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\"This engaging guide explains how administrators can elevate their conversations with teachers to enhance professional relationships, strengthen leadership and teaching, and improve student learning\"-- Provided by publisher.

Background: Many researchers recommend that nurse managers be given paternalistic leadership training. However, no research in the literature shows that paternalistic leadership behavior can be developed through training. To fill this gap, nurse managers received paternalistic leadership training, and their paternalistic leadership behavior levels were examined. Method: This was a randomized controlled trial with a pretest-posttest design and a control group. The sample consisted of 206 participants: 101 in the experimental group and 105 in the control group. Results: There was a significant increase in the paternalistic leadership perceptions of the nurses in the experimental group (t = −4.209, p < .05) but no change in the paternalistic leadership perceptions of the nurses in the control group (t = 0.458, p > .05). Conclusion: Paternalistic leadership training should be provided to nurse managers to develop paternalistic leadership behaviors. [J Contin Educ Nurs. 2025;56(5):201–208.]

ObjectiveTo evaluate the feasibility of an online evidence-based leadership training programme for nurse leaders and its potential effectiveness in improving nurse leaders’ evidence-based leadership competencies.DesignThis is a two-arm, parallel, feasibility randomised controlled trial.MethodsWe screened all 160 nurse leaders from two Chinese hospitals. Eligible participants who gave their informed consent were randomly assigned to either an evidence-based leadership training group or a conventional online training group at each site and received a 7-month intervention. Pre-test and post-test assessments gauged feasibility and potential effectiveness. Descriptive and inferential statistics were employed for data analysis.ResultsOf the 160 screened participants, 119 (74%) were assigned to the intervention group (n=59, 50%) or active control group (n=60, 50%). In the intervention group, the number of participant logins in the modules ranged from 21 (36%) to 58 (98%), while in the control group, it ranged from 20 (33%) to 57 (95%). Participants in the intervention group (n=59) completed 42% of the 531 assigned tasks, while the control group (n=60) completed 41% of their 540 assigned tasks. Regarding course task adherence, participants in the intervention group returned 3.8 (SD=3.2) tasks (out of 9 tasks), while the control group returned 3.7 (SD=3.5) tasks (out of 9 tasks). A total of 22 (18%) out of 119 participants dropped out of the study, with 9 (15%) out of 59 from the intervention group and 13 (22%) out of 60 from the control group.ConclusionsWhile the intervention demonstrated a degree of feasibility, measures can still be taken to improve intervention acceptability, course adherence and course task adherence. A full and powered randomised controlled trial is needed to test the intervention’s effectiveness and to ensure the feasibility of the study in clinical settings.Trail registration numberClinicalTrials.gov, numbers NCT05244499.

The main aim of this research is to determine the dimensions, the importance level and the weight of the main competencies of sub-competencies that educational administrators should hold. And to propose a systematic model for assignment of educational administrators is another aim. To reach this aim, literature is reviewed, expert opinion is gotten and eight main competencies and sub-competencies of them are identified. One of the ‘’Multi-Criteria Decision Making’’ methods – ‘’Analytical Hierarchy Process ’’ which allows evaluation of subjective and objective qualities together – is used. Depending on ‘’Analytical Hierarchy Process ’’ method, the competencies are derived by a group of 10 people containing academics and educational administrators who have at least 10 years of field experience. According to the results, main competencies that educational administrators should hold are leadership, administration of educational programs and environment, creating an effective communication and working environment. Bu çalışmanın temel amacı, eğitim yöneticilerinin sahip olması gereken ana ve alt yeterlik alanlarının hangi boyutlardan oluşması gerektiğinin, bu ana ve alt yeterliklerin önem derecelerinin ve ağırlıklarının ne düzeyde olacağının belirlenmesidir. Eğitim yöneticilerinin seçiminde sistematik bir model önermek çalışmanın bir diğer amacıdır. Bu amaçla yapılan alan yazın taraması ve uzman görüşleri sonucunda eğitim yöneticilerinde bulunması gereken sekiz ana yeterlik boyutu ve bu boyutlara ait alt yeterlikler belirlenmiştir. Modelin oluşturulmasında ‘’Çok Kriterli Karar Verme’’ yöntemlerinden olan, objektif ve subjektif nitelikleri bir arada değerlendirmeye imkân veren ‘’Analitik Hiyerarşi Sürecinden’’ faydalanılmıştır. Elde edilen yeterlikler bu alanda çalışan akademisyenler ve en az 10 yıl deneyimi olan eğitim yöneticilerinden oluşan 10 kişilik uzman karar verici grubu tarafından ‘’Analitik Hiyerarşi Süreci’’ yöntemi ile değerlendirilmiştir. Eğitim yöneticilerinin sahip olması gereken başlıca ana yeterlikler liderlik, eğitim-öğretim programları ve ortamının yönetimi, etkili iletişim ve çalışma ortamı oluşturma şeklinde tespit edilmiştir.

Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

The healthcare landscape is rapidly changing. Over the past several years, a growing number of the country's largest retailers in America have entered healthcare delivery, prioritizing convenience and customer experience while striving to make healthcare services more readily available in line with patients' preferences and needs. This shift underscores the need for health management education to adapt by integrating lessons on retail health models, customer service excellence, and innovative service delivery into the curriculum. Programs must focus on developing competencies that help service providers adapt to rapidly changing healthcare environments, emphasizing flexibility and innovation. This article presents an assignment introducing students to the emerging retail healthcare delivery model and its role in reimaging and reinventing care delivery. Students are educated about this emerging trend, focusing on developing the essential competencies of research, analysis, teamwork, critical thinking, and effective communication. This high-impact learning exercise translates easily into various face-to-face, hybrid, and online graduate and undergraduate courses within the curriculum, where students must learn how disruption reshapes the healthcare industry and impacts healthcare delivery models and various aspects of the healthcare system. Provided are the details of the assignment, the assessment plan, and a discussion of the impact and engagement with this pedagogy.

Objective: To test an intervention to enhance collaborative communication among nurse and physician leaders (eg, nurse manager, medical director, clinical nurse specialist) in two diverse intensive care units (ICUs). Background: Collaborative communication is associated with positive patient, nurse, and physician outcomes. However, to date, intervention-focused research that seeks to improve collaborative communication is lacking. Methods: A pretest–posttest repeated measures design incorporated baseline data collection, implementation of the intervention over 8 months, and immediate and 6-months-post data collection. Findings: Communication skills of ICU nurse and physician leaders improved significantly. Leaders also reported increased satisfaction with their own communication and leadership skills. In addition, staff nurse and physician perceptions of nursing leadership and problem solving between groups increased. Staff nurses reported lower personal stress (eg, more respect from co-workers, physicians, and managers), even though they perceived significantly more situational stress (eg, less staffing and time). Conclusion: Study findings provide evidence that nurse–physician collaborative communication can be improved.

Purpose ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes. Design/methodology/approach This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman. Findings The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT. Practical implications This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers. Originality/value In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.