Unprecedented Leadership: How Nurses Responded to the COVID-19 Pandemic.

An inquiry was posed to nurse leaders in December 2020 by the American Organization for Nursing Leadership (AONL) as the first wave of the COVID-19 pandemic peaked. More than 100 responses were received and organized into themes based on problems, solutions, and unique innovations that were employed. These themes included a return to team-based care, redeployed providers, work design, space accommodation, technology applications, provider support, and the advancement of community-based partnerships. Four exemplars highlight these themes.

The Elements of Engagement Framework to Improve Organizational Uptake of Evidence-Based Practice.

Considerable time, money, and training efforts in organizations have been spent advancing evidence-based practice (EBP). Adding science to clinical decision making is profound, yet organizational strategies to ensure mainstream use of EBP as a return on the training investment is sparse. The Elements of Engagement Framework addresses organizational dynamics: emotion, engagement, energy, expectations, and execution to normalize implementation of EBP within the organizational culture. [J Contin Educ Nurs. 2021;52(8):355-358.].

A Development Challenge: Embracing Technology in Leadership Development.

Leaders must train in technology use and build a portfolio of competencies that mark a rapidly emerging future. Three categories of technology with examples of how to approach increasing technology literacy in each are presented. Five emerging or rapidly advancing technology trends provide a framework for leader development. [J Contin Educ Nurs. 2021; 52(6):260-262.].

A Framework for Developing Holistic Leaders.

Advocating for holistic leaders' development, holistic leadership is defined and contrasted with other developmental approaches. A model that frames four dimensions of development is presented. These dimensions include self-awareness and values identification, relational capacity, problem solving and action orientation, and other orientation. [J Contin Educ Nurs. 2021;52(5):211-213.].

Naturalistic Lessons in Post-Inauguration Leadership.

Leadership development opportunities can be derived from naturalistic learning experiences. Six lessons from the recent presidential campaign are presented through a leadership lens rather than a political lens. Topics include networking, polarity management, communication, managing agreement, ambition, and transition management. [J Contin Educ Nurs. 2021;52(3):112-114.].

The Discussion Board in Online Learning: Leadership Development Opportunities.

The COVID-19 pandemic has created unprecedented opportunities for training and development to move to online formats. The discussion board is an essential online tool to advance leadership development. Both learner and educator tips are provided for discussion board optimization, including considerations for rubric development for learner evaluation. [J Contin Educ Nurs. 2020;51(12):541-543.].

Leadership in Serving the Public's Health.

Building on a premise that core public health principles advance leadership capabilities across sectors, the case for linking leadership to public health is made. With public health references, leadership topics are presented that address eight domains. [J Contin Educ Nurs. 2020;51(8):352-354.].

Public Policy in a Pandemic: A Call for Leadership Action.

Crisis breeds innovation and creativity. The COVID-19 pandemic shows where policy-related gaps exist. Three policy exemplars linked to COVID-related changes faced by professional development educators and leaders are presented: broadband Internet availability for training and development, information technology infrastructure, and scope of practice expansion. [J Contin Educ Nurs. 2020;51(6):250-252.].

Exploring Executive Presence: Leadership Traits or Skills?

Executive presence frequently is discussed from a developmental and training perspective. This column explores the meaning of the concept, training, and development approaches to foster awareness of and expectations linked to its meaning, and the challenges of measuring leader-learner outcomes. Four domains for measuring improvement include ego state, focus, impact, and legend. [J Contin Educ Nurs. 2020;51(4):152-154.].

QSEN Transcends Cultures: Teaching Quality and Safety Education in China.

There has been increasing focus on improving the quality and safety of health care globally. Understanding that the health of one nation impacts others worldwide drives initiatives for collaboration to improve the health of all. In this, the Year of the Nurse and Midwife as designated by the World Health Organization, The Quality and Safety Education for Nurses (QSEN) Competencies provide structure that transcends culture for framing the nursing role to contribute to improving patient safety and the quality of care delivery internationally. This article describes initiatives to share resources and strategies to support quality and safety education and practice with nurses across countries. [J Contin Educ Nurs. 2020;51(3):106-108.].

QSEN Transcends Cultures: Leadership Lessons Learned From a Global Experience.

Quality and Safety Education for Nurses (QSEN) has global appeal, acknowledging the important role of nursing in care delivery. This article complements the Teaching Tips column, shifting from content covered to the leadership lessons that presenters must consider when preparing for and presenting to a global audience. Four critical lessons are addressed: humility and acceptance, time for translation, job role assumptions, and conceptual clarification. [J Contin Educ Nurs. 2010;51(1):9-11.].

Evidence-Based Leadership Practice and the Role of the Librarian.

Evidence-based clinical practice is now the norm. When evidence exists to enhance practice, organizational leaders work to instill the best practices that benefit patient outcomes. Leaders are also responsible for organizational outcomes and best practices in human and material resource management, improving the culture, and ensuring and retaining a workforce with sufficient talent, skills, and abilities. The authors address the role of the librarian in securing evidence-based leadership practice. [J Contin Educ Nurs. 2019;50(12):537-539.].

Implementation Science as a Leadership and Doctor of Nursing Practice Competency.

Leaders must distinguish between diffusion as a change strategy, education as a stimulus for change, and implementation strategies associated with implementation science. This article provides an operational definition for implementation science, the distinguishing characteristics in leading transformational change, and the degrees of implementation. [J Contin Educ Nurs. 2019;50(11):491-492.].

The Langston Center for Innovation in Quality and Safety: A Moderating Variable in Humanizing Disruptive Innovation.

Disruptive innovations may serve both good and ill causes. This means that disruption can stimulate positive outcomes or tip people and organizations into chaos. The Langston Center for Innovation in Quality and Safety plays a moderating role by ensuring that innovations consider the upstream and downstream consequences potentiated by change initiatives characterized by a rapid implementation cycle. Drawing on change management and implementation science approaches, human factor variables are intentionally considered to generate acceptance of substantive disruptions.

Advancing Lateral Leadership in Health Care.

Lateral leadership is a growing and recognized form of nonhierarchical leadership used in complexity science and systems thinking organizations. The definition and operational necessity for lateral leadership are discussed, and benefits and potential drawbacks in health care settings are presented. Lateral leadership is a strategy of growing necessity in an environment of innovation and change management. [J Contin Educ Nurs. 2019;50(9):389-391.].

Reverse Engineering to Ensure Course Competencies Are Linked to Clinical Proficiency.

Higher education and continuing education are increasingly focused on clinical proficiency and readiness for practice. This article describes the art and science of setting competencies. It further recommends that field-based competencies, referenced as clinical proficiency, become a strong foundation for developing and distinguishing course and program competencies. In this way, academic and service needs are aligned. [J Contin Educ Nurs. 2019;50(7):297-299.].

Health Care Leadership in the New Economy.

Most health care organizations are designed using industrial model performance standards based on conformity and conventionality. In the new economy, marked with exponential change, convergent competition, and empowered consumers, leaders are faced with building a model that can accommodate personalized medicine, managing patient-centered expectations, and value-creating hubs to remain viable. [J Contin Educ Nurs. 2019;50(5):196-198.].

The Professional Development Educator and Leadership Succession Planning.

The professional development educator plays a crucial role in developing, implementing, and evaluating potential leaders for succession within a health care organization. This responsibility requires partnering with human resources and other stakeholders, determining and leveling competencies, ensuring evidence-based content, and evaluating impact. Ideas for business case development are presented. [J Contin Educ Nurs. 2019;50(3):104-106.].