Search Results (74)

Aim: This workshop aimed to facilitate in-depth discussions, promote knowledge sharing, and generate evidence-informed strategies to improve the recruitment and retention of the neonatal nursing workforce in Australia. Research Design: A qualitative participatory study was conducted using the World Café methodology to engage neonatal nurses in collaborative dialogue. Methods: Twenty-seven neonatal nurses (all female, predominantly aged 40–60 years) participated in a structured World Café workshop. An inductive thematic analysis was employed to explore participants’ perspectives on workforce challenges and solutions. Results: Four key themes were identified: (1) Leadership and Advocacy, (2) Professional Identity, (3) Future Vision and Innovation, and (4) Creating a Supportive Culture. These themes reflect the complex, interrelated factors influencing workforce sustainability and highlight the need for targeted, multi-level interventions. Conclusions: Building a resilient neonatal nursing workforce and ensuring the delivery of high-quality care requires a coordinated response from professional nursing organisations, nurse leaders and managers, and individual clinicians. This study provides a replicable model for stakeholder engagement and offers actionable recommendations to inform workforce policy, leadership development, and practice innovation. Full article

Background: It is essential that leaders in education and behavioral health partner with youth to build Comprehensive School Mental Health (CSMH) systems. One mechanism to elevate youth perspectives in CSMH system building is by engaging youth as members of CSMH teams. Method: The current study describes the structure, process and impact of a school-based Youth Leadership Academy (YLA) that integrated youth leaders into CSMH teams with state, district, and school leaders. The YLA offered student leaders opportunities to (1) receive training and mentorship to enhance their capacities to serve as leaders on CSMH teams, (2) provide input on CSMH priorities and (3) set MTSS goals to advance emotional well-being in schools. This study summarizes youth-driven multi-tiered systems of support (MTSS) goals and action plans by youth participants and the impact of youth participation in the YLA on indicators of positive youth development. Results: Youth most often contributed to planning and/or implementation of Tier 1-Universal Mental Health supports related to mental health literacy and school climate. Pre-post surveys revealed YLA participation was associated with statistically significant increases in youth reports of core social and emotional learning skills, positive identity, and contribution. Conclusions: Schools can replicate the YLA structure to enhance MTSS and foster youth leader skill development. Full article

Social media has become a central element in the daily lives of adolescents, shaping not only their communication patterns but also their self-perception, identity construction, and relationships with others. While these platforms provide opportunities for connection and self-expression, they also entail significant risks. This paper presents a scoping review of the literature, following principles of transparency and rigor inspired by the PRISMA framework, on the impact of social media on adolescent identity, with particular attention to self-concept, self-esteem, and body image. It also examines cyberbullying as a prevalent form of digital violence during adolescence, analyzing its causes, consequences, and variations according to gender, age, and social context. The findings indicate that adolescents build their identities both offline and online, where constant comparison, the use of filters, and the pursuit of social validation can generate emotional distress, insecurity, humiliation, and even social exclusion. Gender differences are also observed: girls are more exposed to aesthetic pressure, whereas boys tend to reproduce ideals of strength and leadership. Finally, the review highlights the importance of social work interventions focused on prevention, digital education, and emotional support in order to foster safe online environments and promote the development of authentic, stereotype-free identities. Full article

Given the potential significance of the motivation to lead in answering the question of who will most highly emerge for leadership positions, the motivation to lead has garnered considerable attention. Nevertheless, we put forward a distinct perspective on the influence of the motivation to lead on leadership emergence. Based on the theory of leadership identity construction, we developed and tested a potential curvilinear relationship between individual motivation to lead and leadership emergence while also examining the moderating role of shared team vision. This study involved 639 employees across 159 work teams, with data collected using a multi-wave, round-robin approach. The results of social relations analyses indicated that individual motivation to lead has an inverted U-shaped relationship with leadership emergence. Meanwhile, shared team vision positively moderates the curvilinear relationship, such that those teams with weak shared vision experience foreshortened and weakened positive effect from motivation to lead. These results underscore the importance of comprehending the level of leadership motivation that can promote or prevent leadership emergence within work teams. Full article

