Art & science | The synthesis of art and science is lived by the nurse in the nursing act JOSEPHINE
ursing act JOSEPHINE G PATERSON
A FRAMEWORK FOR
PRE-QUALIFYING NURSES TO
BUILD LEADERSHIP SKILLS
Correspondence
karen.buckwell-nutt@bucks.ac.uk
Karen Buckwell-Nutt is
head of academic department,
pre-qualifying nursing
Jayne Francis-Shama is a senior
lecturer, pre-qualifying nursing
Pollyanna Kellett is a senior
lecturer, pre-qualifying nursing
All at the faculty of society and
health, Buckinghamshire New
University
Date of submission
July 1 2014
Date of acceptance
August 26 2014
Peer review
This article has been subject
to double-blind review and
has been checked using
antiplagiarism software
Author guidelines
rcnpublishing.com/r/
nm-author-guidelines
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Karen Buckwell-Nutt and colleagues describe the development
of an innovative module to help students become better leaders
Abstract
Nursing students are our future leaders in the
healthcare sector. It is proposed that, for students to
understand and demonstrate leadership knowledge,
skills and attributes effectively, they need to: learn
concepts, experience leadership roles, analyse their
capabilities and develop these with the support
of practitioners. The drive to improve nursing
leadership does not come from within academia but
from practitioners and other stakeholders, such as
patients, the Nursing and Midwifery Council and
Health Education England, and this need is reflected
in the university curriculum. This article reviews
a final-year module on personal development for
leadership and management and highlights the
Contemporary leadership in the NHS
INEFFECTIVE LEADERSHIP has become the focus
of blame for some failings in the NHS (Francis
2013). This has been accentuated by the challenge
of delivering consistently high quality patient care
in today’s demanding and complex healthcare
landscape (Nagel and Andenoro 2012).
Leadership style has influenced the development
of leadership in nursing for decades. For example,
transformational and transactional leadership
emerged in the 1990s as the dominant framework
(Rogers 2012) following Burn’s (1978) seminal
work. This emphasised the individualist role and
heroic view of leaders as nurturing, motivated
individuals who can encourage innovation and
creativity in teams. However, despite the
Copyright © 2016 RCNi Ltd. All rights reserved.
importance of continued practice support in developing
leadership skills and confidence. The educational
approaches, including lectures, the use of problem-
based scenarios and enquiry-based learning, are
explored and the inclusion of e-learning methods is
discussed. Students are made aware that placement
expectations are different from those in previous years.
Recommendations include strategies to strengthen
practice support for students who need to develop
leadership skills.
Keywords
Leadership, pre-registration nurse education, academia,
shared leadership, distributed leadership, quality
promotion of a transformational leadership style,
the rigid hierarchical structure of the NHS has
prohibited an effective approach to leadership
(Roebuck 2011). This problem has not been
overcome, but the model proposed here aids
students to challenge more.
Nurse leadership is going through
unprecedented change, heightened by a view
that a shared model of leadership should be
integrated into the profession (Fulop and Day 2010,
MacPhee et al 2011).
Shared, or distributed, leadership is an
emerging role that views leadership in terms
of collaboration and collective activity that no
longer embraces the heroic individual leader.
It is this view that is being promoted as the
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 Art & science | education
In nurse education, recognition of the
importance of leadership is not addressed
until students are within months of qualifying
future leadership model in health care (Block and
Manning 2007).
The concept of shared leadership is reflected
in the current NHS leadership framework (NHS
Leadership Academy 2014), which provides a
consistent approach to leadership development
for all staff in health care irrespective of
discipline, role or seniority. The NHS leadership
framework, titled the Healthcare Leadership Model,
represents the standard for leadership behaviours
to which all staff should aspire. Fundamental to
the development of the Healthcare Leadership
Model is a desire to create a single, overarching
framework for all health and care staff, building on
best-practice standards for leadership development
(NHS Leadership Academy 2014).
The shared leadership model is different from
the traditional individualistic models of leadership
(Turnball James 2011). According to the Healthcare
Leadership Model, rather than focus on a set of
personal attributes, leaders are to be supported
by a network of people engaging in leadership
practices throughout the organisation (Elliott and
Stead 2008, Gronn 2008, Turnball James 2011).
The new shared leadership role is embedded in
a culture of collaboration, partnership working
and reduced hierarchy, with individuals displaying
effective interpersonal skills and an ability to
deal with conflict (Crevani et al 2007, Fulop and
Day 2010).
Leadership in pre-registration nurse education
therefore faces immense challenges to develop
undergraduate nurses with the ability and drive
to promote a shared leadership culture in the
profession. The preparation of leaders who will
make the types of decisions needed in today’s
complex healthcare environment requires
innovative approaches to learning (Wilson et al
2010). With the focus on patient outcomes and
safety, it is imperative that preceptee nurses enter
practice settings with leadership capabilities
(Hendricks et al 2010).
