Arkan, B., Ordin, Y., & Yılmaz, D. (2018). Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process. Nurse Education in Practice, 29, 127– 132.
Bakker, E. J., Verhaegh, K. J., Kox, J. H., van der Beek, A. J., Boot, C. R., Roelofs, P. D., & Francke, A. L. (2019). Late dropout from nursing education: An interview study of nursing students' experiences and reasons. Nurse Education in Practice, 39, 17– 25. https://doi.org/10.1016/j.nepr.2019.07.005
Bass, B. M., & Riggio, R. (2006). Transformational Leadership ( 2nd ed.). Psychology Press.
Beech, J, Bottery, S, Charlesworth, A, Evans, H, Gershlick, B, Hemmings, N, Imison, C, Kahtan, P, McKenna, H, Murray, R, & Palmer, B. (2019). Closing the gap: key areas for action on the health and care workforce. London: The Health Foundation, The King's Fund, Nuffield Trust. Online: www.kingsfund.org.uk/sites/default/files/2019-06/closing-the-gap-full-report2019.pdf
Brockbank, A., & McGill, I. (2007). Facilitating reflective learning in higher education ( 2nd ed.). SRHE/Open University Press.
Cant, R., Ryan, C., & Cooper, S. (2021). Nursing students' evaluation of clinical practice placements using the clinical learning environment, supervision and nurse teacher scale–A systematic review. Nurse Education Today, 104, 104983. https://doi.org/10.1016/j.nedt.2021.104983
Chatterton, C. (2019). Florence Nightingale, Nursing, and Healthcare Today, by Lynn McDonald.
Coventry, T. H., Maslin-Prothero, S. E., & Smith, G. (2015). Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: An integrative review. Journal of Advanced Nursing, 71(12), 2715– 2727. https://doi.org/10.1111/jan.12724
Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P. M., Paananen, T., & Chatterjee, G. E. (2021). The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies, 115, 103842.
Echevarria, I. M., Patterson, B. J., & Krouse, A. (2017). Predictors of transformational leadership of nurse managers. Journal of Nursing Management, 25(3), 167– 175. https://doi.org/10.4324/9781410617095
Enos, M. D., Kehrhahn, M. T., & Bell, A. (2003). Informal learning and the transfer of learning: How managers develop proficiency. Human Resource Development Quarterly, 14(4), 369– 387. https://doi.org/10.1002/hrdq.1074
Gardner, F., Fook, J., & White, S. (2006). Developing effectiveness in conditions of uncertainty. In S. White, J. Fook, & F. Gardner (Eds.), Critical reflection in health and social care. Open University Press.
Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). Can you see the real me? A self-based model of authentic leader and follower development. The Leadership Quarterly, 16, 343– 372. https://doi.org/10.1016/j.leaqua.2005.03.003
Hanson, S. E., MacLeod, M. L., & Schiller, C. J. (2018). ‘It's complicated’: Staff nurse perceptions of their influence on nursing students' learning. A qualitative descriptive study. Nurse Education Today, 63, 76– 80. https://doi.org/10.1016/j.nedt.2018.01.017
Hargett, C. W., Doty, J. P., Hauck, J. N., Webb, A. M., Cook, S. H., Tsipis, N. E., Neumann, J. A., Andolsek, K. M., & Taylor, D. C. (2017). Developing a model for effective leadership in healthcare: A concept mapping approach. Journal of Healthcare Leadership, 9, 69– 78. https://doi.org/10.2147/JHL.S141664
Health Foundation, The Kings Fund, Nuffield Trust. (2018). The health care workforce in England: Make or break? London: Health Foundation, The Kings Fund, Nuffield Trust. Online: www.kingsfund.org.uk/publications/healthcare-workforce-england
Kalyani, M. N., Jamshidi, N., Molazem, Z., Torabizadeh, C., & Sharif, F. (2019). How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ Open, 9(7), e028052. https://doi.org/10.1136/bmjopen-2018-028052
Kline, R. (2019). Leadership in the NHS. BMJ Leader, Published Online [1st September 2019], 3(4), 129– 132. https://doi.org/10.1136/leader-2019-000159
Labrague, L. J. (2021). Influence of nurse managers' toxic leadership behaviours on nurse-reported adverse events and quality of care. Journal of Nursing Management, 29(4), 855– 863. https://doi.org/10.1111/jonm.13228
Magnusson, C., ODriscoll, M., & Smith, P. (2007). New roles to support practice learning–can they facilitate expansion of placement capacity? Nurse Education Today, 27(6), 643– 650. https://doi.org/10.1016/j.nedt.2006.09.013
Mango, E. (2018). Rethinking leadership theories. Open Journal of Leadership, 7(01), 57– 88. https://doi.org/10.4236/ojl.2018.71005
Marsick, V. J., & Watkins, K. E. (1990). Informal and incidental learning in the workplace. Routledge.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in Progress. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Publishers.
