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Learning Leadership is a framework that addresses the complex actions and decisions made by principals. Harris and Jones (2021) declared the need to deepen an understanding of how educational leaders support conditions inherent to learning organizations. This study sought to better understand how principals learn and support growth as a strategy for leading. Findings are presented from seven Alberta, Canada high schools where principals were asked to reflect on learning leadership. Open interviews generated data about learning as both an outcome and a method of leading. Interview data was analyzed through van Manen's (2016) three step interpretive scheme and yielded themes describing how high school principals mediated in-school realities with external expectations. Study findings indicate that principals who lead for learning and achievement were able to identify growth-minded solutions characterized by ethical and wise approaches.

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Applied Physiology, Nutrition & Metabolism is the property of Canadian Science Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim To describe new graduate nurses' transition experiences in Canadian healthcare settings by exploring the perspectives of new graduate nurses and nurse leaders in unit level roles. Background Supporting successful transition to practice is key to retaining new graduate nurses in the workforce and meeting future demand for healthcare services. Method A descriptive qualitative study using inductive content analysis of focus group and interview data from 42 new graduate nurses and 28 nurse leaders from seven Canadian provinces. Results New graduate nurses and nurse leaders identified similar factors that facilitate the transition to practice including formal orientation programmes, unit cultures that encourage constructive feedback and supportive mentors. Impediments including unanticipated changes to orientation length, inadequate staffing, uncivil unit cultures and heavy workloads. Conclusions The results show that new graduate nurses need access to transition support and resources and that nurse leaders often face organisational constraints in being able to support new graduate nurses. Implications for Nursing Management Organisations should ensure that nurse leaders have the resources they need to support the positive transition of new graduate nurses including adequate staffing and realistic workloads for both experienced and new nurses. Nurse leaders should work to create unit cultures that foster learning by encouraging new graduate nurses to ask questions and seek feedback without fear of criticism or incivility. [ABSTRACT FROM AUTHOR]

Background As the nursing profession ages, new graduate nurses are an invaluable health human resource. Objectives The purpose of this study was to investigate factors influencing new graduate nurses’ successful transition to their full professional role in Canadian hospital settings and to determine predictors of job and career satisfaction and turnover intentions over a one-year time period in their early employment. Design A national two-wave survey of new graduate nurses across Canada. Participants A random sample of 3906 Registered Nurses with less than 3 years of experience currently working in direct patient care was obtained from the provincial registry databases across Canada. At Time 1, 1020 of 3743 eligible nurses returned completed questionnaires (usable response rate = 27.3%). One year later, Time 1 respondents were mailed a follow-up survey; 406 returned a completed questionnaire (response rate = 39.8%). Methods Surveys containing standardized questionnaires were mailed to participants’ home address. Descriptive statistics, correlations, and hierarchical linear regression analyses were conducted using SPSS software. Results Overall, new graduate nurses were positive about their experiences and committed to nursing. However, over half of new nurses in the first year of practice reported high levels of emotional exhaustion and many witnessed or experienced incivility (24–42%) at work. Findings from hierarchical linear regression analyses revealed that situational and personal factors explained significant amounts of variance in new graduate nurses’ job and career satisfaction and turnover intentions. Cynicism was a significant predictor of all four outcomes one year later, while Psycap predicted job and career satisfaction and career turnover intentions. Conclusions Results provide a look into the worklife experiences of Canadian new graduate nurses over a one-year time period and identify factors that influence their job-related outcomes. These findings show that working conditions for new graduate nurses are generally positive and stable over time, although workplace mistreatment is an issue to be addressed. [ABSTRACT FROM AUTHOR]