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背景：近年來醫療照護環境的複雜，凸顯了培養具備領導與管理能力，有效能處理複雜行政業務及領導病房護理團隊面對挑戰之護理長的重要性。而護理長行政管理核心能力的確認及行為指標評量，是培育人才與評量訓練成效的重要依據。目的：確認護理長行政管理核心能力、相對應工作職責、任務、行為評量指標及所需的知識及技能。方法：本研究分二階段進行，均採質性研究法；第一階段確認護理長行政管理核心能力及行為定義，第二階段建立與護理長行政管理核心能力相關的工作職責、任務、行為評量指標、工作產出及所需的知識及技能。每個階段均以（一）質性訪談（第一階段）或專家焦點團體（第二階段）建置雛形內容、（二）舉辦護理長工作坊取得多元觀點，據以修改雛形內容及（三）進行專家焦點團體達成內容共識等三個步驟來進行。結果：本研究共確認護理長行政管理九大核心能力，包括策略規劃力、照護督導力、品質促進力、溝通表達力、危機管理力、當責領導力、實證研究力、數位應用力及簡報說服力；對應護理長管理能力，建立了護理長四大職責及其工作任務，並確認相關的行為評量指標、工作產出及所需的知識技能。結論／實務應用：本研究結果可作為護理長行政管理培訓計畫之依據，並可運用行為評量指標評核護理長工作表現及訓練成效之評核，建議各醫療院所可參考此行政管理能力指標及建構脈絡，發展具個別性之護理長行政管理能力評核標準。

The increasing complexity of the healthcare environment in recent years highlights the importance of cultivating in head nurses the leadership and management competencies necessary to effectively handle complicated administrative tasks and lead nurses in facing various challenges. Identifying the core administrative management competencies required of head nurses and evaluating competency level using behavioral indicators are fundamental to evaluating related training outcomes. This study was designed to identify the core administrative management competencies required of head nurses as well as the associated job responsibilities, tasks, behavioral evaluation indicators, work outputs, and requisite knowledge and skills. This study was conducted in two phases using a qualitative method. The first phase identified the core administrative management competencies and their behavioral definitions. The second phase established competency-related job responsibilities, tasks, behavioral evaluation indicators, work ou

One of the most distinctive management competencies is related to the ability to structure the strategic vision, develop long-term plans, and communicate them efficiently to the employees in order to empower them to enact. These managerial competencies in complex organizations are strongly related to the capacity to engage professionals as a predictor of high-performing organizations. The aim of this study was to investigate the relationship between top management competencies, information sharing, and organizational performance in public health care system and to look at the management role in assuring information sharing on organizational strategies to achieve professionals' engagement. This relationship is empirically tested using the longitudinal data of public health care organizations from the Tuscany Region (Italy). The top management competencies and information sharing are evaluated by the heads of the departments. While information sharing refers to the organizational level (e.g., to convey the objectives), managerial competencies refer to the individual level (e.g., to manage conflict). A random effect regression model is estimated using average responses by the health organization. Data come from the multidimensional performance evaluation system (2008 to 2014 years). Findings show that managerial competencies are positively associated to organizational performance. Moreover, managerial competencies are strongly linked to the information sharing process developed into the organizations. In particular, managerial competencies play a significant role on whole performance, and results are mediated by the use of mature information sharing instruments such as benchmarking of performance results. Systematic information sharing process regarding performance results, goals, and organizational structure provided by top management seems an effective strategy to engage professionals. Control variables suggest that top management tenure and turnover do not have an effect, whereas bigger health care organizations seem to negatively influence this relation. Information sharing is the basis for clinicians' engagement and adds value to organizational performance.

Introduction Combating the several public health threats on the African continent requires trained and equipped workforce. The establishment of the 6-month Africa CDC Public Health Emergency Management (PHEM) fellowship provides a pathway for developing a cadre of workforce that is capable of initiating and leading emergency management programs in Africa. Objective We present the process undertaken to draw up a competency-based curriculum for the first continental advanced training program in PHEM.  Method A multi-step, mixed methodology was employed in this study. Systematic review process was triangulated with case reviews of similar training programs to provide the first draft of competencies. Through subsequent consultations with experts and technical iterations, the program’s competencies and curriculum were developed. Result Through four iterative revisions, the competencies framework evolved with input from each stage, resulting in a final structure of three competency domains and 10 sub-domains. These informed the development of an 11-course syllabus with corresponding learning objectives, outline and content. Conclusion A curriculum that reflects the foundational skills desirable of professionals engaged in the practice, education, and research in public health emergency management in Africa was developed utilizing mixed methods. Although this exercise was designed for the advanced PHEM Fellowship program at Africa CDC, the process, emerging competencies and curriculum could benchmark competency-based emergency management training across the African continent.

