Abstract
Current nursing practice is encountering challenges with retention, burnout, and staff satisfaction. Nurses are caring for patients who are more critically ill; expected to do more with less; and experiencing increased demands of their time due to nursing staff shortages. Research has shown how Authentic Leadership (AL) can positively impact nursing practice. However, there is a significant research gap of faculty lived experiences with or without the application of AL and its overall impact on nursing education. The purpose of this study was to explore the lived experiences of undergraduate nursing faculty and current use of AL in nursing education. The primary aim was to focus on the common experiences of undergraduate nursing faculty with Authentic Leadership.
Sigma Membership
Alpha Alpha Zeta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Nursing Education, Nurse Educators, Authentic Leadership, Nursing Leadership
Advisor
Lina Bostwick
Second Advisor
Barbara Sittner
Third Advisor
Sr. Candyce Chrystal
Degree
Doctoral-Other
Degree Grantor
Bryan College of Health Sciences
Degree Year
2021
Recommended Citation
Diedrichsen, Krystal M., "Undergraduate nursing faculty's lived experience of authentic leadership in nursing education" (2022). Dissertations. 402.
https://www.sigmarepository.org/dissertations/402
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-01-26
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28316796; ProQuest document ID: 2531567264. The author still retains copyright.