Formal roles or titles do not define nursing leadership. Because nursing programs tend to present concepts theoretically rather than practically, students may complete their education without fully recognizing or embracing their leadership potential and responsibilities. This article proposes curricular insights that position leadership development as a foundational component of professional identity and a practical skill expressed consistently at the bedside. By reframing leadership as accessible, practical, and integral to bedside care, nursing education can more effectively empower graduates to lead confidently, influence patient outcomes, and advocate for quality care from the start of their professional practice.
Nanette Hoerr (Fri,) studied this question.
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