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Board Leadership Development: The Key to

Effective Nursing Leadership in the 21st Century
Elizabeth A. Carlson, PhD, RN, Marilyn Klakovich, DNSc, RN, NEA, BC, Sharon K. Broscious,
RN, DSN, Sandi Delack, RN, MEd, NCSN, Maria Roche-Dean, MS, RN, Kristin Hittle, RN,
MSN, CPNC-AC, CCRN, Mansour Olawale Jumaa, DProf, CMgr, MBA, RN, FWACN,
Mary W. Stewart, PhD, RN, and Prissana Alston, MA, RN, NEA-BC

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READING THIS ISSUE
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hour is 60 minutes of instruction. This is a Learner-paced Program. Vindico
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hour certificate will be awarded 4-6 weeks following receipt of your completed
Registration Form, including the Evaluation portion. To obtain contact hours:
1. Read the article: “Board Leadership Development: The Key to Effective
Nursing Leadership in the 21st Century,” on pages 107-113, carefully
noting the tables and other illustrative materials that are provided to
enhance your knowledge and understanding of the content.
2. Read each question and record your answers. After completing all
questions, compare your answers to those provided within this issue.
3. Type or print your full name and address and your Social Security number
in the spaces provided on the Registration Form. Indicate the total time
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completing the activity.
4. Forward the completed Registration Form with your check or money order
for $15 made payable to JCEN-CNE. Payment must be in U.S. dollars
drawn on a U.S. bank. This activity is valid from March 1, 2011, to February
28, 2013.
Vindico Medical Education is an approved provider of continuing nursing
education by the New Jersey State Nurses Association, an accredited
approver by the American Nurses Credentialing Center’s Commission
on Accreditation. P188-6/09-12.
This activity is co-provided by Vindico Medical Education and The Journal of
Continuing Education in Nursing.
Objectives: After studying the article, “Board Leadership Development: The
Key to Effective Nursing Leadership in the 21st Century,” in this issue, the
participant will:
1. Discuss the critical need for board leadership development for nurses.
2. Describe the Sigma Theta Tau International Board Leadership Development
program and its components.
3. Discuss the role mentors have in creating future board members.
4. Explain the benefits and barriers of a board leadership development pro-
gram.
5. Discuss the elements necessary for a self-developed board leadership
program.
AUTHOR DISCLOSURE STATEMENT
The authors disclose that they have no significant financial interests in any
product or class of products discussed directly or indirectly in this activity, in-
cluding research support.
COMMERCIAL SUPPORT STATEMENT
All author(s) and planners have agreed that this activity will be free of bias.
There is no commercial company support for this activity. There is no noncom-
mercial support for this activity.
abstract
This article discusses the need for board leadership de-
velopment of nurses. The authors provide an overview of the
Sigma Theta Tau International Board Leadership Develop-
ment program based on the experiences of nine Fellows who
completed the program. Elements necessary for a self-devel-
oped board leadership development program are present-
ed. Rationale is discussed as to why the Sigma Theta Tau
Board Leadership Development program and future similar
programs need to include the critical success factors in the
development of nurses as board members. The authors dis-
cuss the variety of professional and personal benefits of a
program of this importance.
J Contin Educ Nurs 2011;42(3):107-113.
Dr. Carlson is Associate Professor, Rush University College of
Nursing, Chicago, Illinois. Dr. Klakovich is Director of Continuing
Education, Azusa Pacific University, Azusa, California; and Online
Faculty, University of Phoenix, Phoenix, Arizona. Dr. Broscious is As-
sociate Professor and Program Director, South University, Richmond,
Virginia. Ms. Delack is President, National Association of School
Nurses, Silver Spring, Maryland. Ms. Roche-Dean is Faculty Member,
SUNY Institute of Technology Utica/Rome, New York. Ms. Hittle is
Pediatric Nurse Practitioner, Children’s Medical Center Dallas, Tex-
as. Dr. Jumaa is Chartered Manager, Executive Business Coach, and
CMI Program Director, Centre for Knowledge at Work, West Sussex,
United Kingdom. Dr. Stewart is Professor and Director of the PhD
Program, School of Nursing, University of Mississippi Medical Cen-
ter, Jackson, Mississippi. Ms. Alston is Assistant Vice President, Bronx,
Lebanon Hospital, Bronx, New York.
