The administrative and educational practices of shared governance in baccalaureate nursing programs in the state of Tennessee

The purpose of this study was to determine the practices of shared governance leadership in approved baccalaureate nursing programs in the state of Tennessee and to identify the skills and experiences that graduate nurses need to function in health care organizations that practice shared governance. Quantitative and qualitative methods were employed through the use of a Leadership Survey and semi-structured interview guide. These instruments were specifically developed from leadership characteristics and dimensions defined in the literature and research questions to address the study. Eight schools of nursing in the state of Tennessee participated in the survey phase of data collection. One hundred sixty-seven surveys were mailed to potential participants. Eighty-nine (53%) surveys were returned. Thirty-four participants were willing to be interviewed; 18 participants representing five of the eight schools of nursing, were subsequently interviewed. Survey data were analyzed using frequency distribution and Chi Square. Interviews were audiotaped and transcriptions were analyzed using the content analysis method. The following findings emerged when comparisons were made between groups of survey participants: Perceptions of shared governance practices varied among groups depending on education and experience. For example survey participants with administrative titles stated they modeled the shared governance leadership style. Master's prepared survey participants stated that shared governance was used between nursing administrators and faculty; however, they were either undecided or stated that shared governance was not used with nursing students. Doctoral prepared survey participants perceived the use of shared governance at all levels more frequently than did master's prepared participants. Some survey participants employed 14 years or more stated that the chief nursing administrator at their school did not practice shared governance. Survey participants with tenure stated that faculty and nursing students were more likely to practice shared governance than was the chief nursing administrator. The following conclusions emerged from findings: The majority of survey and interview participants believed nursing students should learn and experience practices of shared governance in classrooms and clinical agencies. However, some participants were unable to describe how that would be accomplished because they did not have knowledge or experience with shared governance concepts. Survey and interview participants also provided information about the current administrative leadership structures at their nursing school. Participants had different understandings of the term shared governance; therefore, a wide variety of perceptions about its use and effectiveness were delineated from data analysis. The majority of survey and interview participants believed they had professional autonomy in some of their roles. Interviewees' perceptions of professional autonomy were influenced by the number of years they had been employed at the school and their academic responsibilities. Based on responses, the researcher concluded that committee structures were utilized to empower faculty in decision-making. Nursing leadership at participating schools was multidirectional. Participants stated that they had many opportunities to provide input and influence decisions.