Leadership is vital to the future of the nursing profession. Baby boomer nurses hold a majority of the leadership positions in nursing and are now retiring, leaving a large number of leadership positions open. This void provides younger nurses the opportunity to step into leadership positions early in their careers. Nursing faculty are poised to impact the future of nursing through motivating and influencing students to pursue leadership positions. This dissertation study explores the concepts of motivation and leadership in undergraduate nursing education. Empowering students to move forward into leadership opportunities is key to nurses having a voice in changing the future of healthcare.

The first manuscript, When Push Comes to Shove: A Comparative Concept Analysis of Motivation and Coercion in Nursing Education, introduces the concepts of motivation and coercion. It provides an understanding of the consequences of motivational power interactions for creating professional, satisfied, and empowered nursing students. The second manuscript, Effects of Nursing Education on Leadership Self-Efficacy, Motivation, and Intent to Lead, builds on the concept of motivation in nursing education related to leadership. This study examined the effects of a baccalaureate nursing leadership course on student leadership self-efficacy, motivation to lead, and the intent to lead. A modification of Chan and Drasgow’s (2001), Theory of Leadership Development was used as a framework to guide this descriptive pre-course- post-course study design. Understanding the effects of nursing leadership education in motivating students to become leaders can shape nursing education and potentially the future leaders of nursing.

Date of publication

Fall 11-20-2018

Document Type

Dissertation (Local Only Access)



Persistent identifier


Committee members

Susan Yarbrough, PhD; Danita Alfred, PhD; Pam Martin, PhD; Jodie Gary, PhD


Doctor of Philosophy in Nursing