<p>SE 5EO Abstract to International Nursing Research Administration Conference</p><p>Title: LEAP: BUILDING FRONTLINE NURSE LEADERS</p><p>Learner Objectives 1. The learner will be able to describe focused education related to leadership competencies for nurses at the point of care. </p><p>2. The learner will be able to discuss the relationship between participation in the LEAP program and the two outcome measures of retention and nurse satisfaction.</p><p>Purpose of the Project The purpose of this project was to develop an educational intervention to increase perception of leadership competencies among existing and or potential future nurse leaders at the point of care. An additional we propose to improve retention of frontline nurse leaders and increase unit level staff satisfaction. The educational intervention, LEAP, is an acronym for Leadership, Excellence, Accountability and Professionalism. </p><p>Project questions 1. How does participation in the LEAP program impact self assessment of leadership competencies in six areas: building relationships, leading, standards and accountability, planning and decision making, communication and developing people? </p><p>2. Is there a relationship between participation in the LEAP program and nurse leader retention?</p><p>3. Is there a relationship between participation in the LEAP program and nursing satisfaction at the unit level?</p><p>Background Today’s multifaceted healthcare environment requires nurses proficient in complex thinking and possessing clinical and leadership skills for decision making in their role on the healthcare team. Equipping nurses with clinical skills is a well established process; however, equipping nurses with leadership skills is not as well engrained into role definitions (Swearingen, 2009). </p><p>Leadership is not peripheral to the point of care nurse. Every nurse, due to the definition of the role, assumes a leadership function. Thus, informal leadership exists at the front line in the clinical nurse (Iacono, 2003). Leading and transforming nursing practice at the point of care necessitates attainment and nurturing of professional and organizational leadership competencies. Leadership is required for advocacy roles which keep patients safe, promote healthy lifestyles, and design better health care systems (Robinson, 2006). Nurses who develop excellent leadership abilities add value to any healthcare organization, influence and direct change, and innovate to affect patient outcomes and the work environment (Grindel, 2006). </p><p>Methods A pre-test post-test design was used to describe the difference in pre- and post-program self assessment of leadership competencies among nurses who participated in the LEAP Education Program. Assistant nurse managers, charge, resource, supervisor nurses and nurses striving for these roles comprised the sample for this study. </p><p>A twenty hour education program was designed by nurse leaders from six hospitals in a large western healthcare organization. Curriculum topics included building relationships, planning patient care, making decisions, utilizing practice standards, communicating, developing people, setting goals, financial stewardship, service orientation and patient outcomes. </p><p>Participants completed a pre and post test self assessment of leadership competencies. The competency instrument was developed specifically for this program. Statistical analysis is currently in process. Retention and nurse satisfaction will be measured through human resource data, Practice Environment Scale, and Press Ganey survey. </p><p>Major Outcomes Two cohorts (N=170 participants) have completed the program since fall of 2010. Outcomes of statistical analysis are pending. Limitations include travel distance for participants and non-mandatory attendance at all sessions.</p><p>Conclusions/Implications for Practice Self perception of leadership reflects a healthy environment through enhanced staff satisfaction, control of practice, autonomy and leadership succession planning. Program success provides the foundation for a bridge to quality and patient safety (IOM, 2003).</p><p>References</p><p>Greiner, A. Knebel, E. eds. (2003). Health professions education: A bridge to quality. Washington, D.C.; Institute of Medicine, National Academy Press. </p><p>Grindel, C. (2006). Staff Nurses as Clinical Leaders. MEDSURG Nursing, 15(4), 193-194.</p><p>Iacono, M. (2003). Leadership at the Bedside. Journal of Perianesthesia Nursing, 18(5), 348- 351.</p><p>Robinson, C.A. (2006). The Leader Within. Journal of Trauma Nursing, 13(1), 35-36.</p><p>Smola, B.K. (1988). Measuring nursing performance: Practice, education, and research. In O. L. Strickland & C. F. Waltz (Eds.). Refinement and Validation of a Tool Measuring Leadership Characteristics of Baccalaureate Nursing Students. Measurement of Nursing Outcomes, Vol. 2 Springer Publishing Company: NY.</p><p>Swearingen, S. (2009). A Journey to Leadership: Designing a Nursing Leadership Development Program. The Journal of Continuing Education in Nursing, 40(3), 107-112. Presenter Information Form </p><p>Lavone Hastings, M.MGT, BSN, RN-BC, Manager, Professional Development, Porter Adventist Hospital, Centura Health</p><p>Noreen Bernard, MSN, RN, NEA-BC, Director Professional Resources, Centura Health</p><p>Kathy Bradley MSN, RN, NE-BC, Director, Performance, Practice and Innovation, Porter Adventist Hospital, Centura Health</p><p>Carrie McDermott MSN, RN, NE-BC, Director Professional Practice, St. Anthony North Hospital, Centura</p><p>Debra Nussdorfer MSN, RN, PMHCNS-BC, NE-BC, Magnet Coordinator, Penrose St. Francis Health Services, Centura</p><p>Maribeth Trujillo, MSN, RN, NE-BC, Director, Professional Resources, Littleton Adventist Hospital, Centura</p>