Individual-level outcomes from a national clinical leadership development programme

Patton, Declan; Fealy, Gerard; McNamara, Martin; Casey, Mary; Connor, Tom; Doyle, Louise; Quinlan, Christina

doi:10.5172/conu.2013.3460

Cited by 8 publications

(11 citation statements)

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“…) and clinical nursing leadership competencies (Patton et al . ). While leadership programmes, targeted at developing and mentoring the upcoming early career nursing leaders in the clinical setting, are funded by governmental or professional bodies, nurses within the academic setting fall outside these schemes.…”

Section: Discussionmentioning

confidence: 97%

“…This lack of confidence affected their own ability to identify their leadership strengths, or to see themselves as leaders. Leadership programmes have been shown to have a positive impact on the development of nursing leadership (Curtis et al 2011, Wong et al 2013 and clinical nursing leadership competencies (Patton et al 2013). While leadership programmes, targeted at developing and mentoring the upcoming early career nursing leaders in the clinical setting, are funded by governmental or professional bodies, nurses within the academic setting fall outside these schemes.…”

Section: Discussionmentioning

confidence: 99%

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Insights on leadership from early career nurse academics: findings from a mixed methods study

et al. 2015

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Aim To explore the perceptions of early career nursing academics on leadership in academia. Background There is growing emphasis on leadership capacity building across all domains of nursing. However, there is limited evidence on leadership capacity in early career academics. This study tested an intervention to develop leadership capacity amongst early career nursing academics in two Australian universities. Methods A sequential mixed methods design, using online surveys and semi‐structured interviews, was used to collect data. Results Twenty‐three early career nursing academics participated. Most had experience of formal leadership roles and were aware of its importance to them as they developed their academic careers. Participants were able to discuss their own views of themselves as leaders; their perceptions of their own needs for leadership development, and ways in which they could seek to develop further as leaders. Conclusion There is a need to provide initial and ongoing opportunities for leadership development amongst nurse academics. These opportunities should be contextualised and recognise factors such as gender, and the effects of structural oppression. Implications for nursing management Nurse academics are involved in the preparation of the next generation of clinical leaders and it is imperative that they are able to articulate a clear view of leadership.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Insights on leadership from early career nurse academics: findings from a mixed methods study

et al. 2015

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“…CLeeNA can potentially inform the profession about the importance registered nurses or midwives, at all positions, based on these factors. Furthermore, this instrument, after further testing, can be used at a local level to tailor leadership programmes to meet the needs of the specific health care environment as highlighted in the literature (Enterkin et al, ; Fitzpatrick et al, ; Patton et al, ). This will allow a cultural change in relation to leadership, particularly if the leadership programme is designed and delivered in a specific organisation where the values and vision of that environment are acknowledged (West et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…The importance of tailored leadership training, designed to meet the needs of the registered nurse or midwife and their level of responsibility, in addition to the service need, has been highlighted in the literature (Enterkin, Robb, & McLaren, ; Fitzpatrick, Modic, Van Dyk, & Hancock, ; Patton et al, ). Cultural change in relation to leadership can be made if programmes are designed and delivered within the specific culture, acknowledging and taking into account the importance of the organisation's vision and values (West et al, ).…”

Section: Introductionmentioning

confidence: 99%

Development and psychometric testing of the clinical leadership needs analysis (CLeeNA) instrument for nurses and midwives

et al. 2018

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“…Strategies to promote CL skills should include clinical supervision programmes, interprofessional collaboration and the development of skills 11–13. Previous CL programmes have demonstrated development of self-reported and observer-reported behaviours of CL competencies,14 improved safety and quality of care,11 development of individual skills and influence on workplace culture 1516 The training programmes have centred on leadership behaviours/traits and competencies; however, evidence of the impact of such programmes on the operational level is scarce 4…”

Section: Introductionmentioning

confidence: 99%

Impact of clinical leadership in teams’ course on quality, efficiency, responsiveness and trust in the emergency department: study protocol of a trailing research study

Husebø

Olsen

2016

BMJ Open

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IntroductionClinical leadership has long been recognised as critical for optimising patient safety, quality of care and interprofessional teamwork in busy and stressful healthcare settings. There is a need to compensate for the absence of the conventional mentor-to-apprentice transfer of clinical leadership knowledge and skills. While young doctors and nurses are increasingly proficient in medical, surgical and technical skills, their training in, and knowledge of clinical leadership skills, is not adequate to meet the demands for these non-technical skills in the emergency department. Thus, the purpose of the paper is to present and discuss the study protocol of clinical leadership in a course for teams that aims to improve quality, efficiency, responsiveness of healthcare services and collegial trust in the emergency department.Methods and analysisThe study employs a trailing research design using multiple quantitative and qualitative methods in the summative (pretest and post-test) and formative evaluation. Quantitative data have been collected from a patient questionnaire, the emergency departments’ database and by the observation of team performance. Qualitative data have been collected by shadowing healthcare professionals and through focus group interviews. To ensure trustworthiness in the data analysis, we will apply member checks and analyst triangulation, in addition to providing contextual and sample description to allow for evaluation of transferability of our results to other contexts and groups.Ethics and disseminationThe study is approved by the ethics committee of the western part of Norway and the hospital. The study is based on voluntary participation and informed written consent. Informants can withdraw at any point in time. The results will be disseminated at research conferences, peer review journals and through public presentations to people outside the scientific community.

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Individual-level outcomes from a national clinical leadership development programme

Cited by 8 publications

References 1 publication

Insights on leadership from early career nurse academics: findings from a mixed methods study

Insights on leadership from early career nurse academics: findings from a mixed methods study

Development and psychometric testing of the clinical leadership needs analysis (CLeeNA) instrument for nurses and midwives

Impact of clinical leadership in teams’ course on quality, efficiency, responsiveness and trust in the emergency department: study protocol of a trailing research study

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