Development of Leadership Activities
The Creating Careers program emphasizes development of leadership qualities in its scholars. Candidates are initially selected after having already demonstrated potential. Awarded schools are required to design and implement activities that encourage leadership development.
The lists below synthesize material gathered from reports by and interviews with Creating Careers awardees’ project investigators. AACN encourages nursing faculty to use the information as a resource for developing student leadership skills.
Provision of mentorship and support:
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University of Pennsylvania arranged for students to observe real-world gerontology nurse leadership styles. These students functioned as “shadow consultants” by working alongside nurse mangers at clinical sites.
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University of Rhode Island’s Gerontology Education Center organized on-campus workshops/meetings where students interacted with gerontology faculty and observed interdisciplinary teamwork in action.
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University of Rhode Island arranged regular one-on-one meetings with students. Project investigator met once a semester with scholars to discuss individual plans and review class papers to determine applicability for publication.
Development of opportunities to interact with experts:
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Radford University invited gerontology nursing leaders, Priscilla Ebersole PhD, Kitty Buckwalter PhD, Lois Evans PhD and Neville Strumph PhD to speak at on-campus luncheons.
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Seattle Pacific University invited their scholars to a lecture by a leading health economist with expertise in health care financing and social security benefits. Dr. Yung-Ping Chen holds the Frank J. Manning Eminent Scholar’s Chair in Gerontology at the University of Massachusetts and is invited regularly to speak to the U. S. Senate Ways and Means Committee about financing long term care.
Encouragement to join and get involved in professional organizations.
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University of Minnesota students joined: Gerontology Society of America, National Conference of Gerontological Nurse Practitioners, American Geriatrics Society, American Nurses Association, Sigma Theta Tau International, American Association of Nurse Practitioners, and the Wound and Ostomy Care Society. This school also required scholars to become involved with the University of Minnesota School of Nursing Center for Gerontological Nursing.
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University of Texas Health Science Center at San Antonio scholars joined advanced practice and/or geriatric nursing organizations: American Geriatric Society, National Conference of Gerontological Nurse Practitioners, American Academy of Nurse Practitioners--San Antonio, Nurses of Advanced Practice, The Southwest Texas Chapter of the National Gerontological Nursing Association, Coalition for Nurses in Advanced Practice, and Texas Nurse Practitioners. Such involvement has educated them regarding current research in aging, leaders in aging, aging care resources, and gerontology-related political issues. Some have become active committee members.
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Radford University scholar became president of a local district’s Virginia Nurses Association and another became president-elect. All scholars joined Virginia Nurses Association/American Nurses Association.
Encouragement to attend lectures and conferences:
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Case Western Reserve University scholars received funding from the School of Nursing for travel support to the National Conference of Gerontological Nurse Practitioners.
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University of Texas Health Science Center at San Antonio scholars attended the 24th Annual Conference on Aging: “New Horizons in Geriatric Primary Care.” Students met cutting-edge leaders in the geriatric field.
Arrangement of individualized leadership activities and flexible schedules:
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Case Western Reserve University, Duke University, University of Minnesota, University of Pennsylvania, and University of Rhode Island, met regularly with groups of students to share ideas and plan early for whole year; they made leadership activities meaningful and practical within time constraints, and continually brainstormed about development of leadership skills.
Encouragement to become involved in professional research and journal publication:
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Case Western Reserve University students worked alongside faculty to develop and implement best nursing practices, incorporating findings from quality improvement projects completed by the school’s clinical partners. Students were thus able to use leadership skills to improve nursing practice.
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University of Minnesota scholar held a year-long research assistant position at the Center for Gerontological Nursing, and a second semester-long research assistantship. A second scholar became a teaching assistant at the school.
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Radford University scholars were required to either publish or to submit articles for publication prior to graduation.
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Case Western, Duke University, Radford, Unviversity of Minnesota, Yale University scholars participated in research. Such involvement submitting their research paves way for doctoral study.
Arrangement of student presentations at conferences/colloquia:
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Radford University scholars often presented and/or exhibited posters at the annual conferences of the Blue Ridge Chapter of the National Gerontological Nurses Association (project investigator is an officer); also widely sponsored and advertised chapter events.
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Seattle Pacific University tech-savvy students showcased their completed research projects via poster sessions. Scholars were also required to present material to their classmates and to groups outside of the school of nursing.
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University of Pennsylvania scholars developed their public speaking skills and became better versed in the research process, by engaging in graduate school open house presentations, small classroom group projects, term paper projects, and oral presentations.
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Yale University scholars presented their leadership projects and master’s theses at regional meetings, thus showcasing not only their projects, but the Creating Careers initiative as well.
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University of Minnesota scholars presented their research project at the School of Nursing Annual Research Day.
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University of Minnesota and Yale University fellows did poster presentations.
Consideration of scholars for representation at special events
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Seattle Pacific University scholar teamed up with physicians toward development of outreach to geriatric clients with complex care needs. She represented students on graduate committees and attended nursing advisory board meetings to promote the Creating Careers project. The school’s cooperative newsletter featured a story about her.
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University of Texas Health Science Center at San Antonio scholar was appointed as “ambassador scholar” for the School of Nursing, in recognition of his outstanding academic achievements, leadership potential, and ability to be an SON representative in the larger community. He represented the Health Science Center and GNP program at official events, including recruitment activities and advisory meetings with community groups.
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The SON awarded this student with a $1000 scholarship to meet the following requirements for the one year period, April 2004 to April 2005:
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assist the Deans in promoting their schools
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serve as student representative at community events
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address the Development Board annually.
Engagement of students in recruitment and mentoring opportunities:
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University of Texas Health Science Center at San Antonio paired their Hartford scholars with new students, to answer the “real” questions that students have, i.e. how difficult assignments are, and where to find the best preceptor sites. These pairings appear to be helping with both recruitment and retention.
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Seattle Pacific University’s 2004 graduate scholar was instrumental in encouraging others to apply for the scholarship in the 2005-2008 round of funding.
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Radford Unviversity scholars all teach one undergraduate class or supervise a practicum in gerontological nursing at three community colleges. RU’s former scholars return to class and in panel format, discuss their roles and future plans.
Fostering of student involvement in local community issues
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University of Texas Health Science Center at San Antonio fellows provided skin cancer education, prevention, and screening to the very well attended YMCA “Active Older Adult Expo” in June of 2003. They referred several elders to their primary doctors and dermatologists for biopsies. The YMCA sent the nursing school a letter of gratitude and expressed a desire to continue to involve GNP students in future preventative health programs.
In October 2003, Hartford fellows conducted a diabetes education needs assessment in an underserved San Antonio community. They arranged for an educational presentation at a community church; a diabetic educator presented the material, and the scholars were available to answer questions. The well attended program generated hours of questions.
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University of Rhode Island graduates, as “payback” agents, serve 40 hours in former clinical sites, providing education for staff, identifying patient care deficiencies and planning for resolution.
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