The authors disclose that they have no significant financial interests
in any product or class of products discussed directly or indirectly in this
activity, including research support.
Presented in part at the Sigma Theta Tau International 40th Biennial
Conference, October 31 to November 4, 2009, Indianapolis, Indiana.
Address correspondence to Elizabeth A. Carlson, PhD, RN, Rush
University College of Nursing, Department of Adult and Gerontologi-
cal Health, 1064D Armour Academic Center, 600 S. Paulina, Chicago,
IL 60612. E-mail: elizabeth_carlson@rush.edu.
Received: June 4, 2010; Accepted: October 19, 2010; Posted: De-
cember 8, 2010.
doi:10.3928/00220124-20101201-03

The Journal of Continuing Education in Nursing · Vol 42, No 3, 2011 107

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S igma Theta Tau International (STTI), through its In-
ternational Leadership Institute, has responded to
member requests and “focused on developing leader-
ship by supporting honor society members’ contribu-
tions to the health of their communities and the world”
(STTI, 2005, p. 6). STTI defined a leader as “someone
who influences people, organizations, and situations to
bring about transforming change (in clinical, education,
administration, research, and policy)” (STTI, 2005, pp.
5-6).
The basic qualities of leadership—such as vision,
passion, integrity, and tenacity, in addition to strong
communication skills, the ability to collaborate, and a
willingness to share and take risks—are in part what
bring individuals into the nursing profession. Given
their unique sensitivity to patients within the context of
family and community, nurses inherently are expected
to be leaders. Nurses must be able to synthesize stimuli
from the world around them and make sense of the in-
formation to provide the best care and education for
patients and families. Nurses understand how to work
within a team, sometimes as leader, always as learner,
and sometimes in a more flexible role in which they
must assent to perform other key functions. Because
the ultimate goal of leadership is to create a link to the
future so that the profession may continue to advance
and flourish for the benefit of the population it serves,
STTI created the Board Leadership Development
(BLD) program under the auspices of the International
Leadership Institute.
This article discusses the need for nurses to serve
in board-level leadership positions. A strong case can
be made for the development of nurses to assume
board-level leadership. STTI identified this need and
developed the BLD program for the express purpose
of developing board leaders. This article provides an
overview of the STTI BLD program based on the ex-
periences of Fellows, discusses critical success factors
in the development of nurses as board members, and
describes a self-created alternative to the BLD for in-
dividual nurses who are interested in becoming board
members.
The Need for Leadership Development
Nursing Leadership
Because of the current turbulent state of the health care
industry, the need for effective leadership is increasing. As
a result, there is a growing demand from key stakeholders
for nursing leadership. For the eighth consecutive year, re-
spondents to Gallup’s annual survey of professions voted
nursing the most trusted profession in the United States
(Saad, 2009). To maintain this level of trust, nurses must
108
continue to advocate for their patients and ensure quality
evidence-based care. Nurses are obligated to lead the way
in defining and setting safe standards of care and work-
ing with administrators and policymakers to ensure that
these standards are met. Prybil (2007) cited a 2006 survey
of governing board oversight of the quality of patient care
in 562 hospitals, in which 65% of the respondents (365 of
562) indicated that “nurses are . . . ‘involved in setting the
quality agenda for the organization’” (p. 2). Nurses not
only set the quality agenda at the organizational level but
also should—and must—assume board leadership roles to
exercise their leadership expertise in a broader forum.
