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To compare the power styles that nurses perceive and expect from nurse managers at two time points. The study aims to investigate any changes in nurses' perceptions and expectations regarding the power styles of nurse managers over a six-year period.
Repeated cross-sectional desing.
The study was conducted with 158 nurses at Time-1 and 103 nurses at Time-2. Data were collected using the Personal Information Form and the Perceived Leadership Power Questionnaire. For data analysis, frequency and percentage distribution, arithmetic mean, t-test, and Cronbach's Alpha were applied.
It was determined that the power style most perceived by nurses in their nurse managers was Referent Power at Time-1 and Expert Power at Time-2, while the expected power style was Expert Power at both Time-1 and Time-2.
It was observed that the perceived power styles of nurse managers changed over the course of the study. The power styles perceived by the nurses were consistent with the power styles they expected.
The perceived power styles of nurse managers may change over time. Identifying this change could facilitate the determination of effective leadership and communication styles.
The study examined changes in nurses' perceptions of nurse managers' power styles over time. Nurses perceived Referent Power in Time-1 and Expert Power in Time-2, while expecting Expert Power in both periods. This research contributes to enhancing leadership in nursing, understanding power dynamics in nurse-manager relationships, and improving nursing care quality.
STROBE statement selected as EQUATOR checklist.
No Patient or Public Contribution.
This study aims to explore the research trends, thematic developments and future directions in doctoral education in nursing through a comprehensive bibliometric analysis.
Descriptive and bibliometric analyses were employed.
This study was based on 668 studies on doctoral nursing education retrieved from the Web of Science database. The data analysis and graphical presentation were conducted using the Bibliometrix Package in R software. Analytical techniques included keyword co-occurrence, trend topic and thematic mapping analyses.
Between 1971 and 2024, 668 studies on doctoral education in nursing were authored by 2132 researchers and published in 144 sources, including peer-reviewed journals and conference proceedings. The field exhibited an annual growth rate of 7.49%. A limited increase (2.42%) was noted between 1971 and 2000, while a marked rise (18.11%) occurred in 2001–2024. The Journal of Professional Nursing published the highest number of documents, while the United States was the leading country in terms of both the number of documents and citations. Highly cited works addressed doctoral types in nursing, challenges of doctoral education in nursing, factors affecting success, global perspectives and standardisation efforts. Informatics and mentoring were the most trending topics. The most frequently used author keywords were nurse education, nursing, doctoral education, nursing research, DNP and PhD.
Doctoral education in nursing is an active and developing field of study. It is seen that more research and especially international researcher cooperation are needed for the development of the field. Different country studies should be encouraged to ensure cultural diversity and inclusiveness in the field.
This study identifies key research gaps and emerging themes. Its findings provide a foundation for future research and can guide curriculum development, international collaboration and policy decisions in doctoral nursing education. It is also the first comprehensive bibliometric analysis conducted in this field.
No patient or public involvement.
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