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The study aims to assess the associated influencing oncology nurses’ perceptions of managers’ empowering leadership style and to examine the influence of sex, work experience, shift work, membership of an oncology nursing association or a scientific society, nursing educational level and specialised nursing training in oncology on oncology nurses’ perceptions of managers’ empowering leadership style and its subdimensions.
Descriptive cross-sectional study.
In March 2024, oncology nurses employed in oncology settings were invited to participate.
All Italian oncology nurses who were currently employed were eligible to participate.
The Italian version of the Empowering Leadership Questionnaire was used to assess nurses’ perceptions of managers’ performance in leading by example, participative decision-making, coaching, informing and demonstrating concern/interacting with the team.
A total of 298 nurses agreed to participate. The associated factors for an empowered leadership style across all subdimensions were sex (p=0.006) and the educational level in nursing (p=0.004). Participative decision-making, coaching, informing and demonstrating concern/interacting with the team subdimensions were associated with shift work. Participation in scientific associations (p=0.005) was also influential.
Exploring the data according to the nursing specialisation appeared intriguing, since it could be a more indicative suggestion for future interventions to implement an empowering leadership style in clinical nursing practice and better inform health policymakers to achieve the right solution in their health organisations.
To advocate for the systematic review as a rigorous, competency-aligned option for the Doctor of Nursing Practice (DNP) project.
A descriptive and conceptual analysis was used, drawing on existing literature, historical context, and a case study of a three-semester curriculum integrating systematic review methodology. Data sources included peer-reviewed research, professional guidelines, and faculty experience in teaching and mentoring DNP students.
Integrating systematic reviews as DNP projects equips students with competencies in evidence synthesis, critical appraisal, knowledge translation, and project management. A three-semester scaffolded approach to conducting a systematic review has the potential to foster strong student engagement, build essential skills, and prepare graduates to lead evidence-based practice change.
Systematic reviews meet DNP project criteria when paired with practice-focused implementation and evaluation components. This approach offers an alternative where site access, time, or feasibility limits primary data collection, while ensuring methodological rigor and professional relevance.
Adopting systematic reviews as DNP projects can reduce clinical site burden, expand project opportunities, and strengthen evidence-based practice capacity in nursing. Broader acceptance and standardization of this model could enhance practice-based doctoral education globally.
No Patient or Public Contribution.
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