The selection of university presidents who oversee health systems within their respective provinces has become increasingly critical in Iran, subjecting to an ongoing scrutiny and debate. This study aims to clarify the selection process and identify the essential competencies required for appointing medical university presidents both in Iran and globally, while also proposing relevant policy recommendations. This study employed a multi-method approach, incorporating a scoping review, document review, interviews, and brainstorming. The scoping review, conducted in September 2024, searching databases including PubMed, ISI Web of Knowledge, and Scopus. Interviews conducted from September 2024 to November 2024, were carried out with stakeholders from a diverse range, including university presidents, health ministers, healthcare managers, decision-makers, faculty members and key planners within the academic sector, whom were selected using purposive sampling method with maximum variation. A question guide was used, the main question of which included: essential characteristics and competencies of university president, prioritized criteria for decision making, feasibility of evidence-based decision-making, the process of selecting and appointing university presidents, and the strengths and weaknesses of this process. The data were analyzed using a framework analysis approach, informed by Modified Henry Mintzberg's Management Model and a model of policy competency. Documents related to the selection and appointment of medical university presidents, including rules, regulations, and circulars, were collected through a census approach using both manual and electronic methods. Relevant documents were systematically retrieved from the official websites of the involved organizations. Brainstorming conducted in December 2024 and was used to develop policy recommendations. Twenty six articles and 19 university protocols were included in the scoping review phase. Forty-two participants included in the qualitative phase of this study, most of who were president of a university. Also, 12 participants involved in the brainstorming phase. The responsibilities of a university president necessitating a blend of personal, interpersonal, professional and decisional competencies. In Iran, various factors including political preferences, lack of transparency and accountability, limited involvement from the university community, and insufficient emphasis on professional or technical competencies, influence the selection process of university presidents. The influence of some pressure groups including parliament representatives and the prevailing ideological climate within the Ministry of Health have varied across different governments, relegating essential professional competencies, such as the scientific credibility of the president, to low priority. During various selection and appointment periods, political changes and pressure groups' interests have had a significant impact on the management changes in universities, and with governments' changes, managerial capabilities are overshadowed by political tendencies. This study's findings underscore the importance of transparency, evidence-based decision-making, and a systematic approach to the selection and appointment of presidents of medical universities. Implementing these insights can enhance the integrity of the selection process and improve governance in medical education in Iran.

PurposeTo improve school organisational performance and innovativeness, and meet diverse student needs, school leaders should be innovative, risk-takers and proactive, thus applying entrepreneurial practices/strategies and market mechanisms. This study aims to investigate, from a schoolteacher's perspective, the degree of entrepreneurial leadership behaviour (ELB) applied by school principals in European primary schools. Given that school autonomy is perceived as an important predictor of leaders' entrepreneurship, this study investigates the impact of educational macro (autonomy and accountability) and micro (demographics) contexts on ELB by comparing centralised and decentralised European school systems with the highly centralised Greek school system.Design/methodology/approachThis comparative study was conducted in Greece (630 participants) and in 14 European countries (972 participants). Thornberry's Entrepreneurial Leadership Questionnaire was used, comprising general entrepreneurial leader (GEL), miner (MIN), accelerator (ACC), explorer (EXP) and integrator (INT) behaviours.FindingsThe results revealed that ELB is a multi-dimensional concept, and that all participating teachers perceived ELB application moderately, with more focus on the internal (than external) school environment. Furthermore, the dual-directional macro-contextual influence found in applying ELB indicates that high school autonomy and accountability activate ELB owing to the school's freedom to engage in entrepreneurial ventures, while low autonomy/accountability still activates ELB, but only for organisational survival within hierarchical-bureaucratic school environments. This feature differentiates “intrapreneur/intrepreneur” from “entrepreneur” school principals.Originality/valueThe theoretical basis of entrepreneurial leadership (EL) in education should include entrepreneurial multi-dimensional leadership aspects (competencies, behaviours, skills) and educational context (macro and micro). Implications for school leadership research and practice are also discussed.

