that tackle issues of sense making, systems, and complexity thinking as well as polarity management at different levels of scale in an organization.

Pilot Test of a Theory-Based Instrument to Measure Nursing Informatics Leadership Skills.

Understanding organizational cultures helps leaders focus on the content, context and levels of perspective needed to be successful leaders in the area of nursing informatics. The Minnesota Nursing Informatics Leadership Inventory (MNILI) was developed to expand assessment options and tools in the area of nursing informatics leadership. This article describes the result of the pilot test of the instrument.

Anticipating Disruptive Innovations With Foresight Leadership.

The purpose of this article is to discuss the importance of foresight leadership to anticipate disruptive innovations in health care. Nursing foresight leadership is defined. Types of foresight leadership styles are described.

A summative evaluation of productivity and accomplishments of Robert Wood Johnson Foundation Nurse Faculty Scholars Program participants.

From 2008 to 2017, the Robert Wood Johnson Foundation Nurse Faculty Scholars Program inspired, developed, and supported cohorts of next generation national leaders in academic nursing through career development awards. With support from mentors, scholars in the program created individual development plans focused on scholarship, teaching, service, and leadership. The curriculum of the scholar development program combined goals and objectives related to leadership development, enhancement of nursing education skills, and focused programs of research and scholarship.

Diversity dynamics: The experience of male Robert Wood Johnson Foundation nurse faculty scholars.

Background: Managing diversity dynamics in academic or clinical settings for men in nursing has unique challenges resulting from their minority status within the profession.

Purpose: The purpose of this study was to share challenges and lessons learned identified by male scholars in the Robert Wood Johnson Foundation Nurse Faculty Scholars program and suggest strategies for creating positive organizations promoting inclusive excellence.

Methods: Multiple strategies including informal mentored discussions and peer-to-peer dialogue throughout the program, formal online surveys of scholars and National Advisory Committee members, and review of scholar progress reports were analyzed as part of the comprehensive evaluation plan of the program.

Creativity and innovation: thought and action.

The purpose of this article is to discuss the significance of creativity and innovation in contemporary health care contexts, and to provide nurses and other health care professionals with models, resources, and ways of thinking about creativity that informs the development of an innovation-action and creative thinking mind-set. As the complexity of health care and nursing escalates, health care providers are challenged to think more creatively and develop innovations that advance the knowledge, learning, and service contributions of their discipline to the health care enterprise. Nursing requires creative thought and innovative action in service of the greater good.

Perceived patient safety culture in a critical care transport program.

Background: The purpose of this study was to examine the association among selected safety culture dimensions and safety outcomes in the context of a critical care transport (CCT) program.

Methods: A descriptive cross-sectional correlational design used the Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture to validate perceived safety culture among personnel (n = 76) in a large Midwestern CCT program.

Results: Findings revealed significant associations between 1) teamwork and frequency of error reporting (r = .

Evaluating the outcomes of a distance-accessible PhD program.

The Doctor of Nursing Science (DNS) Program at Indiana University School of Nursing matriculated the first students in 1978. In 1996, the DNS program was phased out and the PhD in Nursing Science program was approved. Given advances in technology, market demand, and faculty expertise, a decision was made in 2002 to revise the PhD program to make it "distance-accessible" with courses and other learning experiences designed to be delivered using both synchronous and asynchronous Web-based technologies.

A database for nurse practitioner clinical education.

This article presents the utility and lessons learned regarding subscription to a database service for tracking nurse practitioner clinical education at the Indiana University School of Nursing. Initiatives and activities, such as the one described in this article, support the implementation of the Technology Informatics Guiding Educational Reform strategic agenda related to the transformation of nursing education through evidence and informatics. Descriptive reports of clinical database management are useful to conceptualize the evaluation of teaching and learning experiences as well as document the significance to students, faculty, future employers, and administration.

Learning Skills Profiles of master's students in nursing administration: assessing the impact of problem-based learning.

Attempts to compare graduate student performances before and after introducing new curricula are rare; yet faculties need outcome measures to justify program costs and demonstrate effectiveness. Boyatzis and Kolb's Learning Skills Profile is used to assess the outcomes of a problem-based learning MSN program. Increases were demonstrated among all 12 learning skills; statistically significant increases were found in eight of the personal learning skills and six of the job skill demands.

Appreciative inquiry for leading in complex systems: supporting the transformation of academic nursing culture.

Increasingly complex environments in which nurse educators must function create distinct challenges for leaders in nursing education. Complexity is found in the presence of knowledge-driven economies, advancements in technology, and the blurring of campus boundaries created by online learning versus traditional classroom education. A dual bureaucracy of faculty and administration coexists in nursing education.

Evaluating the impact of problem-based learning on learning styles of master's students in nursing administration.

Problem-based learning (PBL) was adopted in 1999 as the major teaching strategy in the four core courses of the master of science in nursing (MSN) program in Nursing Administration. Three standardized tests were used to assess the impact of PBL on student learning and performance. This article reports a study designed to assess the impact of a PBL curriculum on master's students' Learning Style Inventory (LSI-IIa).

Using NANDA, NIC, and NOC (NNN) language for clinical reasoning with the Outcome-Present State-Test (OPT) model.

Purpose: To analyze the degree to which standardized nursing language was used by baccalaureate nursing students completing Outcome-Present State-Test (OPT) model worksheets in a clinical practicum. METHODS. A scoring instrument was developed and 100 worksheets were retrospectively analyzed.

The motivation to care: application and extension of motivation theory to professional nursing work.

Purpose: The purpose of this research is to describe a model of nurses' work motivation relevant to the human caring stance of professional nursing work.

Design/methodology/approach: The model was derived from selected theories of behavioral motivation and work motivation. Evidence-based theory addressing nurses' work motivation and nurses' motivational states and traits in relation to characteristics of organizational culture and patient health outcomes is suggested in an effort to make a distinct contribution to health services research.

Promoting clinical reasoning in undergraduate nursing students: application and evaluation of the Outcome Present State Test (OPT) model of clinical reasoning.

Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and metacognitive skill acquisition is limited. The purpose of this research was to evaluate the development of clinical reasoning skills among nursing students through the application and evaluation of teaching-learning strategies associated with self-regulated learning and the OPT model (Pesut & Herman, 1998; 1999; Pesut, 2004).

Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

Background: Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills. While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts.