Participatory learning to enhance leadership competence in nursing students: a feasibility study
Background: Clinical leadership is an important skill for nurses to acquire. This process should begin during undergraduate nurse training. The purpose of this study was to evaluate whether the intervention of enhancing the self-perceived leadership competence of nursing students by incorporating a...
| Autores: | , , , , , , , , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/224659 |
| Acceso en línea: | https://hdl.handle.net/2445/224659 |
| Access Level: | acceso abierto |
| Palabra clave: | Competències professionals Lideratge Ensenyament de la infermeria Vocational qualifications Leadership Nursing education |
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Participatory learning to enhance leadership competence in nursing students: a feasibility studyJiménez-Herrera, María F.Gallart Fernández-Puebla, AlbertMartín-Ferreres, Maria LuisaRodriguez Higueras, EncarnaciónFuster-Linares, PilarWennberg-Capellades, LaiaLlauradó Serra, MireiaMartin-Delgado, LeandraAlfonso-Arias, CristinaAgudo Ugena, José PabloCasas-Güdel, Maria JosePilar-Caballo, SilviaNavarro-Gil, NoeliaCompetències professionalsLideratgeEnsenyament de la infermeriaVocational qualificationsLeadershipNursing educationBackground: Clinical leadership is an important skill for nurses to acquire. This process should begin during undergraduate nurse training. The purpose of this study was to evaluate whether the intervention of enhancing the self-perceived leadership competence of nursing students by incorporating a series of participatory learning activities is implementable into a nursing degree programme. Methodology: Feasibility study, with undergraduate nurse training programme in two Spanish universities, were conducted between autumn 2015 and July 2021 in three phases: design, acceptability and implementation, and expansion. Pre-post intervention study with control groups to examine change in self-perceived leadership skills and satisfaction in both the implementation and expansion phases. The two intervention groups (implementation and expansion phases, respectively) comprised nursing students from two consecutive cohorts at our university (n = 136). The two control groups (n = 132) were also students from two consecutive cohorts, one enrolled in our university, the other from the nursing degree programme offered by another university. Data were analyzed using: chi-square test for comparisons of dichotomous qualitative variables; Student's t test for unpaired data or the Mann-Whitney U test (depending on the normality); The general linear model with calculation of p values for within- and between-groups differences, with post-hoc Bonferroni correction, to evaluate the effect of the intervention. Results: In general, the results suggest the feasibility of the intervention due to the participatory learning activities were well-received by both students and academic tutors (satisfaction ratings above 80%), and importantly, they enhanced the self-perceived leadership skills of students who received the intervention (increase of 18% compared with 11% and 7% in the two control groups). Conclusions: The results support the feasibility of enhancing the self-perceived leadership competence of nursing students through participatory learning initiatives of this kind, but do not establish the effectiveness of the intervention, because further studies are required to corroborate these findings both within similar contexts and across diverse educational and cultural settings. Incorporating leadership training into nursing degree programmes could help to provide the foundational skills that students will need if they are to show clinical leadership in their professional careers. This is important as clinical leadership by nurses can have a positive impact on patient care and is also associated with greater professional satisfaction and resilience to workplace pressures.BioMed Central2025202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion14 p.application/pdfhttps://hdl.handle.net/2445/224659Articles publicats en revistes (Infermeria Fonamental i Clínica)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1186/s12912-025-03935-8BMC Nursing, 2025, vol. 24https://doi.org/10.1186/s12912-025-03935-8cc-by-nc-nd (c) Martín-Ferreres, Maria Luisa et al., 2025https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2246592026-05-29T05:05:01Z |
| dc.title.none.fl_str_mv |
Participatory learning to enhance leadership competence in nursing students: a feasibility study |
| title |
Participatory learning to enhance leadership competence in nursing students: a feasibility study |
| spellingShingle |
Participatory learning to enhance leadership competence in nursing students: a feasibility study Jiménez-Herrera, María F. Competències professionals Lideratge Ensenyament de la infermeria Vocational qualifications Leadership Nursing education |
| title_short |
Participatory learning to enhance leadership competence in nursing students: a feasibility study |
| title_full |
Participatory learning to enhance leadership competence in nursing students: a feasibility study |
| title_fullStr |
Participatory learning to enhance leadership competence in nursing students: a feasibility study |
| title_full_unstemmed |
Participatory learning to enhance leadership competence in nursing students: a feasibility study |
| title_sort |
Participatory learning to enhance leadership competence in nursing students: a feasibility study |
| dc.creator.none.fl_str_mv |