A new survey, Nursing Leadership From Bedside
to Boardroom: Opinion Leaders’ Perceptions (Robert
Wood Johnson Foundation, 2010), found that an over-
whelming majority of opinion leaders say that nurses
should have more influence in every area of health care,
from reducing medical errors to increasing the quality
of care, promoting wellness, improving efficiency, and
cutting costs. However, these opinion leaders—who
include insurance, corporate, health services, govern-
ment, and industry thought leaders, as well as univer-
sity faculty—see significant barriers that prevent nurses
from fully participating as leaders in health and health
care. In response to the survey results, Reed V. Tuckson,
Executive Vice President and Chief of Medical Affairs,
UnitedHealth Group, noted, “It is essential that we do
more to support nurses in taking on leadership positions
and ensure that they have a place and a voice at deci-
sion-making tables” (Robert Wood Johnson Founda-
tion, 2010, ¶ 8).
Board Leadership Development
The need for nursing leadership at the board level
is clear. Prybil (2009) stated that boards have long rec-
ognized physician involvement in hospital governance,
but nursing involvement is not as prevalent. In 2005, a
study of 14 U.S. nonprofit general hospitals found that
52 (26%) of 203 board positions were held by physi-
cians, whereas a mere 2%, or 4 of 203 board positions,
were held by nurses (Prybil, 2007; Prybil et al., 2005).
Similar results were seen on review of nonprofit com-
munity health systems. Only 48 (2.4%) of 2,046 voting
board members were nurses. A slightly higher percent-
age of nurses (3.7%) serve on boards for systems that
are part of larger parent organizations than serve on
boards for independent systems (1.6%). The percent-
age of physicians serving as voting board members for
these boards remains similar to previous reports, at
approximately 22% (Prybil, 2007; Prybil et al., 2005).
These data show that nurses are not sufficiently repre-
sented on hospital boards, and efforts to increase their
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involvement on boards should be encouraged and sup-
ported through professional development or continu-
ing education activities.
Organizations often groom leaders for positions be-
fore elevating them to leadership roles within the or-
ganization. Leadership development occurs through
both formal and informal education, thus allowing an
easier transition into a leadership position and increas-
ing a leader’s capacity to have an effect. Executive skills
are valuable and enrich one’s career. In business, where
maintaining global leadership is vital to sustainability,
corporate leaders view networking and mentoring as
professional obligations. Development of professional
leaders in the workplace can result in leadership in other
noncorporate forums as well (Ketter, 2007).
The structure of many organizations results in nu-
merous tiers of leaders. Although each level of leader-
ship has a sphere of influence, leadership at the board
level is responsible for creating the vision and mission of
an organization. Therefore, to exert as much influence as
possible, nurses must serve as board members.
Nursing Leadership Development
Nursing education focuses primarily on understand-
ing the science of human beings, caring for patients, and
working in a collaborative health care environment.
General leadership education is introduced, but is not
a primary focus of nursing education. The skills nurses
gain at the bedside and in midlevel management positions
are transferable to other situations and settings; nursing
leaders must help novice nurses to recognize these skills
and understand their application in more complex orga-
nizations requiring higher-level skills.
Nurses possess the capacity to lead and often provide
leadership thorough mentoring, although they tend to
carry out these duties unobtrusively on a one-on-one
basis. The consequence of this quiet leadership is the
diminished visibility of nurses in these leadership roles.
The process of nursing leadership education tends to oc-
cur informally through professional development activi-
ties and daily responsibilities (Tourangeau, 2003).
The nursing profession must be deliberate about
bringing attention to the leadership it provides. Because
of their depth of knowledge and wide array of skills,
nurses are perfectly poised to serve on national and in-
ternational boards. Cultivating the innate leadership
abilities of nurses by giving them the opportunity to fill
board leadership roles supports and encourages the ap-
propriate formal education and development of future
nurse leaders. Whether serving within health care orga-
nizations or within the community, nurses who partici-
pate in formal leadership education reap many benefits.
