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Unique and Experiential Learning Opportunities Build Capacity for Leadership in Nursing Students Kate St. Amand, RN University Health Network, Toronto,

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Presentation on theme: "Unique and Experiential Learning Opportunities Build Capacity for Leadership in Nursing Students Kate St. Amand, RN University Health Network, Toronto,"— Presentation transcript:

1 Unique and Experiential Learning Opportunities Build Capacity for Leadership in Nursing Students Kate St. Amand, RN University Health Network, Toronto, ON

2 (Registered Nurses’ Association of Ontario [RNAO], 2006, p. 22)

3 Transformational Leadership Skills that enable nurses to navigate practice areas and political context (Antrobus & Kitson, 1999). Healthy work environments (RNAO, 2006). Advocacy on behalf of people and communities (Canadian Nurses’ Association, 2008; Falk-Raphael, 2005).

4 Experiential Learning Leadership and advocacy are key elements of nursing curricula. (Canadian Association of Schools of Nursing, 2006) Gap exists between knowledge and practice. (Falk-Rafael, 2005; Houck & Bongiorno, 2006) Constructivist learning through practice and reflection. (Brandon & All, 2010)

5 The Model World Health Organization Conference WHO, 2008

6 The Story of the MWHO: Stakeholder Engagement

7 The Story of the MWHO: Theme and Topics for Discussion Food Security in the Face of Climate Change Access to Water as a Human Right Access to Health Care in Rural and Remote Settings Indigenous Health and Resource Extraction Environmental Health

8 The Story of the MWHO: Task Delegation

9 The Story of the MWHO: The MWHO Conference 17 Delegates 5 Ontario Universities 7 Disciplines:

10 The Story of the MWHO: The MWHO Conference Ongoing Research Topic Selection Introduction to Rules of Debate (Robert’s Rules) Motion to Begin Debate Draft Working Papers Debate Working Papers Approve Working Papers Draft Resolution Debate Resolution Conclusion and Evaluation

11 (Registered Nurses’ Association of Ontario [RNAO], 2006, p. 22) Transformational Leadership Practices

12 Building Relationships and Trust Partnership with professional association “Power of representation” (Rodger, 2006) Collaborative relationship building (RNAO, 2006) Managing conflicts (RNAO, 2006)

13 Creating an Empowering Work Environment Structural, relational, psychological (Manojilvich, 2007) “Intention to support growth” (RNAO, 2006) Access to resources (RNAO, 2006)

14 Creating an Environment that Supports Knowledge Development and Integration Safe space to share knowledge and opinions (RNAO, 2006) Access to tools for research (RNAO, 2006) Engage in research Share research findings Constructive learning opportunity (Brandon & All, 2010)

15 Leading and Sustaining Change Develop and share a vision for change (RNAO, 2006) Experience leading and sustaining change (RNAO, 2006) Sustain change by leading others (RNAO, 2006)

16 Balancing Competing Values and Priorities “Leaders help others to see situations not always as a choice between opposites, but as decisions between these choices that need to be optimized over time.” (RNAO, 2006, p. 48) Resolution development Connect policy development and nursing practice (CNA, 2008; Falk-Raphael, 2005; Gehrke, 2008)

17 Limitations Constructivism: Ongoing research and reflection (Brandon & All, 2010) Evaluations

18 Conclusion

19 References Antrobus, S. & Kitson, A. (1999). Nursing leadership: influencing and shaping health policy and nursing practice. Journal of Advanced Nursing, 29, doi: /j x Brandon, A.F. & All, A.C. (2010). Constructivism, theory analysis and application to curricula. Nursing Education Perspectives, 31, doi: / Canadian Association of Schools of Nursing. (2006). Position statement: CASN position statement on baccalaureate education and baccalaureate programs. Retrieved September 29, 2011 from Canadian Nurses Association. (2008). Code of ethics for registered nurses. Ottawa, ON: Canadian Nurses Association. Clarke, H. (2006). Health and nursing policy: a matter of politics, power, and professionalism. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.) Realities of Canadian nursing: professional, practice and power issues (pp ). Philadelphia, PA: Lippincott Williams & Wilkins.

20 References Dick, D.D. & Cragg, B. (2006). Undergraduate education: development and politics. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.) Realities of Canadian nursing: professional, practice and power issues (pp ). Philadelphia, PA: Lippincott Williams & Wilkins. Falk-Rafael, A. (2005). Speaking truth to power: nursing’s legacy and moral imperative. Advances in Nursing Science, 28, Retrieved September 18, 2011 from OVID. Gehrke, P.M. (2008). Civic engagement and nursing education. Advances in Nursing Science, 31, Retrieved September 18, 2011 from CINAHL. Hartrick Doane, G. & Brown, H. (2010). Recontextualizing learning in nursing education: taking an ontological turn. Journal of Nursing Education, 50, doi: B/ Houck, N.M. & Watson Bongiorno, A. (2006). Innovations in the public policy education of nursing students. The Journal of the New York State Nurses Association, Fall/Winter, 4-9. Retrieved September 25, 2011 from Gale Cengage.

21 References Manojilvich, M. (2007). Power and empowerment in nursing: looking backward to inform the future. The Online Journal of Issues in Nursing, 12. Retrieved September 27, 2011 from Registered Nurses’ Association of Ontario. (2006). Developing and sustaining nursing leadership. Toronto, ON: Registered Nurses’ Association of Ontario. Rodger, G.L. (2006). Canadian Nurses Association. In M. McIntyre, E. Thomlinson & C. McDonald (Eds.) Realities of Canadian nursing: professional, practice and power issues (pp ). Philadelphia, PA: Lippincott Williams & Wilkins. *Special thank you to the Nursing Students of Ontario for supporting the planning and realization of the Model WHO in Ontario. Please note, all photographs of people have been removed from this presentation for privacy reasons.


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