Numerous studies of leadership preparation programs cite coaching as a critical and underutilized support that can accelerate leadership development and contribute to leader retention. While many leadership coaching models focus on reflection and problem solving, this study investigates coaching centered on leaders’ identities as necessary components to address complex equity issues. Additionally, we explore how leader preparation programs train and support coaches themselves to reflect on their identities. Employing a metasynthesis of three larger studies of leader preparation, this study reports on themes present across multiple data sources including: interviews with leadership candidates, coaches and instructors; observational field notes; and document analysis. Findings reveal how coaches and coachees interrogated their identities to do equity and justice-oriented work. Specifically, coaching models across leader preparation programs required both coaches and coachees to bring their whole selves to the work, make themselves vulnerable, utilize tools of inquiry and apply those tools to specific leadership competencies. Further, the impact of leadership coaching is both personal and professional, while also having systemic implications for schools. Implications for state policy include dedicating funds to prioritize coaching for equity in leadership preparation. For practice, this means embedding coursework that centers identity, race, and Anti-Blackness, and redesigning coaching to intentionally address both historical and present-day realities. Programs can leverage existing resources to train equity-focused coaches while intentionally investing time and training to support sustained, transformative leadership development, ensuring that both aspiring and practicing leaders benefit from meaningful leadership coaching. Full article

Ethical leadership is crucial for cultivating a committed and engaged workforce, but the specific psychological processes behind this link are not fully understood. Drawing on social learning and relational identity theories, we propose a multi-stage model where ethical leadership boosts employee engagement by first increasing supervisor–employee value congruence and then strengthening organizational identification. Using data from 444 employees and 375 supervisors, we found that ethical leadership indirectly influences employee engagement through this sequential process. This study confirms that ethical leadership fosters shared values between supervisors and employees, which in turn enhances an employee’s sense of belonging to the organization. This value congruence was found to be a full mediator between ethical leadership and organizational identification. This research contributes to leadership theory by detailing the psychological path from ethical leadership to employee engagement. Our findings also offer practical insights for organizations, emphasizing the need to focus on value alignment and leadership development to create a highly engaged workforce. Full article

Ireland, historically a country of emigration, has transformed into a hub of immigration. Today, over 200 languages are spoken among its 5.25 million residents, with approximately 750,000 individuals speaking a language other than English or Irish at home. This growing linguistic diversity is increasingly reflected in Irish primary classrooms, where teachers are called upon to support students from a wide range of linguistic and cultural backgrounds). In response, Teaching English as an Additional Language (EAL) modules have expanded across initial teacher education (ITE) programs in Ireland. This study examines over two decades of teacher development initiatives, tracing a shift from an earlier bilingual model—where multilingualism was viewed primarily as second language acquisition—to a more expansive, European-informed vision of plurilingualism. Drawing on recommendations for reflexive, linguistically and culturally responsive education, this research adopts an insider/outsider discursive case study approach to explore student teachers’ preparedness to support multilingual learners in Irish primary schools. Conducted through a collaboration between an Irish teacher educator/module coordinator and an intercultural education specialist, this study employs reflexive thematic analysis) of student teachers’ self-reports from a twelve-week elective module on linguistic and cultural diversity within a Primary Bachelor of Education program. Data were drawn from surveys (n = 35) across three module iterations in 2019, 2021, and 2023. Findings indicate student teachers’ growing awareness of language teaching strategies and resources, developing positive orientations toward inclusive and plurilingual pedagogy, and emerging skills in professional collaboration. However, areas for further development include strengthening agency in navigating real-world multilingual teaching scenarios and embedding deeper reflexivity around linguistic identities, integrating students’ home language and intercultural learning. The paper concludes with recommendations to expand access to language teaching resources for diverse student profiles and support collaborative, shared EAL leadership through professional learning communities as part of teacher education reform. Full article

Today, ‘social sustainability’ is a key feature of many organisations’ environmental, social, and governance strategies, as well as underpinning sustainable development goals. The term refers to the implementation of targets such as reduced societal inequalities, the promotion of social well-being, and the practice of positive community relations. Building a meaningful, accountable, and quantifiable evidence-base from which to translate these high-level concepts into tangible and achievable goals is, however, challenging. The complexities of measuring social capital—often described as a building block of social sustainability—have been documented. The challenge lies in measuring the person, group, or collective in interaction with the context under investigation, whether that be a climate goal, an institution, or a national policy. Social identity theory is a social psychological approach that articulates the processes through which an individual internalises the values, norms, and behaviours of their contexts. Levels of social identification—a concept capturing the state of internalisation—have been shown to be predictive of outcomes as diverse as communication and cognition, trust and citizenship, leadership and compliance, and health and well-being. Applying this perspective to the articulation and measurement of social sustainability provides an opportunity to build an empirical approach with which to reliably translate this high-level concept into achievable outcomes. Full article

