BACKGROUND AND OBJECTIVE

Public health nurses (PHNs) are vital in the local implementation of the provisions of the Universal Healthcare (UHC) Act of 2019. However, they need adequate competencies in health systems approach to successfully implement the provisions of the law. In response to this, a leadership development course for public health nurses (LDC-PHN), anchored on the building blocks of health systems, was developed and implemented. This paper aims to describe the extent to which training participants have applied the competencies acquired from the LDC-PHN as manifested by the workplace application of their capstone projects.

Following Kirkpatrick’s Model of Evaluation, we used a multi-method study design to evaluate the extent of the participants’ workplace application of acquired competencies. Sources of data included the Workplace Application Plan (WAP) accomplished by each participant, a questionnaire to determine the perceived implementation status of the participants’ capstone project, interviews, and focus group discussions (FGDs) conducted with selected participants and their supervisors, and observation visits. Data were collected from May to December 2022. Data from the semi- structured interviews and FGDs were analyzed through content analysis, while the participants’ perceived status of their capstone project implementation was summarized as frequencies.

Majority of the participants (61.9%) reported partial implementation of their capstone project while 16.77% reported full implementation. Capstone project implementation was facilitated by the support received from their supervisors and local chief executives. Barriers identified included the demands of the COVID-19 pandemic and the challenges imposed by the events before and after the 2022 Philippine National elections. Major themes emerged from the interviews conducted among participants and their supervisors. The workplace application of the training program outcomes, based on participants’ perspectives, yielded increased capacity to lead and innovate, improved ability to advocate for capstone project implementation, transferability of acquired skill sets, and improved population outcomes. From supervisors’ perspectives, workplace application of training program outcomes include increased ability of PHNs to deliver health services, and visible enhancement of leadership and supervision skills among PHNs.

Given ample support and opportunities, and despite the barriers and challenges they faced, LDC-PHN participants, in general, utilized and applied the competencies they gained from the course in their actual work setting. Course graduates participated in health systems strengthening at various capacities by acting upon their capstone projects that addressed UHC challenges within their particular work settings.

BACKGROUND AND OBJECTIVE

Public health nurses (PHNs) perform more than the provision of direct care to clients. They are also expected to perform roles as leaders, managers, and collaborators in different settings, especially in areas where there are no physicians. Their continuous professional development must be facilitated to empower them to lead the delivery of health programs and services in pursuit of universal healthcare. This study aims to determine the perceived competencies of public health nurses and describe their training needs.

A descriptive, cross-sectional study was utilized, where an online survey was administered to PHNs across the Philippines to determine their self-perceived competencies and training needs based on the eight domains of core competencies of public health professionals. Descriptive statistics was used to summarize the data.

A total of 330 PHNs answered the survey. The results showed that at baseline, PHNs perceived themselves to be competent (from most to least) in the following: communication, analytical/assessment, community dimensions of practice, policy development/ program planning, leadership and systems thinking, cultural competency skills, public health science, and financial planning and management. In terms of training needs, the enablers mentioned include a supportive work environment that can provide a work schedule that is inclusive of time for professional development and work-life balance; a learning environment where colleagues and supervisors support the need for training and innovation; strong internet connection; and enough equipment to participate and submit deliverables for courses taken.

Filipino public health nurses perceived themselves to be competent in the areas of communication and community practice, but less competent in public health science, and financial planning and management. Future capacity-building programs must be designed to meet this demand. Furthermore, to make training programs truly responsive to the needs of nurses, steps must be taken to promote capacity-building enablers.

BACKGROUND AND OBJECTIVE

Midwives play a vital role in the attainment of Sustainable Development Goals related to the health and well-being of mothers and newborns. Strengthening the leadership and management capacities of midwives is pivotal to the fulfillment of their mandate beyond assisting in birth and delivery. The study explores the perspectives of midwives about professional education and practice, which are aimed to serve as bases for developing a leadership course for midwives to enhance their roles in public health.

The study employed a descriptive-qualitative design. Using a semi-structured questionnaire, online focus group discussions (FGDs) with midwives from the academe, professional organization, and clinical practice were conducted. Through directed content analysis, the gathered information was analyzed to include the participants’ insights on midwifery competencies, teaching methods and assessment strategies, supplementary courses and training, and factors affecting midwifery practice.

A total of eleven (11) participants contributed to the FGDs, which included midwives from the academe (dean, faculty), professional organization (board member of the Professional Regulation Commission), and clinical practice (public and private institutions). Notably, participants shared their perspectives regarding the similarities/differences in the terminal competencies of midwifery programs. The demands of outcomes-based education, coupled by the shift to online learning due to the pandemic, pushed the need for modifications in program delivery for the students. Results highlighted the need for supplementary courses and capacity building on leadership and management, research, and interprofessional collaboration. Midwives shared factors that affect their professional practice, which include insufficient training, inadequate manpower, and differences in expectations/standards in task performance.

