Embedding the best practice principles of clinical leadership development within a multidimensional model of clinical leadership provides a promising approach to: equipping the healthcare leader with those transferable leadership skills required to help them embark on a journey of lifelong leadership learning; and producing the healthcare leader who is caring, compassionate and can confidently and effectively transform community services.
This article reports on a training needs analysis (TNA) project, undertaken with three different hospital trusts in England, that uses a work-based and action-learning approach. It relates to the format of the projects and the identification of training needs for healthcare practitioners. A second article will report on the implementation of TNA in one trust after completion of the project. The work is important for nurse managers and leaders responsible for continuing professional development budgets. The project was targeted at the delivery of trust priorities and offered potential for a different way of working designed to meet new and emerging NHS organisational requirements. In addition, given its multidisciplinary nature, it offered the facility to work with multidisciplinary clinical colleagues to explore different learning and development opportunities and issues.
Background: A responsive and innovative postgraduate programme curriculum that produces an effective and competent multi professional healthcare leader whom can lead within the United Kingdom (UK) and international healthcare context offers a promising approach to contributing towards the challenging global healthcare agenda Aims: The aim of the study is to evaluate the impact of utilising constructive alignment curricular methodology incorporating the Patchwork Text Assessment on the healthcare leadership development of UK and international postgraduate students Results: Four key themes emerged demonstrating how the success of constructive alignment and the Patchwork Text Assessment in promoting deep learning for UK and international postgraduate healthcare leadership students is underpinned by principles of good practice and these include: a) Curriculum planners incorporating work based learning activities into the generated learning activities b) Curriculum planners creating the best learning environment so the student can achieve the learning activities c) Providing the learning activities that reflect the real world of healthcare leadership d) Providing students with opportunities to contextualise theory and practice through relevant patchwork activity and learning activities e) Equipping students with the transferable postgraduate skills (through learning activities and patch working) to embark on a journey of lifelong learning and continuous professional development f) Targeting the postgraduate programme /module intended learning outcomes and assessment patches against contemporary leadership qualities frameworks g) Providing students with opportunities to reflect in multi-professional groups that remain constant in terms of facilitator and supervisor h) Creating the learning opportunities for students to apply their learning to their own healthcare organisation
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