In nurse education in the UK, recognition of
the importance of leadership is not addressed
until students are within months of qualifying.
This results in undergraduate nurses entering
clinical environments unprepared to take on
leadership demands. In light of this, there is a call
for undergraduate nurse training programmes to
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implement leadership at each level of the course
to embed in students a growing interest in and
realistic perspective of the demands of leadership
(Hendricks et al 2010).
Pedagogical considerations
There are varying components that universities
have recognised as essential to the development
of leadership awareness and adult learning
principles, including communication skills and
conflict (Hsiu-Yueh et al 2011). However, a clear
Nursing and Midwifery Council (NMC) (2010)
directive about the leadership qualities of nurses
calls for fundamental elements to be in place.
Universities and clinical areas that support
undergraduate nursing students must collaborate
as each setting can offer students differing
perspectives on leadership (Allan 2010). First,
universities need to meet the pedagogic needs of
students, ensuring that differing learning styles
are addressed and innovative teaching is provided.
Second, clinical areas need to ensure that students
are exposed to examples of high functioning nurse
leaders who demonstrate the qualities of a leader.
Traditional pedagogy has centred on
teacher-dominated perspectives, with the transfer
of information to students in a pre-determined
manner (Horsfall et al 2012, Tedesco-Schneck 2012).
This style of pedagogy, which relies on recall and
factual forms of knowledge, has attracted criticism
around its inability to reduce the gap between
what is taught in classrooms and the realities of
clinical practice (Leigh et al 2012). Traditionally the
‘talk and chalk’ lecture method (Young et al 2009)
presents to students a passive form of learning
that achieves engagement for a minimum amount
of time and fails to promote deep learning
(Toynton 2005, Machemer and Crawford 2007,
Cherney 2008).
The constructivist view of learning suggests
that a teacher lecturing to a class may not always
be the most effective way for adult students to
learn (Kapp and Fergason 2002). Contemporary
pedagogical theory, therefore, aims to promote
leadership development through the incorporation
of a unifying theoretical framework that links to
nursing practice and research and that provides
the basis for decision making with regard to
content (MacPhee et al 2011).
When considering the complex nature of
leadership, an experiential learning approach
to encourage students to critically evaluate
concepts, think laterally and apply theoretical
positions during problem-solving exercises is
more productive (Banning 2005). The experiential
NURSING MANAGEMENT
learning approach allows the transition of
knowledge into clinical settings.
The NMC (2010) has included leadership and
team working in its revised standards for
pre-registration nursing education. Here the aim,
as a generic standard of competence, is for
all nurses to qualify with an ability to provide
leadership in managing nursing care and to
co-ordinate interprofessional care when needed.
In support of this, Willis (Willis Commission
2012) documents the significance of leadership
in nursing curricula. Importantly, the exposure
to skilled, positive leadership role modelling is
identified as critical to developing leadership
knowledge in undergraduate students (Omoike
et al 2011, Willis Commission 2012).
The challenges for curriculum development at
Buckinghamshire and more generally were clear:
to help students understand shared leadership,
which has emerged as the future model for the
NHS (Block and Manning 2007); and to enable
them to incorporate and develop this into their
own emergent leadership style. With a need to
provide students with important leadership and
management skills in a university setting to
prepare them for practice as third-year nursing
students, and beyond to their preceptorship and
future years as registered nurses, the imperative
is to bridge the theory-practice gap and bring
contemporary leadership issues into the classroom
for discussion and analysis in a safe environment.
The demands of nurse education are
multifaceted and the debate on its effectiveness
continues. Meanwhile, there is a requirement for
graduate nurses to achieve additional skills relating
to leadership (NMC 2010), including an ability to:
■ Act as change agents and provide leadership
through high quality systems.
■ Identify priorities, and manage time and
resources effectively.
■ Take the lead in co-ordinating, delegating and
supervising care safely.
■ Manage risk and remain accountable for the
care given.
■ Maintain their personal and professional
development.
To address these leadership requirements, a module
entitled Personal Development for Leadership and
Management was developed at Buckinghamshire.
Transformational learning The educational
framework underpinning the module is
transformational learning. The precepts of this
approach involve students experiencing a shift
of understanding. This shift is not independent
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of content, context or discipline, and any activity
or resource that presents students with alternative
views to their own can be used (Meyer et al 2010).
It requires lecturers to create dynamic relationships
between themselves, the students and the
‘body of knowledge’ to promote students’
understandings and personal development
(Slavich and Zimbardo 2012).