The findings indicate the need to develop capacity-building courses for midwives to enhance their contribution towards universal health care. The results of this study also highlight the importance of understanding and improving the competencies of midwives across the building blocks of the health system, which include health service delivery, human resources for health, health information systems, health financing, health governance, and health regulation. Notably, key concepts recommended for the Leadership Development Course for Midwives include: leadership and management, research, and interprofessional collaboration.

BACKGROUND

Leadership and leadership development are increasingly recognized as essential aspects of the medical profession today; however, these are not expressly taught and reinforced in current medical education, with many students having to learn on their own time or while already on the job.

This study aimed to determine the perceptions of graduates of the UST Faculty of Medicine and Surgery (Class of 2023) on leadership in the medical profession and leadership development within the basic medical curriculum.

A cross-sectional study using descriptive analysis was done using responses to a web-based questionnaire regarding participants’ perceptions of medical leadership, its incorporation into the basic medical curriculum, and self-assessment of specific leadership competencies.

Two hundred three (203) individuals participated in the study, 83% of whom reported having prior leadership experience. 75% of participants strongly agreed that leadership is relevant in the medical profession, and only 27% strongly agreed that leadership development is adequately incorporated into the medical curriculum. Participants rated themselves highest in emotional self-awareness and adaptability for the intrapersonal domain, and in empathy, organizational awareness, and teamwork for the interpersonal domain. There was a statistically significant positive correlation between perceptions regarding adequacy of incorporation of leadership development into medical education and participants’ mean scores in interpersonal leadership competencies. The top three gaps in leadership development identified by participants were lack of interest from the medical student, lack of time to incorporate leadership development in the medical curriculum, and lack of adequate exposure to leadership development in regular learning activities.

The study was able to determine the perceptions of recent medical graduates regarding leadership in the context of medicine and leadership development in the current basic medical curriculum. It has also ascertained how they viewed themselves regarding specific leadership competencies, particularly communication and interpersonal relations. The contexts provided by the students gave a more nuanced view of what leadership is like for them, both in the classroom and hospital setting.

Background: The leader-follower (L-F) relationship in the nursing sector is an important aspect in the delivery of healthcare.While studies that primarily focus on the nurse leader have yielded very important contributions, it is also necessary to look at how the followers see their relationship with the leader, in the context of the practices and culture of their environment. Purpose: This study aimed to identify factors that affect the quality of nurse leader-follower relationships and propose a model for fostering high-quality L-F relationships among nurses. Design and method: The study utilized a descriptive qualitative design using a deductive, semantic thematic analytical approach. Semi-structured in-depth interviews were conducted among 11 staff nurses from different tertiary hospitals in Metro Manila. Data analysis and interpretation were performed using Braun, Clarke and Hayfield's thematic analysis. Results: Analysis showed that 19 factors, which influence the quality of leader-follower relationships among nurses, can be categorized into context factors, follower characteristics, and leadership characteristics. These factors gave rise to a model for highquality nurse leader-follower relationships. At the core of the model is the leader and followers, who both possess characteristics perceived to be the main factors in building high-quality relationships. The relationship takes place in the context of professional nursing practice, organizational context and work unit context. These three spheres of context are specific to nursing services in hospitals. Conclusion The model highlights the characteristics of leaders and followers needed in high-quality nurse leader-follower relationships and the context in which they operate. It could be useful in guiding the staff development programs for nurses, as well as, improvements in the work environment.
Leadership

PURPOSE: The purpose of this study was to define and clarify the concept of political competence for nurses.METHODS: A hybrid model method was used to investigate the dimensions, attributes, and definitions of the concept. In the theoretical stage of the study, literature on nursing, politics, and other discipline were reviewed. In the fieldwork stage, individual in-depth interviews and focus groups interviews were conducted with politically seasoned experts or activists who had an understanding of the concept of political competence for extensive descriptions in nursing and field of health care.RESULTS: The concept of political competence was represented in four dimensions as political knowledge, political efficacy, political interaction, and political activity. In the political knowledge dimension, there were three attributes, namely, political knowledge, political information and systematic analysis ability. The political efficacy dimension had three attributes of internal political efficacy, external political efficacy, and self-pride of nursing profession. The political interaction dimension had three attributes of organizations and community service, networking, and persuasive power. The political activity dimension had six attributes of political leadership, political expression, assertive behavior, political advocacy, political participation, and policy intervention.CONCLUSION: This concept development might provide a basic understanding of developing a measurement tool and for constructing a theory promoting nurses' political competence.
Concept Formation ; Delivery of Health Care ; Focus Groups ; Leadership ; Mental Competency ; Methods ; Nursing ; Politics ; Professional Competence ; Seasons ; Social Welfare

