Document Type : Original Article
Authors
1 2Department of Nursing, Shahid Beheshti School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
2 Nursing Care Research Center, Clinical Sciences Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran
3 Biostatistics Department, School of Nursing and Midwifery, Guilan University of Medical Sciences (GUMS), Rasht, Iran
4 Medical _surgical nursing Department, school of Nursing and Midwifery, Guilan University of Medical Sciences (GUMS), Rasht, Iran
Abstract
Introduction : A clinical nursing educator, as an effective educational leader, contributes significantly to the improvement of student education quality. The present study aimed to identify the antecedents of educational leadership among clinical nursing instructors through a qualitative content analysis approach.
This qualitative content analysis study was conducted from July to October 2024 at Guilan University of Medical Sciences. Eleven participants, including five nursing students and six nursing educators, were selected. Data collection through semi-structured interviews continued until saturation was reached. Data analysis followed Graneheim and Lundman’s methodology using MAXQDA2020 software. The study adhered to the Standards for Reporting Qualitative Research (SRQR) for transparency and rigor.
The study identified two main categories of antecedents of educational leadership among clinical nursing instructors: the maturity of the clinical educator (self-regulation) and the opportunities and threats facing the clinical educator (external regulation). The maturity of clinical educators comprises three key components: emotional, cognitive, and professional maturity. Additionally, the study highlights various external factors that influence the educational leadership of clinical educators, including the characteristics of the educational environment and the socio-environmental context.
Conclusion: The findings emphasize the importance of identifying antecedents of educational leadership to improve nursing education. Future research should measure these factors, and policymakers can use the results to enhance the quality of clinical nursing education.
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