The Journal of Continuing Education in Nursing · Vol 42, No 3, 2011
However, to date, there are few formal mentoring and
educational programs for nurses who want to serve on
national or international boards or in leadership posi-
tions (Zarnitz, 2006).
Nurses must look to the business world and model
leadership training after examples found there. Through-
out their careers, leaders in business benefit from infor-
mal leadership education. Programs designed to support
a professional’s development to serve as a board member
have shown benefits (Paton, Mordaunt, & Cornforth,
2007; Steinert, Nasmith, McLeod, & Conochie, 2003).
Through formal education focused on advancing board
leadership skills, participants are reminded of skills they
use daily that are essential to formal leadership. Formal
leadership development instills confidence and builds the
participant’s energy to serve (Novak, 2007). With formal
mentoring occurring in other professions successfully,
application of these same principles by the nursing pro-
fession is essential to ensure the presence of a nursing
voice in global leadership.
Board leadership mentoring for nurses provides an
opportunity for emerging nursing leaders to harness
the intellectual capital of the best and brightest already
serving on national and international boards. Leadership
development offers the opportunity for future nurse
leaders to understand the direction of the profession and
convey this message in a way that increases nursing’s
visibility in a positive manner. STTI’s BLD program ad-
dresses this need.
According to Jumaa (2008), the BLD program devel-
ops a board-level nurse leader who will be a mapmaker
and keen participant in the process of knowledge cre-
ation while enhancing personal meaning and promot-
ing useful and relevant nursing and health care practice.
In essence, the BLD program creates nurse leaders at
the board level who have the capability to move beyond
subject- and discipline-specific expertise and engage
with what Schon (1987) termed the “swampy lowland”
of practice. Jumaa and Picard (2008) asserted that the
BLD program increases knowledge, skills, and attitudes
in the following areas: the core aspects of trusteeship; an
organization’s vision, mission, and strategic goals; fidu-
ciary responsibilities of a board; board and staff part-
nerships; strategic thinking and planning; and genera-
tive governance.
The Sigma Theta Tau International Board
Leadership Development Program
STTI created the BLD program in 2004 as part of
the Leadership Institute. This 2-year program prepares
nurse leaders to participate on national and international
boards. Through a structured educational program, the
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SIDEBAR 1
Board Leadership Development Readings
Year 1
Ingram, R. T. (2003). Ten basic responsibilities of nonprofit boards. Book One of the BoardSource Governance Series, Revised Edition.
Washington, DC: BoardSource.
Lang, A. S. (2007). Financial responsibilities of nonprofit boards. Book Two of the BoardSource Governance Series, Revised Edition.
Washington, DC: BoardSource.
Dambach, C. F. (2003). Structures and practices of nonprofit boards. Book Three of the BoardSource Governance Series. Washington,
DC: BoardSource.
Greenfield, J. M. (2003). Fundraising responsibilities of nonprofit boards. Book Four of the BoardSource Governance Series. Washing-
ton, DC: BoardSource.
Hopkins, B. R. (2007). Legal responsibilities of nonprofit boards. Book Five of the BoardSource Governance Series, Revised Edition.
Washington, DC: BoardSource.
Grace, K. S. (2003). The nonprofit board’s role in setting and advancing the mission. Book Six of the BoardSource Governance Series.
Washington, DC: BoardSource.
Yankey, J. A., & McClellan, A. (2003). The nonprofit board’s role in planning and evaluation. Book Seven of the BoardSource Gover-
nance Series. Washington, DC: BoardSource.
Chait, R. P. (2003). How to help your board govern more and manage less. Book Eight of the BoardSource Governance Series, Re-
vised Edition. Washington, DC: BoardSource.
Gale, R. L. (2003). Leadership roles in nonprofit governance. Book Nine of the BoardSource Governance Series. Washington, DC:
BoardSource.
Year 2
Chait, R. P., Ryan, W. P., & Taylor, B. E. (2005). Governance as leadership: Reframing the work of nonprofit boards. Hoboken, NJ: John
Wiley & Sons.

