Clinical Learning to Leadership Development: Exploring Educational Leadership Competencies Among Undergraduate Nursing Students
TL;DR
Supportive clinical learning environments are strongly associated with leadership development in nursing students, emphasizing the need for curriculum designs that integrate mentorship and structured leadership training.
Abstract
Contemporary nursing education must cultivate leadership competencies alongside clinical skills to meet evolving healthcare demands. A cross‐sectional methodological study of 469 nursing students was conducted. Data were collected via Clinical Learning Environment, Supervision, and Nurse Teacher (CLES +T) Evaluation Scale and the Educational Leadership Scale. More than 92% of participants reported positive perceptions of their clinical learning environment, with the highest satisfaction related to supervision and ward leadership. Factor analysis validated the three‐factor structure of leadership development: visionary, instructional, and scientific leadership, explaining 64% of the total variance. The overall CLES +T score was strongly and positively correlated with overall leadership development (r = 0.718, p < 0.001). Supervisor relationship (r = 0.777), pedagogical atmosphere (r = 0.764), and the role of the nurse teacher (r = 0.770) demonstrated strong positive correlations. Additionally, significant positive correlations were observed among all leadership dimensions, with the strongest association between visionary and instructional leadership (r = 0.694, p < 0.01). Supportive clinical learning environments are strongly associated with leadership development in nursing students, emphasizing the need for curriculum designs that integrate mentorship and structured leadership training.