A role congruity theory of prejudice toward female leaders proposes that perceived incongruity between the female gender role and leadership roles leads to 2 forms of prejudice: (a) perceiving women less favorably than men as potential occupants of leadership roles and (b) evaluating behavior that fulfills the prescriptions of a leader role less favorably when it is enacted by a woman. One consequence is that attitudes are less positive toward female than male leaders and potential leaders. Other consequences are that it is more difficult for women to become leaders and to achieve success in leadership roles. Evidence from varied research paradigms substantiates that these consequences occur, especially in situations that heighten perceptions of incongruity between the female gender role and leadership roles.
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http://dx.doi.org/10.1037/0033-295x.109.3.573 | DOI Listing |
J Prof Nurs
March 2025
College of Nursing and Health Sciences, Samar State University, Philippines. Electronic address:
Background: Social support is a crucial factor in mitigating psychological distress among nursing students. However, the specific mechanism through which social support influences psychological distress, particularly the mediating role of school-life interference, remains underexplored. Aim The researchers investigated the relationship between social support and psychological distress in nursing students and examined the extent to which school-life interference mediates this relationship.
View Article and Find Full Text PDFJ Prof Nurs
March 2025
College of Nursing and Health Sciences, Samar State University, Philippines.
Background: Nurse faculty play a critical role in shaping the clinical experience of student nurses through their support and guidance during clinical placements. However, despite this evidence, the mechanism by which nurse faculty support contributes to effective clinical adjustment in students remains unexplored.
Purpose: This study examined the intermediary role of psychological resilience in the relationship between nurse faculty support and clinical adjustment among student nurses.
Rev Gaucha Enferm
March 2025
Universidade Federal de Pernambuco , Centro de Ciências da Saúde, Departamento de enfermagem, Recife, Pernambuco, Brasil.
Objective: to map scientific evidence on the professional competences and skills of nurses who work in school health.
Method: Scoping review based on the manual from the protocol for writing Evidence Syntheses from the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses - extension for Scoping Reviews. The search was conducted in the following databases: Cumulative Index to Nursing and Allied Health Literature; Latin American and Caribbean Literature in Health Sciences; Medical Literature Analysis and Retrieval System Online; SCOPUS; Web of Science; Science Direct; Educational Resources Information Center; Embase; Google Scholar.
Womens Health (Lond)
March 2025
School of Public Health, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, SA, Australia.
This discussion article discusses the integration of planetary health into nursing practice and education, highlighting the transformative potential of this approach in improving global health outcomes. Planetary health emphasizes the interdependence between human health and the health of our planet's ecosystems, advocating for a sustainable approach to healthcare. This article explores how nursing practice can incorporate planetary health principles to address environmental determinants of health and promote sustainable practices.
View Article and Find Full Text PDFBackground: To strengthen holistic health care delivery, influential interprofessional (IP) leadership skills are crucial for nurse practitioners (NPs) working within typical disease-focused practice settings. To build competencies, an IP leadership learning protocol (ILLP) was developed using an evidence-informed conflict resolution self-study and patient-care video conference (PCVC) for family NP students, which was later adapted for psychiatric mental health (PMH) NP students and measured effectiveness.
Method: Flipped-classroom initial self-study of IP leadership strategies and relevant clinical considerations culminated in applying this learning within the PCVC by role-playing deliberately contrived adversarial IP roles with a faculty facilitator intermittently designating students to act as the IP leader.
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