Jiménez-Herrera, María F. Gallart Fernández-Puebla, Albert Martín-Ferreres, Maria Luisa Rodriguez Higueras, Encarnación Fuster-Linares, Pilar Wennberg-Capellades, Laia Llauradó Serra, Mireia Martin-Delgado, Leandra Alfonso-Arias, Cristina Agudo Ugena, José Pablo Casas-Güdel, Maria Jose Pilar-Caballo, Silvia Navarro-Gil, Noelia |
| author |
Jiménez-Herrera, María F. |
| author_facet |
Jiménez-Herrera, María F. Gallart Fernández-Puebla, Albert Martín-Ferreres, Maria Luisa Rodriguez Higueras, Encarnación Fuster-Linares, Pilar Wennberg-Capellades, Laia Llauradó Serra, Mireia Martin-Delgado, Leandra Alfonso-Arias, Cristina Agudo Ugena, José Pablo Casas-Güdel, Maria Jose Pilar-Caballo, Silvia Navarro-Gil, Noelia |
| author_role |
author |
| author2 |
Gallart Fernández-Puebla, Albert Martín-Ferreres, Maria Luisa Rodriguez Higueras, Encarnación Fuster-Linares, Pilar Wennberg-Capellades, Laia Llauradó Serra, Mireia Martin-Delgado, Leandra Alfonso-Arias, Cristina Agudo Ugena, José Pablo Casas-Güdel, Maria Jose Pilar-Caballo, Silvia Navarro-Gil, Noelia |
| author2_role |
author author author author author author author author author author author author |
| dc.subject.none.fl_str_mv |
Competències professionals Lideratge Ensenyament de la infermeria Vocational qualifications Leadership Nursing education |
| topic |
Competències professionals Lideratge Ensenyament de la infermeria Vocational qualifications Leadership Nursing education |
| description |
Background: Clinical leadership is an important skill for nurses to acquire. This process should begin during undergraduate nurse training. The purpose of this study was to evaluate whether the intervention of enhancing the self-perceived leadership competence of nursing students by incorporating a series of participatory learning activities is implementable into a nursing degree programme. Methodology: Feasibility study, with undergraduate nurse training programme in two Spanish universities, were conducted between autumn 2015 and July 2021 in three phases: design, acceptability and implementation, and expansion. Pre-post intervention study with control groups to examine change in self-perceived leadership skills and satisfaction in both the implementation and expansion phases. The two intervention groups (implementation and expansion phases, respectively) comprised nursing students from two consecutive cohorts at our university (n = 136). The two control groups (n = 132) were also students from two consecutive cohorts, one enrolled in our university, the other from the nursing degree programme offered by another university. Data were analyzed using: chi-square test for comparisons of dichotomous qualitative variables; Student's t test for unpaired data or the Mann-Whitney U test (depending on the normality); The general linear model with calculation of p values for within- and between-groups differences, with post-hoc Bonferroni correction, to evaluate the effect of the intervention. Results: In general, the results suggest the feasibility of the intervention due to the participatory learning activities were well-received by both students and academic tutors (satisfaction ratings above 80%), and importantly, they enhanced the self-perceived leadership skills of students who received the intervention (increase of 18% compared with 11% and 7% in the two control groups). Conclusions: The results support the feasibility of enhancing the self-perceived leadership competence of nursing students through participatory learning initiatives of this kind, but do not establish the effectiveness of the intervention, because further studies are required to corroborate these findings both within similar contexts and across diverse educational and cultural settings. Incorporating leadership training into nursing degree programmes could help to provide the foundational skills that students will need if they are to show clinical leadership in their professional careers. This is important as clinical leadership by nurses can have a positive impact on patient care and is also associated with greater professional satisfaction and resilience to workplace pressures. |
| publishDate |
2025 |
| dc.date.none.fl_str_mv |
2025 2025 2025 2025 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://hdl.handle.net/2445/224659 |
| url |
https://hdl.handle.net/2445/224659 |
| dc.language.none.fl_str_mv |
Inglés |
| language_invalid_str_mv |
Inglés |
| dc.relation.none.fl_str_mv |
Reproducció del document publicat a: https://doi.org/10.1186/s12912-025-03935-8 BMC Nursing, 2025, vol. 24 https://doi.org/10.1186/s12912-025-03935-8 |
| dc.rights.none.fl_str_mv |
cc-by-nc-nd (c) Martín-Ferreres, Maria Luisa et al., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
cc-by-nc-nd (c) Martín-Ferreres, Maria Luisa et al., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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14 p. application/pdf |
| dc.publisher.none.fl_str_mv |
BioMed Central |
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BioMed Central |
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Articles publicats en revistes (Infermeria Fonamental i Clínica) reponame:Recercat. Dipósit de la Recerca de Catalunya instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
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Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
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Recercat. Dipósit de la Recerca de Catalunya |
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Recercat. Dipósit de la Recerca de Catalunya |
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