Developing a model for effective leadership in healthcare: a concept mapping approach

Abstract

PurposeDespite increasing awareness of the importance of leadership in healthcare, our understanding of the competencies of effective leadership remains limited. We used a concept mapping approach (a blend of qualitative and quantitative analysis of group processes to produce a visual composite of the group’s ideas) to identify stakeholders’ mental model of effective healthcare leadership, clarifying the underlying structure and importance of leadership competencies.MethodsLiterature review, focus groups, and consensus meetings were used to derive a representative set of healthcare leadership competency statements. Study participants subsequently sorted and rank-ordered these statements based on their perceived importance in contributing to effective healthcare leadership in real-world settings. Hierarchical cluster analysis of individual sortings was used to develop a coherent model of effective leadership in healthcare.ResultsA diverse group of 92 faculty and trainees individually rank-sorted 33 leadership competency statements. The highest rated statements were “Acting with Personal Integrity”, “Communicating Effectively”, “Acting with Professional Ethical Values”, “Pursuing Excellence”, “Building and Maintaining Relationships”, and “Thinking Critically”. Combining the results from hierarchical cluster analysis with our qualitative data led to a healthcare leadership model based on the core principle of Patient Centeredness and the core competencies of Integrity, Teamwork, Critical Thinking, Emotional Intelligence, and Selfless Service.ConclusionUsing a mixed qualitative-quantitative approach, we developed a graphical representation of a shared leadership model derived in the healthcare setting. This model may enhance learning, teaching, and patient care in this important area, as well as guide future research.

Developing culturally competent and compassionate healthcare leaders: A European model

“…In addition, another study argues that effective healthcare leadership includes several competencies. [2] Among the highest rated ones are ethical values, effective communication, integrity and so on. These are also underlined in the Culturally Competent and Compassionate Health Care Leadership Model of this study.…”

“…These were distributed by the study consortium on the four stages of the Papadopoulos I. and Pezzella A., [18] as they relate with the concept of leadership. This model incorporates most of the main values and competencies that have been found to be essential in other related studies and reports [1,2,15,16] and goes beyond those combining cultural competence, compassion and leadership in health care.…”

“…[1] Effective healthcare leadership improves major clinical outcomes in patients as well as health professionals' well-being. [2] Literature [3,4] suggest that two of the future (and current) challenges for healthcare are those related to diversity and compassion. It is incumbent upon those who hold formal leadership positions, but also everyone within healthcare systems to address these two challenges, to equip themselves with the relevant competencies and to create and nurture the working conditions to inspire others to follow their lead.…”

“…Leadership models are helpful for learners to grasp new concepts, understand lessons learned through their experiences, and facilitates comprehension through reflection. [2] Further, effective healthcare leadership is a skill that must be and can be taught, [2] taking in consideration today's cultural competence demands.…”

A Conceptual Model for Navigating a Career Path in Medical School Leadership

“…These include roles in their department (e.g., program director, clinical director, chair), in their hospital (e.g., chief executive officer, chief medical officer), and within the medical school (e.g., assistant dean, associate dean). There is a good base of literature on faculty development on becoming a leader in emergency medical education, departmental administration, and departmental/institutional operations and management . However, being a dean of a medical school has a different set of demands, with a common notion among those with experience in deanship roles being, simply stated, “What got you here won't get you there.” Institutions reward and promote faculty based on individual autonomy and achievement.…”