The module team used a spiral curriculum
approach (Bruner 2009), which posits that students
should revisit a concept or skill regularly but that
each time the complexity increases and that any
new learning relates to old understanding. As this
is a final-year module and was aimed at building
on students’ knowledge and skills already acquired
in the programme, a progressive themed approach
was adopted. This is explained as moving students
from current understandings towards identification
of new knowledge and skills, thereby developing
these skills in clinical settings.
This approach, in part, addresses the limitations
of modular programmes, namely that they are
fragmented (Carmen et al 2011). Various activities
were designed to accommodate different learning
styles (Honey and Mumford 2006).
Box 1 Examples of activities and content
Learn Accountability, delegation,
leadership theories and styles,
conflict management, principles
of managing resources, emotional
intelligence preceptorship,
employability.
Experience Problem-based scenarios involving,
for example, staff allocation,
prioritising care, communication,
complaint management, presenting
innovative practice, clinical
management in placement.
Analyse Strengths, weaknesses,
opportunities and threats (SWOT)
analysis, Johari windows,
leadership framework
self-assessment tools,
interview critique, problem solving
self-assessment.
Develop Creation and implementation of
learning plans, negotiation skills,
communication skills, practice
leadership and management skills
with support of practitioners.
November 2014 | Volume 21 | Number 7 19
 Art & science | education
Innovative design framework The Learn,
Experience, Analyse, Develop (LEAD) framework
was created to design the module flow and the
presentation of content. See Box 1 for examples of
activities and content.
The module delivery consisted of seminars,
lead lectures, e-learning activities and an
employability day. The small group seminars
enabled discussions of key themes and exploration
of a three-stage field-specific, problem-based
clinical leadership scenario. Through the use of
problem-based scenario activities, students were
encouraged to explore concepts, think creatively
and apply solutions during problem-solving
exercises (Banning 2005). During lead lectures,
new concepts, including theories of leadership and
conflict management, were introduced. Students
had the opportunity to explore and test the
new concepts further during the problem-based
seminars and preceptorship.
While the traditional teacher-centred lecture
method could be criticised for its transmission
of information to the passive student, this
opportunity for large group teaching is
economically justified. By adopting an interactive
style in the one-hour lectures, students had the
opportunity to be less passive. As well as using a
question-and-answer technique, the inclusion of
popular culture, for example reference to common
activities such as the use of mobile telephones or
social media networks, and artefacts from mass
media, such as current soap opera storylines or
recent news headlines, enabled the lecturer to
‘connect with the adult learner’ (Wright and
Sandlin 2009).
The virtual learning environment (VLE)
was carefully structured to make explicit the
prerequisites for classroom-based sessions
and suggested additional independent learning
activities with which students could chose to
engage. The e-learning activities were congruent
with the themes addressed each week in the
classroom sessions. Sharpe et al (2006) suggest
that students need to understand the use of
technology in their learning and that educators
need to be consistent and transparent in
communicating their expectations to students.
The expectation that students engage with the
VLE materials was made clear at the beginning
of the module and reinforced throughout by the
seminar lecturer.
For the VLE and seminars to be effective,
students are required to self-regulate their learning.
O’Shea (2003) suggests that nurse educators must
help nurses develop the skill of self-regulated
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learning so they can meet the challenges of
constantly changing healthcare environments.
Nursing innovations The NMC (2010) requires
graduate nurses to act as change agents and
provide leadership through good quality systems.
To consider innovation and implementation of
change in practice, students were guided through
an enquiry-based learning (EBL) method (Khan and
O’Rourke 2005) to explore important innovative
practices appropriate to their fields of nursing;
these might include use of the safety thermometer
(NHS Quality Observatory 2012), red-tray system
(Royal College of Nursing (RCN) 2014) or the
Productive Ward initiative (NHS Institute for
Innovation and Improvement 2007). Through this
process, students seek evidence to support ideas
triggered by a topic and take responsibility for
analysing and presenting this evidence to peers in
their seminar group.
NHS Improving Quality (2013) advocates staff
empowerment and proposes innovative ways of
delivering good quality services. The RCN supports
the definition of innovation offered by West and
Farr (1990) as ‘the intentional introduction and
application within a role, group or organization
of ideas, processes, products or procedures, new
to the relevant unit of adoption, designed to
significantly benefit the individual, the group, the
organization or wider society’. The transferable
skills required to source, analyse and present
evidence are fundamental to developing confidence
to challenge and change practice.
Increasing awareness Initially, students were
required to revisit their understanding of
healthcare assistant (HCA), nursing student and
registered nurse roles and responsibilities,
and the concept of accountability and delegation.