Background: Undergraduate research is vital for developing critical thinking and academic identity in medical students, yet traditional models often fail to overcome institutional and personal barriers. Peer-led approaches may offer more accessible, supportive environments that promote deeper engagement and leadership in research. Methods: This study evaluated medical students’ experiences in a peer-led research initiative from 2022 to 2024. Students were then invited to complete a qualitative questionnaire reflecting on their perceptions towards research, development in research skills, confidence, and academic identity. Results: Code saturation was achieved after 9 responses (N = 15). Participants reported intrinsic interest, peer encouragement, and opportunities to publish as motivating factors. The peer-led model made research feel more approachable, fostering technical growth and academic confidence. Peer mentorship and a gradual learning structure were especially valued. While challenges such as workload and team dynamics emerged, students reported growth in resilience and self-reflection. Conclusions: Peer-led research initiatives can effectively support academic identity formation by integrating motivation, support, and skill development. Despite obstacles, students gained competence and confidence. Full article

Angola’s cultural mosaic and ethnolinguistic diversity reflect the multilocational traditional customs and power, which are key to the country’s social organisation. A Soba, a traditional leader whose status is recognised by the Angolan Constitution, exerts political influence, shapes the collective life, and helps to preserve cultural identity. Customary law, entrenched after independence, became central to the political and administrative restructuring of the country, which had an impact on decentralisation efforts and legal pluralism. This study analyses the traditional leadership of Sobas in Angola in the context of placemaking and territorial co-management. Backed by the theory of Afrocentricity, a multidisciplinary approach is adopted towards setting Africans as the subjects of their own history. It is based on a literature review and critical analysis of the interaction between administrative law and customary law, which imply a hybrid model for territorial governance. The results indicate that the influence of Sobas on decision-making directly affects the use of the territory and cultural development, highlighting the importance of institutionalising traditional power. This paper suggests that recognising and strengthening such hybrid models is key to promoting territorial cohesion and fostering community engagement, whilst integrating traditional practices can result in more inclusive and effective public policies. Full article

Background: Leadership is present at all levels of nursing and is essential to ensure the continuous improvement of nursing practice environments and the quality of the care provided to patients. This reality, coupled with the growing complexity of today’s health contexts, emphasises the importance of promoting the development of leadership skills in undergraduate nursing students, thus training nurses who are capable of acting as leaders and agents of change. To this end, a scoping review was carried out to map the available scientific evidence on the development of leadership in undergraduate nursing students. Methods: The scoping review was conducted according to two systematic review guidelines. The searches were conducted across a total of five databases for published studies and two databases for the unpublished/grey literature. The data extraction and analysis were performed by two reviewers, who independently screened and extracted data from the selected studies. Results: This review included 25 articles, and four thematic categories were identified—students’ perceptions of leadership; strategies to train leaders in nursing; the evaluation of leadership development; and conceptual models and curricula. The main conclusions highlight the need to reformulate existing curricula, the importance of integrating student-centred pedagogical approaches to promote leadership development, the impact that evaluating leadership development has on the whole process, contributing to the construction of an identity as a leader, and the need for it to be done in a structured and progressive way. Conclusions: The teaching of leadership should be promoted from the beginning of training, in a transversal, continuous, consistent, sustained, and articulated way, incorporating different disciplines, because only in this way will it be possible to train competent nurse leaders who are capable of acting in today’s complex and dynamic health contexts. Full article

In response to the growing demand for interdisciplinary leadership education within higher academia, this paper presents an action research initiative entitled “Who Am I and What Do I Do as a Designer?” The study involved 14 first-year environmental design and planning students, aiming to foster leadership qualities like independent thinking and self-reflection. The transformative process spanned several phases, including collaborative assignment statement development, design topic selection guided by a diagnostic survey, peer-coaching sessions for constructive feedback, active participation in the design process, and a culminating phase of meaningful self-reflection on their roles as designers. Initially faced with the challenging question of their identity as designers, the students ultimately created designs that authentically reflected their unique designer personas. Notably, 92% of students reported a stronger sense of identity as designers and 70% highlighted significant improvements in time management and planning. This work underscores the vital role of design education in not only honing technical and adaptive skills but also nurturing personal and leadership growth. Full article