Nash, K., & Garratt, A. (2021). Quality improvement in action. British Journal of Midwifery, 29(10), 546– 548. https://doi.org/10.12968/bjom.2021.29.10.546
National Audit Office. (2020). The NHS nursing workforce. HC 109 (session 2019–2021). Online: www.nao.org.uk/wpcontent/uploads/2020/03/The-NHS-nursing-workforce-Summary.pdf
Neergaard, M. A., Olesen, F., Andersen, R. S., & Sondergaard, J. (2009). Qualitative description–The poor cousin of health research? BMC Medical Research Methodology, 9(1), 1– 5. https://doi.org/10.1186/1471-2288-9-52
Nesbit, P. L. (2012). The role of self-reflection, emotional management of feedback, and self-regulation processes in self-directed leadership development. Human Resource Development Review, 11(2), 203– 226. https://doi.org/10.1177/1534484312439196
Nursing and Midwifery Council. (2020). Leavers survey 2019: Why do people leave the NMC register? London: Nursing and Midwifery Council. Online: www.nmc.org.uk/globalassets/sitedocuments/nmc-register/march-2020/nmcleavers-survey-2019.pdf
Panda, S., Dash, M., John, J., Rath, K., Debata, A., Swain, D., Mohanty, K., & Eustace-Cook, J. (2021). Challenges faced by student nurses and midwives in clinical learning environment–a systematic review and META-synthesis. Nurse Education Today, 101, 104875. https://doi.org/10.1016/j.nedt.2021.104875
Paton, M., Kuper, A., Paradis, E., Feilchenfeld, Z., & Whitehead, C. R. (2021). Tackling the void: The importance of addressing absences in the field of health professions education research. Advances in Health Sciences Education, 26(1), 5– 18. https://doi.org/10.1007/s10459-020-09966-x
Rafati, F., Rafati, S., & Khoshnood, Z. (2020). Perceived stress among Iranian nursing students in a clinical learning environment: A cross-sectional study. Advances in Medical Education and Practice, 11, 485– 491. https://doi.org/10.2147/AMEP.S259557
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334– 340. https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
Scott, E. S. (2018). Leading change. Leading and Managing in Nursing-E-Book, 320.
Sholl, S., Ajjawi, R., Allbutt, H., Butler, J., Jindal-Snape, D., Morrison, J., & Rees, C. (2017). Balancing health care education and patient care in the UK workplace: A realist synthesis. Medical Education, 51(8), 787– 801. https://doi.org/10.1111/medu.13290
Sihvola, S., Kvist, T., & Nurmeksela, A. (2022). Nurse leaders resilience and their role in supporting nurses resilience during the COVID-19 pandemic: A scoping review. Journal of Nursing Management, 1– 12. https://doi.org/10.1111/jonm.13640
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349– 357. https://doi.org/10.1093/intqhc/mzm042
van Diggele, C., Burgess, A., Roberts, C., & Mellis, C. (2020). Leadership in healthcare education. BMC Medical Education, 20(2), 1– 6. https://doi.org/10.1186/s12909-020-02288-x