Monsurat Adeola-Ogunleye

Grand Canyon University: NUR 665E

Annotated Bibliography

January 27th 2021

Burman, M. E., & Fahrenwald, N. L. (2017). Academic Nursing Leadership in Rural Setting:

Different game, Same Standards. Journal of Professional Nursing. 34(2). 128-133

Burman & Fahrenwald explained in this article the various challenges and opportunities

for academic leaders in the rural arears. Academic nursing leaders are accountable for ensuring

program, student, and faculty outcomes regardless of setting; however, nursing education and the

context of health and healthcare are vastly different between rural and urban settings. On the one

hand, rural academic nursing leaders experience a variety of leadership challenges, e.g.,

recruitment of faculty, adequacy of clinical sites for learning, resources for students, and creating

an environment to support scholarly growth of faculty.

Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P.M., Paananen, T., &

Chatterjee, G. E. (2021). The essentials of nursing leadership: A Systematic review of factors

and educational interventions influencing nursing leadership

A systematic literature review was undertaken to determine whether certain nurse

characteristics and contextual factors foster nursing leadership, and to examine the effectiveness

of targeted interventions in improving nursing leadership. Cummings et al., review aimed to

answer some questions like what are the determinants of nursing leadership and what kinds of

interventions are effective for nurses to develop leadership practices. The authors search a total

of nine electronic databases were searched that includes: Medline, Academic Search Premier,

Embase , Sociological Abstracts, ABI, CINAHL, ERIC, and Cochrane. Search terms included

leadership, evaluation, research, measurement and nurse to locate relevant studies published

between January 2007 and September 2020. Cummings et al., inclusion criteria were also re-

applied to articles identified from a previous systematic review (Cummings et al., 2008), that

included studies from 1985-2006. The search for this review maintained the same search
strategies as the Cummings et al. 2008 review, with the exception of the exclusion of Health Star

in this review, as it is now included in Medline.

Kim, S. C., Covington, B., Benavente, V., & Willson, P. (2019). Capstone Projects As

Experiential Evidence-Based Practice Education. The Journal for Nurse Practitioners. 15(3). e51-

e56. https://doi.org.10.1016/j.nurpa.2018.12.001

The authors in this article mentioned the importance of teaching evidence-based practice

(EBP). It is a basic requirement of all level of nursing education that includes BSN to all

graduate level of nursing. EBP includes translating research evidence into clinical practice to

improve patient outcomes as well as leadership in generating knowledge and they mentioned the

important of students to work through the process to formulate an EBP action plan and Asking a

clinical question, Acquiring the evidence, Appraising the evidence, Applying the best evidence

to make an action plan, and students before they embark on the road to providing high-quality,

evidence-based care attitude, and beliefs for lifelong application of EBP in patient care.

Lee, P., Tu, C., Shen, M., & Ku, Y. (2016). EFFECTIVE OF A NURSING CAPSTONE

PROJECT COURSE IN ENHANCING NURSING STUDENT CREATIVITY. Innovative

Journal of Medical and Health Science. http://innovativejournal.in/ijmhs/index.php/ijmhs.

The purpose of this study was to explore the effectiveness of a nursing project

course in enhancing nursing student creativity. This pre/post-test design aim in exploring student

capstone project course and its effectiveness. The author gave questionnaire on the factor

influencing the nursing students during their first and final year. This enable educator to know

the student’s abilities, barriers, and motivations.

Maneval, R., Hepburn, M., Brooks, C., Tamburi, M., et al., (2020). Enhancing the Undergraduate

Nursing education with clinical electives Courses. Journal of Professional Nursing.

https://doi.org/10.1015/j.profnurs.2020.04.014.

Maneval et al., literature review describes three types of nursing elective courses found in

didactic, didactic with observation; and didactic with clinical. The article elaborates on Didactic

electives in nursing programs that offer a wide variety of topics, including critical care,

palliative and end of life care, cancer care, neuroscience, gerontology, ethics, diabetes, and the

opioid crisis. The author gave explanation on what is require of the senior nursing students in

other to enroll in one three-credit nursing elective. Students in their last semester of the program

must complete either 135 h (ABS) or 150 h (RN4) of supervised precepted clinical nursing

experience with a bachelor’s prepared registered nurse.

Pardo, D. J., Foster, P., Gallart, A et al., Fostering leadership competence and satisfaction in

nursing undergraduates through a student-led conference: A quasi-experimental pre-post study,

Nurse Education Today (2021), https://doi.org/ 10.1016/j.nedt.2021.104748

The purpose of this study was point out the need for nurses to develop leadership

capacity that was recognized by the American Association of Colleges of Nursing (AACN,

2000). Assessing the impact that participation of a student-led conference had on the self-

perceived leadership competence of nursing undergraduates. The quasi experimental was used to

evaluate the effect of a teaching innovation intervention on nursing students (Polit & Beck,

2014).
Pesut, J. D., & Thompson, S. A. (2018). Nursing Leadership in academic nursing: The Wisdom

of development and the development of wisdom. Journal of Professional Nursing. (24). 122-127

The authors discussed how wisdom is achieved through theories. The characteristic of

wisdom was explained. They suggested that wisdom gives good perspectives, nurse with wisdom

are big pictures thinkers who are action oriented, they have clear understanding of their role: they

employ vision logic and driven to serve others.

Välimäki, T., Partanen, P., & Häggman, L. A. (2018). An integrative review of interventions for

enhancing leadership in the implementation of evidence‐based nursing. Worldviews on

Evidence-Based Nursing, 15(6), 424–431. https://doi-org.lopes.idm.oclc.org/10.1111/wvn.12331

The authors analyzed the barriers of evidence-based practice and its relationship to nurse

leadership. Nurse leadership needs scientific evidence’s support. The authors conducted

integrative review of interventions that supports the roles of nurse leaders. The author’s focus is

on the strategies, teamwork, and individual levels.

Stanley, T., & Marsden, S. (2013). Accountancy Capstone: Enhancing Integration and

Professional Identity. Journal of Accounting Education. 31(4).363-382.

https://doi.org/10.1016/j.jaccedu.2013.08.002

The author of this article analyzes a case study that examine an Accountancy Capstone

unit using the problem-based learning (PBL). Stanley and Marsden conducted research with over

nine semesters which involved the collection of qualitative and quantitative data from a student

questionnaire. The author conclusion was that the capstone was effective and enhance integration

of the program and enhance professional identity.

Welch, T. D., Strickland, H. P., & Sartain, A. F. (2019). Transition to Nursing Practice: A

Capstone Simulation for the Application of leadership Skills in Nursing Practice. Teaching and

learning in Nursing. 14, 283-287.

The authors explained that successful implementation of a capstone simulation of larger

scale requires a significant amount of time, resources, and dedicated faculty. Planning began a

year in advance to coordinate the details of such a large-scale simulation event involving an

interdisciplinary team. A scenario was used to determine the study and the environment was

fluid and dynamic, allowing faculty, student, HFS, and actor to authentically respond within the

evolving scenario as it progressed. This type of interaction and engagement made each scenario

unique for the students. In each simulation, faculty were readily available to provide formative

feedback to the students and manage the operation of the simulators. Faculty presence and

support were critical to the success of the simulation. If a student lost focus, or got off target,

they received the support and guidance that they needed at that time to get back on task. This

formative feedback was beneficial to the learning experience. The study further explained that

the success of this capstone simulation was because of the collective support of a dedicated team

of nurse educators who gave their support to give senior nursing students the tools that they need

for a successful transition into nursing practice.