Background/Objective: In nursing practice, differences have been noted between the shared habitus acquired during academic training and professional practices within healthcare systems. In this context, nurses tend to experience an impact on their autonomy due to the ways in which their professional habitus has been established, which, in some way, alters the cultural capital acquired during their academic training. The objective of this study was to identify factors that facilitate and/or limit autonomy in nursing practice based on professional habitus. Method: This research was conducted using a hermeneutic qualitative study framed within a critical approach that incorporated Bourdieu’s theory of fields (habitus, field, and capital). This study included 11 registered nurses working in hospital settings, 17 nursing students, and six university professors. Data collection included 34 sociodemographic forms, 34 individual semi-structured interviews, and five focus group discussions conducted with an interview guide. The collected data were analyzed using an interpretative hermeneutic approach, integrating grounded theory and Bourdieu’s theory of fields, focusing on the concepts of habitus, field, and capital. Results: This study identified a central theme—clarification of the nurse’s role (professional habitus)—alongside three subthemes: (1) strengthening the nursing identity (identity habitus), (2) optimizing nursing education (optimization habitus), and (3) reinforcing professional credibility (validation habitus). Autonomy was found to be influenced by hierarchical structures, power relations, and institutional constraints within the healthcare social field, which led to limitations in the accumulation of nurses’ symbolic capital. Conclusions: The professional habitus of nurses is shaped by various elements within the healthcare social field. This field is constrained by hierarchical structures and factors such as subordination to the hegemonic biomedical discourse and the medical profession, limited recognition of humanized care, institutional restrictions on acknowledging the nursing process, and a lack of solidarity and leadership. These constraints ultimately hinder the accumulation of symbolic and social capital in nursing, leading to a loss of autonomy and hindering professional development. Full article

The growing urgency of climate change underscores the need for enhanced green management practices across organizations, particularly for small and medium enterprises (SMEs), the backbone of economic development. Green inclusive leadership (GIL) is defined as a leadership approach that emphasizes inclusivity, openness, and support for employees’ green ideas and contributions, fostering alignment with organizational environmental objectives. This study examines the influence of GIL on green knowledge sharing (GKS), green organizational identity (GOI), and green innovation (GI) within diverse Chinese industries, including manufacturing, services, media, and IT. Using data from 625 valid survey responses collected from 700 predominantly young, educated employees, this research demonstrates that GIL has a direct positive impact on GKS, GOI, and GI. The findings further reveal that GKS and GOI significantly contribute to GI, highlighting their roles as critical drivers of green innovation. Additionally, GKS and GOI partially mediate the relationship between GIL and GI, providing insights into how GIL promotes sustainable practices and innovation. This study underscores the importance of leadership and collaborative organizational practices in fostering a green-oriented organizational climate, supporting adopting green business models essential for competitive and resilient enterprises in a sustainable economy. Full article

Despite the existence of a variety of conceptual approaches to rural development, there is a lack of methods that take into account intangible assets, such as, for example, social capital, leadership, and local identity. A more effective design of the rural development strategy may be achieved by uncovering knowledge regarding the manifestation of various intangible resources. Territorial development policies, both in terms of the level of socio-economic development and the presence of intangible resources in rural areas, are investigated in this study. The main objective is to determine how intangible resources manifest in specific empirical models of development policy for rural settlements. A novel ensemble of indices and indicators of socio-economic development and the manifestation of intangible resources, calculated based on the method of analytical hierarchies and frequency analysis, are provided. These allow for a comprehensive study of the development of rural areas by clustering settlements with a similar level of development. Patterns and deficits of resources in rural settlements are analysed according to empirical models. Verification of the empirical models is carried out by assessing the level of socio-economic development and indicators of intangible resources for 12 rural settlements in the south of Russia. Therefore, several groups of factors of intangible resources splitting the factors related (reflect the current state) and unrelated (reflect the development potential) to the socio-economic development of rural settlements have been specified. Full article