Nurse Education Interest Group

Nurse Education Interest Group (NEIG)

It was established in 2017 by members of Sigma Europe Regional Chapters. 

Terms of Reference

  • To promote research pertaining to nurse education across the European Chapters.
  • To promote educational development for nursing across the European Chapters.
  • To track the progress and activities of the Education subcommittee against the provided planning.
  • To seek out and identify sources of funding. 
  • To support across Chapters working of Sigma representatives.

Leadership Development 

Internationally, there is a drive to nurture leadership development in novice and newly qualified nurses through educational programmes, which are viewed as essential to strengthen the workforce (WHO, 2020). Leadership development in learner nurses can be problematic due to several factors. Leadership is a competency that should be developed over time and supported in both academic and clinical settings, commencing on entry to pre-registration programmes (Pepin et al., 2011; National Health Service Leadership Academy, 2011). However, preparation for clinical leadership often only occurs towards the end of pre-registration nursing programmes, during the second and third years, leaving newly qualified nurses underprepared for their role on qualification (Halstead, 2013; Scammell et al., 2020).

Details of the ongoing collaborative research and activities of NEIG members are listed below.  

Collaboration by NEIG members has resulted in research outputs and provided an evidence base 

1. Learning to lead: A scoping review of undergraduate nurse education.

Scammell JME, Apostolo JLA, Bianchi M, Costa RDP, Jack K, Luiking ML, Nilsson S. J Nurs Manag. 2020 Apr;28(3):756-765.Epub 2020 Feb 20. PMID: 31909519 doi: 10.1111/jonm.12951


Aim: To explore undergraduate students' preparation for leadership roles upon registration.

Background: Effective leadership is vital when promoting positive workplace cultures and high-quality care provision. However, newly registered nurses are not always well-prepared for leadership roles.

Evaluation: A scoping review of primary research published in English between 2009 and 2019 was undertaken. Data were analysed using an adapted version of Arksey and O'Malleys' (2005. International Journal of Social Research Methodology: Theory and Practice, 8, 19) framework. Nine papers met the review eligibility criteria.

Key issues: Findings revealed three themes: leadership education content; positioning of leadership education within the nursing programme; and teaching and learning delivery.

Conclusions: The review highlighted some agreement about the knowledge, skills and behaviours to be addressed in leadership education. What varied more was the pedagogical methods used to deliver this, the extent of its integration throughout the programme and the nature of collaborative academic-practice working to ensure good quality clinical supervision.

Implications for nursing management: (a) Students must be exposed to positive leadership practices during clinical placements to facilitate theory-practice integration. (b) Bullying negatively impacts on students' self-efficacy whereas positive role modelling from registered nurses supports development of leadership competence. (c) Leadership theory and competence should be introduced early and revisited throughout the programme.

2. Clinical leadership in nursing students: A concept analysis.

Jack K, Bianchi M, Costa RDP, Grinberg K, Harnett G, Luiking ML, Nilsson S, Scammell JME. Nurse Educ Today. 2022 Jan;108:105173. Epub 2021 Oct 18  10.1016/j.nedt.2021.105173

Objectives: To undertake a concept analysis of clinical leadership in nursing students.

Design: Concept analysis.

Data sources: A comprehensive search was conducted using the Cumulative Index of Nursing and Allied Health Literature (CINAHL), Medline and PsychINFO using the following search terms: clinical leadership AND management AND preregistration OR pre-registration OR undergraduate AND nursing student* OR student nurse*.

Review methods: Nursing student clinical leadership was explored using the eight-step process of concept analysis proposed by Walker and Avant (2014).

Results: The defining attributes included effective interpersonal communication skills, contemporary clinical knowledge and being a role model to others.

Conclusion: This concept analysis provides a definition of clinical leadership in nursing students. It will support understanding of the concept and how it is enacted in clinical placement settings.

3. Project title:  Investigating undergraduate nursing students’ clinical leadership behaviours in two countries: A survey study
A pilot study is underway in Israel and England. Ethical approval in both countries was acquired.

4. NEIG dissemination: Links to Sigma European Regional Research Conference June 2022 and Sigma Research Congress July 2022 presentations will be available shortly. 

Current membership:  

  • Marie-Louise Luiking, Leiden University Medical Centre, The Netherlands.
  • Sue Baron Bournemouth University, England. 
  • Monica Bianchi, The University of Applied Sciences and Arts of Southern Switzerland (SUPSI), Switzerland. 
  • Joana Sofia Dias Pereira de Sousa, Polytechnic Institute of Leiria, Portugal. 
  • Keren Grinberg, Ruppin Academic Centre, Israel. 
  • Sigalit Warshawski, Tel-Aviv University, Israel.
  • Gerardina Harnett, Munster Technological University, Ireland.
  • Kate Frazer, University College Dublin, Ireland.
  • Lira Titta, Eastern University of Finland
  • Annamaria.Bagnasco University of Genoa, Italy
  • Kristina Mountain Queen Margrets University, Edinburgh, Scotland.