Action learning: a tool for the development of strategic skills for Nurse Consultants?

Young, Sarah; Nixon, Eileen; Hinge, Denise; McFadyen, J. Grant; Wright, Vanessa; Lambert, Pauline; Pilkington, Carolyn; Newsome, Christine

doi:10.1111/j.1365-2834.2009.01059.x

Cited by 30 publications

(46 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In concordance with the literature (Lowe et al 2007, Young 2010) the students clearly valued the multi-professional membership and diverse roles of their peers that they were exposed to in their respective reflective groups. These were deliberately configured to expose students to different health and social care professionals and who operated at different levels within an organisation and the group membership remained static.…”

Section: Theme: the Importance Of Multi-professional Reflective Groupsmentioning

confidence: 71%

“…Students are required to share each of their assessment tasks within a reflective or action learning group (Lowe et al 2007, Young et al 2010. These groups provide students with the space where they support each other, enabling critical reflection and the bringing of new theory, knowledge and evidence to bear on the complexities of 'real world' leadership situations that can then be tested out and brought back to the group (Leigh et al 2012).…”

Section: Patchwork Text Assessment: Integral Component Of Construct Amentioning

confidence: 99%

See 1 more Smart Citation

The Patchwork Text Assessment – An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development

Leigh¹,

Rutherford²,

Wild³

et al. 2013

Journal of Education and Training Studies

View full text Add to dashboard Cite

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

show abstract

Section: Theme: the Importance Of Multi-professional Reflective Groupsmentioning

confidence: 71%

Section: Patchwork Text Assessment: Integral Component Of Construct Amentioning

confidence: 99%

The Patchwork Text Assessment – An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development

Leigh¹,

Rutherford²,

Wild³

et al. 2013

Journal of Education and Training Studies

View full text Add to dashboard Cite

show abstract

“…Multi-professional action-learning sets assist leaders to solve their own 'real world' leadership challenges, leading to the realisation that they are all facing similar issues. Action learning provides the opportunity to challenge each other within a safe learning environment (Leigh et al 2012, Young et al 2010). …”

Section: Discussionmentioning

confidence: 99%

Stakeholder Perspectives of an Approach to Healthcare Leadership Development through Use of a Multidimensional Leadership Development Conceptual Model

2017

View full text Add to dashboard Cite

Leadership is often the driver used to transform healthcare services. Healthcare leadership development is often situated around conceptual frameworks or leadership development models. The aim of the study reported here was to evaluate multistakeholder perspectives on leadership development when applying a Multidimensional Leadership Development Conceptual Model to post-graduate healthcare leadership programmes at a university in England. This exploratory qualitative study of healthcare leadership development comprised face-to-face interviews. Six interviews were undertaken with academics from a post-graduate leadership programme team, a family carer and service-user of health care services, and current United Kingdom students and former United Kingdom and international students who had undertaken the leadership development programme. Transcripts were thematically analysed. Three themes emerged: Expectations of the contemporary healthcare leader; Experiences of the Multidimensional Leadership Development Conceptual Model on leadership development; and Improvements to the model. We conclude that framing post-graduate leadership programmes around a conceptual model can aid identification of the key components required for effective leadership development. Evidence-informed recommendations are provided which seek to optimise healthcare leadership development using a leadership development conceptual model which (1) represents the values and beliefs of all stakeholders involved; (2) is reviewed annually to critically explore the internal and external evidence base for leadership development; gain stakeholder consensus of expectations of the healthcare leader; and provide the reality check to ensure a 'fit for purpose' programme; and (3) is constructively aligned to leadership programme curricula with sufficient flexibility to tailor an effective teaching and learning platform for preparing the individual leader, noting unique circumstances and contexts.

show abstract

“…Young et al (2010) One practical takeaway from the literature on psychological safety is that this positive interpersonal climate, which is conducive to learning and performance under uncertainty, does not emerge naturally.…”

Section: Psychological Safetymentioning

confidence: 99%

Psychological climates in action learning sets: a manager's perspective

Yeadon-Lee

2015

Action Learning: Research and Practice

View full text Add to dashboard Cite

Action Learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate (Marquart, 2000;Schein, 1979). An psychological climate that fosters an environment in which learning set members feel psychologically safe enough to reflect upon both the successes, and failures in their professional life without any form of repercussion.However, there has been little attention given to the ways that that psychological climate develops, and the differing facets that create that climate. In response to such deficit, this paper reports the outcomes of interviews with eleven managers, all of whom are former AL set members on their experiences of action learning set membership.Drawing upon an interpretivist philosophy, the paper explores the key themes that emerged from the analysis of those interviews. The analysis serves to illustrate the differing facets that collectively contribute creation of a positive psychological climate that is conducive for learning.Analysis points to the relative importance of such facets as: trust, honesty, vulnerability, reciprocity, confidentiality and personal disclosure, all of which have the capacity to lead to a positive psychological climate in action learning sets. This paper is useful for developing an understanding of the differing facets in AL sets that create a psychological climate conducive for learning. As such, it has utility for action learning facilitators, set members, academics and educational consultants.

show abstract

Action learning: a tool for the development of strategic skills for Nurse Consultants?

Abstract: Action learning sets may be successfully applied to a range of senior nursing posts with a strategic remit and may assist post holders in achieving better outcomes pertinent to their roles.

Cited by 30 publications

References 9 publications

The Patchwork Text Assessment – An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development

The Patchwork Text Assessment – An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development

Stakeholder Perspectives of an Approach to Healthcare Leadership Development through Use of a Multidimensional Leadership Development Conceptual Model

Psychological climates in action learning sets: a manager's perspective

Contact Info

Product

Resources

About