PURPOSE: The purpose of this study was to examine the relationships of authentic leadership and nursing organizational culture to the intention of hospital nurses to stay in their current position. METHODS: The participants of this study were 503 nurses in 8 hospitals. We collected data using questionnaires for assessing authentic leadership, nursing organization culture and intention to stay. For data analysis, t-test, ANOVA, Cronbach's α, Pearson's correlation coefficient, Tukey test, Multiple regression were performed using SAS ver.9.4 (SAS Institute Inc., Cary, NC, USA). RESULTS: Authentic leadership (β=.12, p=.008) and relation-oriented culture (β=.13, p=.009) affected the intention of the hospital nurses to stay. These variables accounted for 29% of the variance in the intention to stay among hospital nurses. CONCLUSION: The finding of this study shows that the authentic leadership and nursing organizational culture especially relation-focused can influence nurses' intention to stay in their current position. For retaining nurses, it is suggested to use an authentic leadership training program for nursing leaders and to make efforts to establish a relation-focused culture in the hospital.
Education ; Intention ; Leadership ; Nursing ; Organizational Culture ; Statistics as Topic

PURPOSE: Patient-centered care is a widely utilized concept in nursing and health care. However, the key components of patient-centered nursing have not yet been reported. Moreover, previous studies on patient-centered care have mostly focused on components of nursing rather than organizational factors. Therefore, a comprehensive understanding of influential factors of patient-centered care is required. METHODS: The purpose of this study was to develop a theoretical model based on person-centered care theory, and the relevant literature and to test the developed model with covariance structure analysis in order to determine the causal paths among the variables. RESULTS: The model fit indices for the hypothetical model were suitable for the recommended level (goodness of fit index=.87, standardized root mean residual=.01, root mean square error of approximation=.06, Tucker-Lewis index=.90, comparative fit index=.92, parsimonious normed fit index=.75). In this study, five of the six paths established in the initial hypothetical model were supported. The variables of teamwork, self-leadership, and empathy accounted for 56.4% of hospital nurses' patient-centered care. Among these, empathy was the strongest predictor of patient-centered care. CONCLUSION: These results suggest that it is necessary to use strategies to improve self-leadership and empathy. In addition to enhancing the personal factors of nurses, nursing organizations should strive for effective multidisciplinary cooperation with active support for patient-centered care and openness to change.
Delivery of Health Care ; Empathy ; Humans ; Korea ; Leadership ; Models, Theoretical ; Nursing ; Organizational Culture ; Patient-Centered Care

PURPOSE: The aim of this study was to develop a camp-style leadership enhancement program (CLEP) and evaluate its effects to provide basic data for developing such programs for nursing students. METHODS: The study design was a randomized control pre/post-test. There were 35 participants each in the experimental and control groups for a total of 70 participants. The content and structure of the CLEP reflected 13 core concepts extracted using a systematic literature review. The program included a two-day camp-style program with eight modules consisting of lectures, individual and team activities, group discussions, team presentations, and feedback from the lecturer. The impacts of CLEP were measured using self, transformational, and servant leadership. RESULTS: Pre-homogeneity between the group participants' general and leadership characteristics was confirmed. After the CLEP, the experimental group showed a significant increase in self, transformational, and servant leadership. CONCLUSION: These findings suggest that universities utilize the performance-based self-learning CLEP to increase leadership among nursing students.
Education ; Humans ; Leadership ; Lectures ; Nursing ; Students, Nursing

PURPOSE: The purpose of this study was to explore the effects of head nurses' authentic leadership and empowerment on job satisfaction, and nursing performance of nurses and to identify the mediating effect of empowerment in the relationships of head nurses' authentic leadership, with nurses' job satisfaction, and nursing performance. METHODS: The sample for this study was 149 nurses from 2 general hospitals located in Busan. Data were collected using self-administered questionnaires and the SPSS/WIN 23.0 program was used for analysis. Mediation analysis was performed according to the Baron and Kenny method and Sobel test. RESULTS: Head nurses' authentic leadership showed positive correlations with empowerment, job satisfaction, and nursing performance. Empowerment showed partial mediating effects in the relationship between head nurses' authentic leadership and nurses job satisfaction, and a perfect mediating effect in the relationship between head nurses' authentic leadership and the performance of nursing. CONCLUSION: The results indicate that it is necessary to develop strategies and applications to enhance nurses' empowerment for improved job satisfaction and nursing performance.
Busan ; Head ; Hospitals, General ; Job Satisfaction ; Leadership ; Methods ; Negotiating ; Nursing ; Power (Psychology) ; Work Performance