participants develop the requisite knowledge and skills
to be effective board members.
The authors were Fellows in the BLD program, which
began with the application process on the STTI website
(www.nursingsociety.org). The requirements included
submission of the application form, a personal state-
ment of interest, a résumé, a letter of endorsement from
a chapter or employer, and a professional or personal let-
ter of endorsement. A fee is required for participation in
the program.
After acceptance into the program, the Fellows at-
tended a 3-day continuing education course focused on
the core aspects of nonprofit board leadership presented
by nursing leaders from STTI. Key concepts covered in
the course included leadership styles, board versus or-
ganization staff roles and responsibilities, development
and fundraising, legal issues, stewardship and generative
governance, and strategic thinking. The Fellows assessed
their personal leadership and governance competencies.
This information was used to devise a personal action
plan that pinpointed specific BLD content and mentor-
ing development needs (STTI, n.d.). The Fellows be-
came acquainted and built relationships, not only among
themselves but also with other STTI members, leaders,
and staff members.
Another component of the program involved re-
quired readings and online discussions, in which BLD
coordinators posed questions and the Fellows shared re-
sponses based on readings and board experiences. The
nine BoardSource books provided an excellent overview
and reinforced the key concepts covered in the continu-
ing education program. A second-year reading list was
also provided (Sidebar 1).
The final component of the program was the identifi-
cation of a board member who served as a mentor to the
Fellow. The mentor facilitated entrée to a board and al-
lowed shadowing to observe the role of board members.
Fellows discussed their observations with their mentors
and made comparisons between the board functions ob-
served and information gained from the readings. At the
conclusion of Phase II of the BLD, Fellows were expect-
ed to “be familiar with reliable sources of information
and continuing education on governance to support life-
long learning related to board leadership development”
(STTI, n.d.). Key content and learning acquired during
this phase included professional respect among board
members and the ability to disagree but work together;
observation and clarification of board members’ roles;
the board’s focus on the mission and vision of the organi-
zation in guiding board decisions; and the importance of
diverse backgrounds and perspectives of board members.
On completion of the BLD program, Fellows earned up
to 100 contact hours for continuing education. To date,
39 Fellows have completed the program.

110 Copyright © SLACK Incorporated

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SIDEBAR 2
guidelines for a self-created board leadership program
A self-created program can be developed, but it is important to ensure that critical success factors, features of the process that are of
particular importance for program participants (Johnson, Scholes, & Whittington, 2005), are included. Failure to design programs that
address critical success factors make the program ineffective. Two critical success factors are identified as necessary for an effec-
tive board leadership development program: knowledge input and the role of mentors in the program. Knowledge input results in a
certain common language necessary to execute the board leadership role effectively. The role of mentors, although rooted in practice,
nevertheless requires that each mentor assigned to the program have relevant board leadership development knowledge (Nonaka,
1991). The success of any board leadership development program demands a symbiotic relationship between theory and practice and
a seamless integration of tacit and explicit knowledge, making the role of the mentor of crucial importance. The success of a program
of this nature relies on anticipating and overcoming certain barriers. A program meeting the lifelong learning needs of the professional
nurse can be developed through an individual, learner-created, self-paced, self-directed program on board membership, using numer-
ous websites that provide introductory information about nonprofit or corporate board membership, organization, and governance, and
the roles of members.
Formal classes—such as conferences, webinars, or academic offerings—that are noncredit or continuing education or that result in
undergraduate or graduate credits are available. Informal learning is available through reputable websites or by reviewing any of the
many books available on board membership and board roles (Sidebar 1). All of these educational support materials help to identify
best practices for the role of a board member.