Background Much like the transition from novice to experienced nurse, the transition of an experienced nurse to a nurse faculty member can be difficult and daunting. One way to prepare new nurse faculty is to establish a mentor-ship program. The Mentor the Mentors project (seasoned faculty) and the Mentorship Academy (new faculty) provided knowledge, tips, and resources to mentors and new nurse faculty to achieve faculty success, satisfaction, and retention. Method The Mentor the Mentors project and the Mentorship Academy were implemented for 1 year. Time-lines were established for mentors for how often to meet with mentees. Selected orientation topics, such as university support services, promotion and tenure guidelines, active learning strategies, learning management system navigation, and university guidelines, were reviewed with mentees. Two-group midpoint and endpoint surveys were utilized for this descriptive pilot study. Results All mentors reported that they felt very supported and confident in their abilities to mentor to new faculty. All of the mentees reported that their participation in the Mentorship Academy empowered them to succeed in their new faculty role. Conclusion Information gained will guide future program planning for faculty mentorship. [J Nurs Educ. 2025;64(2):125–127.]

To compare the application effects of a dual-track teaching model combining Case-based Learning (CBL) and Team-based Learning (TBL) based on the BOPPPS model in trauma care nursing training, aiming to provide references for the continuous optimization of domestic trauma care nursing training courses. Planned and targeted standardized training for trauma-related nursing staff is necessary. Trauma care training started earlier abroad than in China, highlighting a critical need to enhance the quality of trauma training. A quasi-experimental research design was used. The control group consisted of 1267 trainees who participated in 12 sessions of CTCT®-N 1.0 training from April 2021 to May 2023, using a teaching method that combined BOPPPS-based classroom lectures with workshop demonstrations. The experimental group consisted of 1212 trainees who participated in 12 sessions of CTCT®-N 2.0 training from June to October 2023, using a dual-track teaching model based on BOPPPS, which integrated case-based classroom lectures with group team-based training. Post-training assessment scores for the experimental group (86.42 ± 12.27) were higher than those for the control group (74.65 ± 19.56) (t = -4.213, p < 0.001). The experimental group scored an average of 83.36 ± 9.37 in the comprehensive assessment of trauma treatment, with satisfaction ratings above 4 points. The dual-track teaching model combining CBL and TBL based on the BOPPPS framework can enhance the educational effectiveness and satisfaction of trauma care nursing training. [Display omitted] •Introduces a novel dual-track teaching model that combines CBL and TBL based on the BOPPPS model in trauma care nursing training.•The dual-track teaching model enhanced both theoretical knowledge and practical skills.•Offers a scalable and adaptable teaching model that can be implemented in various healthcare training programs.

A key to the success of public organizations is their ability to identify and build capacity, particularly their distinctive competencies, in order to produce the greatest value for key stakeholders. This article grounds this proposition in the resource-based view of organizations and presents a method for identifying and making use of distinctive competencies in the form of a \"livelihood scheme\"-a business model appropriate for the public sector-that links distinctive competencies to organizational aspirations and goals. The case of a major public sector training and consultancy unit that is part of the United Kingdom's National Health Service is used as illustration. A number of conclusions are offered in the form of a set of propositions tied to the resource-based view and related research issues. The results contribute to both public strategic management theory and practice.

Background This article provides nursing educators with strategies for incorporating the International Council of Nurses' (ICN) domains across nursing program curriculum. Method The ICN disaster nursing domains were incorporated in a nursing program using a scaffolding approach to ensure competencies were met. The program outcomes and objectives accompanying each domain were designed to be applicable across degree programs. Results Appropriate inclusion of ICN competencies in the nursing program curriculum leads to matriculation of students who are prepared to respond in a disaster. Specific courses at each academic level across the curriculum were identified to show that existing courses can be adapted to include the ICN competencies. Conclusion Ultimately, this article equips nurse educators with the skills to prepare nursing students to meet best practices related to disaster nursing through the integration of ICN competencies and domains. [J Nurs Educ. 2025;64(4):243–245.]