Nursing leadership (Toronto, Ont.)最新文献

Objective: To identify and describe the advanced practice nurse (APN) workforce and models of care (MOC) in emergency departments (EDs) across Ontario, Canada.

Background: EDs face pressures related to patient acuity, wait times and resources. Research is needed to support ED APN MOC.

Method: a cross-sectional survey was distributed to ED APNs.

Results: Total respondents: n = 52 (44.4% response rate). Frequently reported MOC were fast-track and general emergency, with fewer triage, geriatric and mental health MOC reported.

Conclusion: Future efforts should focus on ED APN MOC improving equity and access. Results can inform health human resource planning to meet priority patient needs.

In the post-pandemic healthcare context, the destabilization of the nursing workforce prompted organizations to recognize the need for additional support in clinical settings to facilitate successful nurse integration and retention. To better understand how mentorship can be optimally structured and operationalized to support transition to practise, Sunnybrook Health Sciences Centre, The Ottawa Hospital and Unity Health Toronto collaborated to explore multi-site experiences with a provincial mentorship program. This case study will describe and compare three organizations' implementation and evaluation of the government-funded Clinical Scholar Program, while highlighting considerations for nurse leaders and program recommendations.

Rural communities across Canada are experiencing a shortage of registered nurses (RNs). Internationally educated nurses (IENs) make up an important component of the nursing workforce; however, the recruitment and retention of IENs in rural areas can be challenging. This article will discuss a collaborative rural IEN RN pilot that centred on a partnership between Manitoba Health, two regional health authorities, the College of Registered Nurses of Manitoba and Red River College Polytechnic. The purpose of the pilot was to recruit IENs who were living in Canada, seeking licensure as RNs and were interested in living and working in rural Manitoba.

Building capacity within programs to conduct evaluation allows leaders to increase the potential of harnessing systematic assessment to improve program impact. At Sunnybrook Health Sciences Centre, Canada, nursing leaders leveraged evaluation capacity building (ECB) as a tool to improve the Transition Mentorship Program, an initiative using mentorship to support practice transitions and foster improved retention, a challenge in the nursing workforce, especially among newly registered nurses. In collaboration with evaluators at the University of Waterloo, Sunnybrook implemented an ECB intervention to bolster the program's evaluation capacity, bridge silos across clinical settings and embed standardized, evidence-informed processes. This case study describes this intervention while discussing lessons learned and recommendations for nurse leaders.

Exacerbated by the COVID pandemic, shortfalls in the current and predicted nursing workforce have propelled provincial and territorial governments to find solutions to provide the nursing care needed by a population that is increasing in size, age and complexity. Internationally educated nurses (IENs) are not new to Canada - they have been part of nursing's history for centuries (Indar et al. 2025). When faced by the shortages in the nursing workforce following the pandemic, all provinces and territories accelerated recruitment of IENs. In fact, this year the College of Nurses of Ontario (2025) reported that, for the first time, the number of new internationally educated registered nurses (RNs) exceeded the number of new Canadian-educated RN registrants.

Newly graduated nurse practitioners (NPs) often face challenges transitioning into practice due to increased responsibility, limited support and unclear role expectations. This quality improvement study examined the implementation of a mentorship program for new NPs in Nova Scotia, supported by the Nursing Innovation Fund and developed in collaboration with Nova Scotia Health, the IWK Health Center, and the Department of Health and Wellness. Ten NPs engaged in virtual or hybrid mentoring relationships. Findings highlighted six months as a critical period for role identity, with ongoing workload and support challenges noted at 12 months. Results suggest mentorship must be flexible and tailored to evolving needs.

Internationally educated nurses (IENs) are a growing segment of our Canadian health workforce. Nursing leaders are seeking examples of effective IEN integration programs to shape organizational policies and strategies to support IENs in their local context. In this special issue, we share national and international examples of successful IEN integration, authored by the nurses leading these programs. In the first issue, we profile examples of IEN integration in rural Manitoba and in an urban centre in Ontario. Both examples offer insights suitable for varied geographical and cultural contexts, with commonalities regarding the need for thoughtful and collaborative approaches to IEN program planning, implementation and evaluation.

Background: Tailored and responsive programs are essential for integrating and retaining internationally educated nurses (IENs). The Supervised Practice Experience Partnership (SPEP) program in Ontario supports IENs in their transition. The University Health Network in Ontario developed a customized SPEP program to facilitate a two-way integration into practice, engaging IENs and practice leaders.

Method: The advanced practice nurse educator (APNE) team leveraged continuous evaluation approaches to develop and refine the program, using a combination of surveys and focus groups with IENs and leaders (e.g., managers, APNEs and preceptors). Core components of the evidence-informed and adapted SPEP program include onboarding workshops, structured learning pathways, IEN and preceptor handbooks and a community of practice that incorporates peer support from successfully transitioned IENs.

Findings: Evaluation results show improvements in IENs' critical thinking, communication, clinical reasoning and judgement. However, limited clinical experience among many IENs led to curricular adjustments emphasizing nursing fundamentals through case-based learning aligned with organizational values. Ongoing support from dedicated SPEP APNEs, particularly with prior experience as IENs, has been key to successful implementation.

Conclusion: This data-informed, adaptive approach has enhanced IEN integration into the workforce and offers a practical model for nursing leaders and educators designing transition programs in dynamic healthcare settings.

This paper describes a mission and values pilot program implemented across a healthcare network and co-led by a nurse healthcare leader. The aim of this paper was to support staff, physicians and volunteers to learn about and incorporate organizational mission and values into their work and care. The paper reviews the program's development, implementation and evaluation. The benefits of integrating mission and values into work and workplace interactions, along with applications for healthcare leaders, are discussed. Such a program can provide insights for leaders to foster joy in work, bolster retention and enable the healthcare workforce to actualise mission-driven work and care provision.

Introduction: A relational coaching intervention in long-term care (LTC) studied leaders' self-perceptions and behaviours as champions of applying learning in team practice.

Methodology: A developmental evaluation design incorporated an appreciative inquiry framework with 29 leaders from 10 LTC homes using Team Essentials education.

Results: A positive influence on confidence and commitment indicators was found, and key leader behaviours were identified.

Discussion: Goal-directed, relational leadership coaching in LTC supports team practice improvement and is accelerated by the implementation of relational leadership practices.

Implications for nursing leadership: Using relational coaching can improve teams' experiences and outcomes of applying learning in practice.