Leadership Transformation In Nursing Education
What Is Leadership Transformation
The concept of transformational leadership was originally developed by Burns in 1978 (Marshall, 2011). Transformational leaders inspire and motivate people to follow them in ways that far surpass other types of leaders.Transformational leaders are generally described as having four characteristics (referred to as the four I's) inspirational motivation, idealized influence, intellectual stimulation, and individualized consideration (Marshall, 2011). Inspiring others through motivation involves visioning Transformational leaders create compelling vision for the future.
The vision is so clear and convincing that people want to follow the leader to achieve the vision. Transformational leaders influence others by articulating a clear sense of purpose and talking about ideals and values so that people can see how the vision can be realized. Followers can see how they fit into the new vision. This level of change requires people to challenge the assumptions they hold. Transformational leaders must be able to intellectually show followers the path to the new vision and compel them to follow that path. In addition, transformational leaders provide focus to individuals by coaching and mentoring them to achieve the new vision (Grant, 2012)
Transformational leaders are admired, trusted, and respected by others. They are considered to be principled leaders and others want to follow them. Transformational leaders inspire others to greatness Schools and colleges of nursing are facing turbulent times with massive changes in health care delivery that will push changes in academia. Deans and directors of nursing colleges, schools, and departments need to become transformational leaders during these turbulent times. Academic leaders must create the new vision and make it compelling enough so that faculty want to take this journey we are facing.
Impact of Transitional Leadership In Nursing
Nursing education is at a pivotal point not seen in the past. Health care reform is advancing. Education leaders are expected to prepare nursing graduates for roles that do not currently exist; these roles can only be envisioned. Nursing leaders in academia are challenged to form partnerships with service leaders to test new care delivery models focused on wellness instead of illness, change the traditional focus on acute care at the baccalaureate level and find new primary care models that include nurses as care managers and coordinators , and ensure nurse practitioners are steeped in nursing theory and nursing frameworks as they fill the ever expanding void in primary care.
Deans and directors in academia must create vision with faculty that can be carried on to students. Academic leaders must help faculty become transformational leaders with their students. Nursing leaders and faculty in higher education have a unique opportunity to influence the future. Students are at a stage in their lives when they are ready to make transitions (Ingleton, 2013), Students look at faculty as experts and role models. As such, faculty need to help students see the need to be prepared for roles not currently used in practice ( Boglar , Caspi , & Roccas , 2013).
Leaders in nursing education have a responsibility to create future leaders who will continue the journey of transforming health care (Mathis, 2013).Yet, faculty are not prepared for the role of being transformational leaders. Faculty arrive in their roles as expert practitioners or expert researchers Deans, directors, and chairs have this dual role in higher education leadership of transforming the environment and convincing faculty of the need to prepare students differently. Therefore, faculty need to be mentored and coached to become transformational leaders.
Being a transformational leader in the higher education environment has challenges. Nursing academic leaders face faculty who are tenured in a system of higher education that has traditionally valued stability and tradition. Thus, structures in higher education may be detrimental to change. Rewards and incentives may be more focused on obtaining grant monies than on recreating education and practice structures. Institutions of higher education have been faced with reductions in budgets and nursing faculty shortages that may hamper the creativity needed for transformational leaders (Basham, 2012)
Nursing deans, directors, and chairs rise to the challenge by creating a vision for the future that is compelling so that faculty realize it is essential to change. This vision can guide faculty to see how they can be successful in the new landscapes in higher education and in health care. Leaders must be fearless and principled as they develop new paths and lead others to follow.
Outcomes of Nursing Education and Leadership Transformation
Transformational leaders create vision and convince others to follow. Transformational leaders are principled and fearless as they help others realize the new vision. Academic leaders face changes in health care with rapid transformations in higher education. Higher education is steeped in tradition and nursing leaders face unique challenges such as faculty shortages and the need for graduates to function in roles that do not yet exist.
Nursing leaders in higher education can take the opportunity to learn as much as they can about transformational leadership, strategic planning, and change management. Think tanks can be formed to create new practice models following changes in higher education to ensure a prepared workforce for tomorrow. Deans, directors, and chairs can honor their mentoring and coaching skills to be expert role models for the faculty.
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