Teresa N. Gore*, Tanya Looney Johnson and Chih-hsuan Wang Teaching Nursing Leadership: Comparison of Simulation versus Traditional Inpatient Clinical Abstract: Nurse educators claim accountability to ensure their students are prepared to assume leadership responsi- bilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nur- sing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leader- ship-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching–learning dyad toward simulation. Keywords: nursing leadership, multiple patient simula- tion, traditional in-patient clinical, senior BSN students DOI 10.1515/ijnes-2014-0054 Introduction In spite of the recognizable need to increase the nursing workforce, simply increasing the volume of nurses is not the answer (American Association of Colleges of Nursing [AACN], 2007). The American Nurses Association (ANA) embraces leadership as a core component in their standards of professional practice with clinical leadership as a key competency for nursing graduates (ANA, 2008). In efforts to accommodate the nation’s demand for nurses, as well as nurse leaders, universities are increasing enrollments in their baccalaureate programs. Consequently, the growing enrollment of nursing students presents challenges for aca- demic programs to effectively develop leadership abilities (Abdrbo, 2012). Clinical site demands (Curtis, Vries, & Sheerin, 2011) and increasing student–faculty ratios are problematic issues that may hamper effective leadership preparation of students (Chunta & Edwards, 2013). The AACN recommended nursing students be assessed for nur- sing leadership behaviors and competency throughout the curriculum. Responses to this recommendation include integrating nursing leadership content throughout the cur- riculum (Abdrbo, 2012). Some schools’ curricula only offer leadership content in one semester, which allows limited time for students to integrate these skills into clinical prac- tice prior to graduation (Hendricks, Cope, & Harris, 2010). Nursing students may not be prepared to assume leadership roles in their nursing programs, and leadership should not be viewed as an optional competency (Curtis et al.). Health-care organizations and nursing educators recognize the broadening gap between the leadership abil- ity of new graduate nurses as compared to actual clinical practice requirements (Lekan, Corazzini, Gilliss, & Bailey, 2011). The nursing curriculum is an additive program with more concepts and skills being added without removing obsolete practices that are not evidence-based. This can dilute the amount of time dedicated to each concept, with- out the opportunity for students to apply concepts into their clinical practice (Clapper & Kardong-Edgren, 2012). Hospitals are adamant they are in need of nurses who have acquired proficient clinical skills and leadership abilities. Nursing is central to effective leadership in health care (Lekan et al., 2011). Curtis et al. (2011) found that successful nursing leadership positively influenced patient safety out- comes, staff satisfaction, healthy work environments, and staff. As Curtis and colleagues reported, poor leadership among nursing has no place within organizations that strive for effective change and excellence in patient care. A recent survey demonstrated that only 25% of nurse man- agers and 10% of nurse executives were favorable toward new graduate preparedness with leadership skill. Unfortunately, new graduates are often placed in charge nurse roles within the first year of practice, creating a mismatch between new graduate educational skill set and employer expectations (Lekan et al.). *Corresponding author: Teresa N. Gore, School of Nursing, Auburn University, 137 Miller Hall, Auburn, Alabama 36849, USA, E-mail: goreter@auburn.edu Tanya Looney Johnson, School of Nursing, Auburn University, 139 Miller Hall, Auburn, Alabama 36849, USA, E-mail: johsotl@auburn.edu Chih-hsuan Wang, Department of Educational Foundations, Leadership, and Technology, Auburn University, Auburn, Alabama, USA, E-mail: wangchi@auburn.edu Int. J. Nurs. Educ. Scholarsh. 2015; 12(1): 1–9 Brought to you by | Carleton University OCUL Authenticated Download Date | 8/3/15 4:08 PM