The most important aspect of a self-directed program is the board experience itself. Organizations that fit one’s interests and expertise
in health care can be identified through web searching (Dawson & Freed, 2008). Selection of an organization that stimulates one’s
passion enriches the board experience. It is important to identify several organizations that are of interest and meet one’s personal
needs, while considering location, distance, and time commitment. Evans (2009) suggested considering opportunities to participate
on boards of local nonprofit hospitals as a starting point. In addition, there are several websites available that assist in matching an
individual’s expertise with boards that have a need. When reviewing possible board experiences, it is important to be aware that, in
addition to expertise, nonprofit boards may be interested in diversifying their membership, based on ethnic/racial considerations, age,
experience, or skill sets (Daley, 2002).
Before contacting the executive director or the president of the board to make an introduction and discuss plans for the mentorship
experience, it is important to learn about the organization. Having an understanding of the organization and board operations demon-
strates a commitment to the experience by being prepared. The mentorship plan should include a curriculum vitae (résumé), previous
leadership experiences or skills, goals for the mentorship experience, the mentor’s responsibilities, and the time frame. The final step
in this learning process is active attendance at board meetings throughout the planned mentorship experience. The knowledge gained
from the mentorship experience provides the foundation for participation as a leader on the local, national, or international board level.

Benefits and Barriers to Participating
in a Board Leadership Development
Program
Board membership by nurses is needed; thus, a
strong case exists for the development of nurses to as-
sume board-level leadership. Nurses possess many of
the skills required for board positions; however, further
development of these skills requires two complementary
approaches. Knowledge specific to board leadership is
needed, and can then be applied in an experiential man-
ner. For adult learners, learning occurs best when it takes
place in a meaningful setting and when current or new
knowledge is applied immediately. The best way to learn
board leadership is to be immersed in the experience.
Knowledge acquisition alone is inadequate for skill de-
velopment.
The Fellows found that immersion in board activities
through working with their mentors was a key factor
in meeting their professional objectives. Mentors held
national or international board positions, such as presi-
dent, president elect, vice president, chief executive of-
ficer, and chief operating officer. Fellows had access to
the organizational work of boards, including manage-
ment and planning, through their mentors. The types
of opportunities afforded to the Fellows included par-
ticipation in pivotal organizational governance changes
for a national organization, publication, involvement in
the strategic planning process, and board-level political
activism.
Benefits to the individual Fellows occurred on both
a personal and a professional level. Board membership
provides nurses with an exciting opportunity to estab-
lish or work with an organization whose focus connects
with their own passions. As professionals, nurses are
committed to lifelong learning, and they look to broad-
en their knowledge base in many areas. Knowledge
specific to board function and skills gained can benefit
nurses not only in board leadership positions, but also
with employers, professional organizations, and volun-
teer groups. Board membership broadens a nurse’s scope
of influence as a change agent. It is at the board level
that nursing expertise shapes the programs and services
made available to the community that the organization
serves. The board experience provides networking op-
portunities with individuals or groups with whom the
nurse may not typically interact. A board leadership role

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key points
Nursing Leadership
Carlson, E. A., Klakovich, M., Broscious, S. K., Delack, S., Roche-
Dean, M., Hittle, K., Jumaa, M. O., Stewart, M. W., Alston, P. (2011).
Board Leadership Development: The Key to Effective Nursing
Leadership in the 21st Century. The Journal of Continuing Edu-
cation in Nursing, 42(3), 107-113.
1 Board leadership is a natural extension of using the expertise
of nurses.
2 Nurses have a broad perspective on the world and can act as
change agents.
3 Effective board leadership can be learned through knowledge
and experience.
increases the visibility of nursing as a profession and of
the individual nurse associated with a specific agency or
institution. Board membership allows the professional
nurse to give back to the community, whether on a local,
national, or international level.
Additional benefits include the development of strong
professional relationships among the Fellows. Collabo-
ration by networking and sharing professional opportu-
nities models the process learned in the BLD program.
The Fellows presented their experience as BLD Fellows
at the STTI’s 40th Biennial Conference, in Indianapolis,
Indiana, October 31 to November 4, 2009, as a way to
inform nurses of the opportunities offered though this
program and the role of nurses in board leadership po-
sitions. Recognition of the knowledge and skills gained
through this program has resulted in increased Fellow
participation in STTI and other professional organiza-
tions.
