Purpose This study to identify valuated the competency in nursing leadership among new nurses through the perception of nursing managers.
Methods: This a total of 136 nursing managers from two general hospitals in the Seoul metropolitan area were included in this study. Nursing leadership competencies in new nurses were measured using the Student Leadership Practices Inventory developed by Kouzes and Posner. We identified priorities in the development of nursing leadership competencies for new nurses.
Results: The overall importance and performance of nursing leadership competencies for new nurses were assessed by nursing managers at an average of 3.92±0.37 and, 2.84±0.50, respectively. Of the 30 nursing leadership competencies, 11 would need to be maintained and strengthened, seven would need to focus on improvement efforts, and 11 would have low priority. The last one was overdone.
Conclusion: Of the 18 items of high importance based on the nursing leadership competencies among new nurses identified, for seven items indicating low performance, the performance of nurses should be improved by introducing nursing leadership development programs after they enter the work environment. Eleven low-priority nursing leadership competencies require a long-term strategic approach and need to spread the understanding of nursing leadership throughout the nursing organization.
PURPOSE Today's clinical nurses deal with complex problems that need accurate evidence for practice and decision making. In this study the effectiveness of an EBP education program was examined. METHODS A pre-posttest design was used for this study and participants were 46 nurses working at a tertiary hospital located in Suwon, Korea. Date collection was done before and after the education program, from July 27 to October 2, 2015. Data were analyzed using paired t-test and ANCOVA with SPSS 21.0. RESULTS There were significant differences in scores before and after the EBP education program for EBP readiness: belief (t=-5.65, p<.001), implementation(t=-2.89, p=.006), competence (t=-4.21, p<.001), and for evidence-based decision making (t=-16.25, p<.001) by the nurses. CONCLUSION The findings indicate that the EBP education program has positive effects on EBP belief, implementation, competence and evidence-based decision making. In the future, it is necessary to reinforce the content of the program in the clinical workplace and to provide continuous education for clinical nurses.
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