Through the use of self-evaluative tools, strengths,
weaknesses, opportunities and threats (SWOT)
analysis and Johari windows (Self Awareness
LLP 2013), they were expected to identify
their developmental needs in meeting the role
and responsibilities of a registered nurse. To
contemplate skills and attributes associated with
leadership specifically, students completed the NHS
leadership framework self-assessment tool (NHS
Leadership Academy 2012) with initial emphasis on
the domains of demonstrating personal qualities
and working with others.
To capture their development needs, they
formulated individual learning plans, which they
were encouraged to revise throughout the module
and incorporate academic developmental needs
NURSING MANAGEMENT
related to the coinciding final-year modules.
The acquisition and identification of knowledge
and skills were not confined to the academic
aspect of the programme. For the students’
individual objectives, such as managing a bay of
patients and being more assertive in delegation
activities, to be realised, support from clinical
colleagues is necessary so, as Allan (2010)
suggests, staff in clinical areas need to ensure
that students are exposed to examples of high
functioning nurse leaders who demonstrate the
qualities of good leaders.
Recommendations to develop
leadership skills in practice
Setting our future nurses on their leadership
journeys in this module is of little relevance
unless they are supported to develop and grow
their burgeoning skills in practice as students,
and beyond into registration. There are five key
messages for today’s NHS nurse leaders:
■ Provide positive leadership role modelling.
■ Review with students the outcomes of their NHS
leadership framework (NHS Leadership Academy
2012) self-assessments.
■ Assist students in assimilating their module
learning-plan objectives into practice assessment
learning objectives.
■ Encourage students to be active learners.
■ Give good quality feedback on students’
leadership skill development.
Positive role models To learn the skills and
practices of shared leadership, students need to
see these in action, in practice, from role models
throughout the organisations in which they work
(Allan 2010). While it is evident there are some
leadership failings across the healthcare sector
(Berwick 2013, Francis 2013) to which the NHS
Leadership Academy has responded, we believe
positive leadership role models do exist across
organisations and therefore should be accessible
to all staff.
The NHS leadership framework Identifying
students’ leadership qualities by undertaking
the NHS leadership framework (NHS Leadership
Academy 2012) self-assessment tool supports and
reinforces the spirit for creating a single leadership
framework for all staff at any stage of their
careers, which encourages shared responsibility
for success, services or care (NHS Leadership
Academy 2014). By encouraging development of
the essential personal qualities, namely developing
self-awareness, managing self, continuing personal
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To learn the skills of shared leadership,
students need to see these in action, in
practice, from role models
development and acting with integrity, the
module recognises that the core essentials for
leadership are embedded in practice. Undertaking
the self-assessment and completing the action
plans encourages students to establish where
they are now, but also provides opportunities for
reassessment and future development, for instance
after their preceptorship year, while planning
professional development and before applying for
new positions.
Planning to learn Students’ learning plans, written
as part of the formative assessments during their
university-based module, and achieved or partially
achieved on their penultimate placements can
enhance the practice assessment documents’
learning objectives; the plans do not detract from
the practice areas defined as learning needs, but
provide an additional opportunity for students to
expand their leadership skills to be ‘practice ready’
in six months.
Active learning The learning plan objectives, with
chosen areas to develop identified by students,
encourage them to become active learners and
fosters a lifelong interest in learning that is
engrained in our nursing code and vital for nurses
to not merely function but succeed in our rapidly
evolving healthcare system.
Feedback Students need to develop their
leadership styles with the support of mentors
and all clinicians throughout the many practice
settings in which they work. The students
supernumerary status should not preclude them
from actively participating in care delivery or
impair their exposure to leadership experience;
in fact, it could provide more opportunity to
experiment and develop their leadership style and
skills supported by mentors if planned in advance.
They can grow only by experimenting, making
mistakes and reflecting with guidance. This comes
from honest and constructive feedback given in
supportive environments.
Conclusion
The drive to improve nursing leadership is
multifaceted and demands collaborative approaches
from all stakeholders, service providers and
November 2014 | Volume 21 | Number 7 21
 Art & science | education

educationalists. Shared, or distributed, leadership
is an emerging role that views leadership in terms
of collaboration and collective activity, and one that
is being promoted as the future leadership model
in health care (Block and Manning 2007). It is also
reflected in the NHS leadership framework (NHS
Leadership Academy 2014).
In recognition of these drivers, an innovative
framework for pre-qualifying nurses to develop
leadership knowledge and skills was developed:
the LEAD framework. Students have understood
leadership through the innovative approach of the
module, and demonstrated leadership in practice.
We conclude with a plea: let us feel excited about Online archive
our students, brimming with enthusiasm about
For related information, visit
taking charge of their professional development
our online archive and search
and wanting to join our profession, and role model using the keywords
and reflect to them the knowledge, skills and
practices that will help develop and shape our NHS Conflict of interest
into a healthier place. None declared

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