The types of barriers that may hinder the effective
development of nurses as leaders on boards are multi-
factorial. The barriers are related to resources: time, hu-
man, energy/estates/equipment, information, material,
and money (Phillips, 2005). BLD Fellows encountered
many of these barriers. Fellows noted the differences
in skills between mentors. Some mentors were more
knowledgeable about the role than others. This created
what Nonaka (1991) termed the “knowing-doing gap.”
In some cases, this gap resulted in a lack of effective
transfer of the relevant knowledge that forms the basis
for leadership actions at the board level. Inconsistency
in mentoring experiences could be addressed by provid-
ing the mentors with the goals of the BLD program, the
educational materials used by the Fellows, and a clear set
of mentor expectations.
112
Not all nurses who are interested in developing board
leadership skills can avail themselves of a structured pro-
gram as previously described. Alternative approaches
to the formalized BLD program exist and are described
in Sidebar 2. Sidebar 2 shows suggested critical success
factors and how to proceed with the development of a
learner-created program.
Conclusion
Nurses can make substantive contributions that stem
from a realistic understanding of board functions. When
nurses participate in opportunities for BLD, they are
preparing for a seat at “the table.” Huston and Thomp-
son stated it clearly: “The chief responsibility of the
board is to be effective on behalf of the organization”
(C. J. Huston, President of STTI, & P. E. Thompson,
CEO of STTI, personal communication, June 2008).
Regardless of the mission of the organization, devel-
opment of nurses as board members will result in their
knowledge and skills influencing board decisions and
improving the effectiveness of the organization. For this
reason, nurses must participate in board leadership de-
velopment activities to prepare them to assume board-
level leadership.
References
Daley, J. M. (2002). An action guide for nonprofit board diversity.
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Dawson, S., & Freed, P. E. (2008). Nurse leadership: Making the most
of community service. The Journal of Continuing Education in
Nursing, 39(6), 268-273.
Evans, M. (2009). A different nursing shortage: While nurses govern pa-
tient floors at not-for-profit hospitals, few do the same on boards—
but that’s beginning to change. Modern Healthcare, 39(15), 28-30.
Johnson, G., Scholes, K., & Whittington, R. (2005). Exploring corpo-
rate strategy: Text and cases (7th ed.). Upper Saddle River, NJ: FT
Prentice Hall.
Jumaa, M. O. (2008). The ‘F.E.E.L.’ good factors in nursing leadership
at the board level through work-based learning. Journal of Nursing
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Jumaa, M., & Picard, C. (2008). Leadership: Service to the honor
society. Reflections on Nursing Leadership, 34(3). Retrieved
from www.reflectionsonnursingleadership.com/Pages/Vol34_3_
members_soc_Jumaa_Picard.aspx
Ketter, P. (2007). Leadership and learning. Training and Development,
61(3), 8.
Nonaka, I. (1991). The knowledge-creating company. Harvard Busi-
ness Review, 69, 96-104.
Novak, C. (2007). Match made. Training and Development, 61(3), 40-
44.
Paton, R., Mordaunt, J., & Cornforth, C. (2007). Beyond nonprofit
management education leadership development in a time of blurred
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tor Quarterly, 36(Suppl. 4), 148S-162S.
Phillips J. (2005). Knowledge is power: Using nursing information
management and leadership interventions to improve services to
patients, clients and users. Journal of Nursing Management, 13,
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524–536. Schon D. (1987). Educating the reflective practitioner. San Francisco,

Prybil, L. D. (2007). Nursing involvement in hospital governance.
Journal of Nursing Care Quality, 22(1), 1-3.
Prybil, L. D. (2009). Engaging nurses in governing hospitals and health
systems. Journal of Nursing Care Quality, 24(1), 5-9.
Prybil, L., Peterson, R., Price, J., Levey, S., Kruempel, D., & Brez-
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