Nursing Leadership and Nursing

Mentorship in Nursing Leadership and the Effects of Evidence-Based Practice: An Integrated Literature Review Nursing leadership has been identified as a major contributor to the outcomes of the organization, the nurses, and the patients. Mentoring in nursing leadership has been shown to be critical in the development and sustenance of nursing leadership (Wallen et al., 2010; Stetler et al., 2014). In addition, mentoring in nursing leadership and evidence-based practice (EBP) is an explicit method that is conscientious in the delivery of healthcare services as it incorporates the best evidence from research studies.

However, research on the effectiveness of EBP regarding leadership in nursing is limited, as most of the focus has been on institutionalized EBP. This research therefore is an integrated literature review with the aim of establishing and identifying the status and the effects of EBP in nursing leadership. Background of the Problem Various studies have reported on the influence of leadership in the implementation of EBP in nursing (Stetler et al., 2014).

The findings have been diverse with some studies arguing that leadership has from the initial stages gotten the whole process wrong by poorly defining EBP. On the other hand, others have focused on the leadership behaviours that are related to EBP. Based on this, it is difficult to specify which behaviours are critical for EBP in nursing leadership. For studies that do provide explicit information on conceptually organized EBP, do focus on EBP-activity that is related to project and their implementation and not its effects in mentoring nursing leadership.

To make EBP work in a nursing institution, it is recommended that the concepts of EBP be institutionalised in the day to day activities of the institution (Berland, Gundersen & Bentsen, 2012). Research studies on the institutionalisation of EBP in nursing have identified leadership behaviour as being important (Berland et al., 2012; Wong, Cummings & Ducharme, 2013). However, studies do not report at an in-depth basis and they do not consider how such leadership and decisions making behaviour might be conceptually organized.

In summary, within the healthcare system in general, there is limited research on the explicit behaviour needed for nursing mentorship and how such are affected by EBP. Theoretical Foundations and Review of the Literature/Themes This study is founded on the theoretical framework of the Advancing Research and Clinical practice through close Collaboration (ARCC) model (Rycroft-Malone & Bucknall, 2010). The ARCC model in used in healthcare settings and healthcare institutions as a guide for the implementation and sustenance of a system-wide EBP with the aim of realizing quality outcomes.

The ARCC model has key strategies and methods incorporated within it for both organizational and individual level change. Review of the Literature Themes/Topics 1. Strategic leadership mentoring behaviour Engagement of leaders in mentorship is related to the theme of planning-organizing-aligning which is based on the vision and systems of the organization. Strategic decision making and mentoring by nursing leadership reflects EBP if it includes responsiveness, a set of cultural artefacts and infrastructures (Wong et al., 2013).

Inspiring and inducing These attributes by a nursing leader are considered to be motivating, engaging, activating, and encouraging to others (Wallen et al., 2010; Stetler et al., 2014). Within an administration, leaders need to recognize and reinforce EBP behaviours in evaluating performance and discretionary use of funds to enable participation in activities related to external EBP. Active intervention and involvement in EBP These behaviours are related to personal involvement in real-time EBP activities by the nursing leadership.

Core interventions include leader organized EBP-activities, participation actively in EBP activities, and provision of tangible support to others. Modelling mentorship Nursing leadership can help others in learning about EBP and 'how to' realize it (Stetler et al., 2014; Berland et al., 2012). Developing or educating leadership by focusing explicitly on the increment of individual EBP knowledge, skill, and knowledge. Communication Communication is a critical and pervasive behaviour for mentorship in nursing leadership. This involves both communicating strategically and communicating functionally. This is done to increase the knowledge, awareness, and attitude of others.

Developing and maintaining EBP mentoring culture Building an EBP supportive culture is the best way for institutionalizing a mentor-oriented atmosphere in an organization (Wallen et al., 2010; Stetler et al., 2014; Berland et al., 2012). Through this model, the mentorship model allows nursing leaders to purposely influence how things are done within the organization in line with EBP. In summary, the effectiveness of mentorship in nursing leadership and the effects of EBP are anchored on the various behaviours that the leadership depicts and is able to inculcate within the staff members.

