Theoretical and Practical Leadership in Nursing Curriculum: A Scoping Review of the Literature

Introduction The purpose of this scoping review was to answer the research questions: What is known from the existing literature about theoretical leadership content offered in the nursing curriculum at the undergraduate or graduate level? and What is known from the existing literature about leadership practicums/experiential learning content in nursing curriculum at the undergraduate or graduate level? Method A scoping review using Arksey and O’Malley's Framework (2005) was carried out from February to May 2024. Databases searched included Nursing PsycINFO; Web of Science; Embase; MEDLINE via Ovid; CINAHL and Education Source via EBSCOhost. Thematic analysis was conducted on the articles that met the inclusion criteria. Results Thirteen studies were included in this review. After data analysis was completed three themes were identified: (1) The What : What is taught in the theoretical and clinical leadership courses which includes concepts such as interpersonal communication, conflict management, and delegation; (2) The How : How theoretical and leadership courses are taught. Within this theme different modalities such as simulation based learning, experiential learning opportunities through clinical practicums, service learning and dedicated educational units were discussed; 3) The Why : Outcomes of theoretical and clinical leadership courses, that is improvement in students’ knowledge and leadership skills as well as the development of self-confidence in their leadership skills. Conclusion Although there is no overall blueprint listing the leadership concepts and skills that need to be included in nursing curriculum, certain leadership concepts and skills such as interpersonal communication, conflict resolution and delegation are taught as part of leadership curriculum using a variety of educational approaches such as simulation, clinical practicums and classroom learning. However, a standardized nursing leadership curriculum using an evidence-based approach that integrates essential leadership competencies will help nursing students develop confidence, accountability, and readiness as they transition into professional roles.