TY - JOUR
T1 - Mapping Leadership in Undergraduate Nursing Regulator Standards and Requirements Across Eleven Countries
AU - A. Collins, Daniela
AU - Harnett, Gerardina
AU - Warshawski, Sigalit
AU - Tiitta, Iira
AU - Shao, Chun Hua
AU - Pereira Sousa, Joana
AU - Nagórska, Małgorzata
AU - Grinberg, Keren
AU - Červený, Martin
AU - Casaleiro, Tiago
AU - Bianchi, Monica
AU - Baron, Sue
AU - Luiking, Marie-Louise
AU - Frazer, K
PY - 2025/6/10
Y1 - 2025/6/10
N2 - A significant body of evidence from a recent scoping review underscores
the critical role of nurse leadership in education, research, and clinical
practice, highlighting its direct impact on care quality, patient safety,
nursing student education, work-force outcomes, morale, commitment,
performance, and retention (Abdul-Rahim et al. 2025). Conversely, poor
leadership practices have been linked to adverse patient and organisational outcomes,
substandard learning experiences for nursing students, low patient
satisfaction, diminished staff morale, and high turnover rates (Abawaji et al.
2024). In response to these challenges, efforts to develop leadership skills in
graduate nurses have gained momentum, exemplified by the recent roll-out of the
International Council of Nurses (ICN) and the World Health Organisation (WHO)
leadership programme (ICN 2024).Despite this progress, significant gaps remain
in understanding how educational strategies can be effectively integrated into undergraduate nursing curricula to support
leadership development. This underscores the urgent need to embed structured leadership
education for nursing students, complete with defined competencies for
practice, as an essential component of nursing programmes from the first year
of study (Baron et al. 2024).
AB - A significant body of evidence from a recent scoping review underscores
the critical role of nurse leadership in education, research, and clinical
practice, highlighting its direct impact on care quality, patient safety,
nursing student education, work-force outcomes, morale, commitment,
performance, and retention (Abdul-Rahim et al. 2025). Conversely, poor
leadership practices have been linked to adverse patient and organisational outcomes,
substandard learning experiences for nursing students, low patient
satisfaction, diminished staff morale, and high turnover rates (Abawaji et al.
2024). In response to these challenges, efforts to develop leadership skills in
graduate nurses have gained momentum, exemplified by the recent roll-out of the
International Council of Nurses (ICN) and the World Health Organisation (WHO)
leadership programme (ICN 2024).Despite this progress, significant gaps remain
in understanding how educational strategies can be effectively integrated into undergraduate nursing curricula to support
leadership development. This underscores the urgent need to embed structured leadership
education for nursing students, complete with defined competencies for
practice, as an essential component of nursing programmes from the first year
of study (Baron et al. 2024).
KW - leadership competencies
KW - Nursing
U2 - 10.1111/jan.17099
DO - 10.1111/jan.17099
M3 - Comment/debate
SN - 0309-2402
VL - 81
SP - 5214
EP - 5217
JO - Journal of Advanced Nursing
JF - Journal of Advanced Nursing
IS - 8
ER -