Problem Statement Mentorship in nursing leadership has been identified as a crucial method for development and maintenance of operational improvements. Likewise, EBP have been identified as being beneficial in the implementation and sustainability of both behavioural and operational strategies. However, not much is known about the effects of EBP in nursing leadership and mentoring. Review shows limited and scattered research on the topic, hence the need for this integrated review to analyse the research findings available.

Clinical Question and Phenomenon A PICOT format clinical question has been used to clarify the elements in this proposal. (PICOT is an acronym for the components in a clinical question; P - population, I -- Intervention, C -- Control, O -- Outcome, and T -- Time) (Stillwell et al., 2010). This forma has been adopted because it has been shown to be an effective strategy in clarifying the various components of the study thus serve as a guide in the search for the evidence in a quick and efficient manner.

This proposal will seek to answer the following PICOT question: For mentorship in nursing leadership (P), how does EBP (I) as compared to non-EBP (C) in affect (O) nursing programs and project through their implementation (T). Significance of the Project The successful completion of this project will be beneficial to the nursing profession in general and in particular, to nursing leadership as it will serve to show the importance of mentorship through EBP.

It is expected that the research findings will show the positive benefits of adopting EBP in nursing leadership mentoring, thus, serve contribute in promoting adoption of EBP in mentoring nursing leaders (Berland et al., 2012). Additionally, the successful completion of this project will serve to analyse and concentrate the reviewed studies in a single, easily accessible material for future studies. Lastly, this project is an important part in the successful completion of my course. Rationale for Methodology For this project, an integrated methodology will be used.

This method is adopted because it is the broadest research review methodology and it allow for the inclusion of both non-experimental and experimental research with the aim of fully understanding the research phenomenon (Whittemore & Knafl, 2005). The integrative methodology also allows for the inclusion of empirical and theoretical literature. Additionally, this methodology allows for the inclusion of a wide range of objectives like definition of concepts, review of evidence, theoretical review, and review of methodology related issues.

Based on the diversity and reflexivity of this methodology, it is considered most appropriate towards the realization of the research purpose. Nature of the Project Design A meta-analytic review study design will be used for this study. The integrative review methodology will be used for data collection. Purpose of the Project The primary objective of this study is to evaluate and analyse the effects of EBP in nursing leadership mentorship through review of the data published on the study subject through a period of the past decade.

In addition; (a) the study will identify the various definition of key terms in the literature, and identify any literature gaps for future study, (b) seek to identify the pragmatic explicit behaviours in mentorship used by EBP supporting nursing leaders, and (c) describe how EBP is used in mentorship by nursing leadership. Instrumentation or Sources of Data Data will be sourced through search in online databases. Search will be done for articles on the topic in the following databases; Cochrane, MEDLINE, PsycINFO, ProQuest, AHMD, EMBASE, and DARE.

The search in online databases will be diverse and broad to include not only electronic sources, but also manual searches in journals. The selected sample will be done to ensure representativeness as well as indicate veracity and reliability of the results. Data Collection Procedures The various databases will be searched for articles relevant to the research subject using keywords. The keywords used are "nursing leadership", "EBP in nursing leadership", "nursing mentorship", "impact of EBP in nursing leadership", "EBP in nursing mentorship", and "mentorship in EBP in nursing leadership and EBP".

The results returned by each search phrase will be analysed as per the inclusion criteria. The inclusion criterion defines the articles to be selected for the study. These will include; articles published in English, articles that are published in the last decade -- from 2007 to 2016, and they should address the issues of effectiveness of EBP in nursing leadership mentorship. The idea is to include all the studies found, however, in case they are too many, a random selected sample will be included.

Data Analysis Procedures The data from the selected studies will be ordered, coded, categorised, and summarised in an integrated and unified manner. The data will be then analysed through meta-analytics, which is a method that allows for constant data comparison. The comparisons will be done to convert the data extracted from the studies into systematic categories that allow for the identification of themes, relationships, variations, gaps, and patterns (Whittemore & Knafl, 2005).

At the initial stage, the extracted data will be compared on an item to item basis to allow for the categorization and grouping of the data. The categorised and grouped data will then be analysed in.