Practices of Exemplary Leaders in Clinical Education: A Qualitative Study of Director and Site Coordinator of Clinical Education Perspectives

Silberman, Nicki; LaFay, Vicki; Zeigler, Stacey

doi:10.1097/jte.0000000000000119

Cited by 10 publications

(24 citation statements)

References 20 publications

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“…eir accomplishments and experiences clearly inform who they are and are important considerations in identifying future CE leaders. ese results remain aligned with e 5 Practices of Exemplary Leaders by Kouzes and Posner, 5 as previously identified, 4 and establish consistency with that leadership framework on a national level. e striking parallels in themes from the current and the initial studies allowed for the development of a model of Practices of Exemplary Clinical Education Leaders.…”

Section: Discussionsupporting

confidence: 81%

“…Qualitative analysis revealed substantial overlap in concepts, allowing for the development of a common set of themes that describe characteristics of successful CE leaders. 4 ose themes were consistent with e 5 Practices of Exemplary Leaders by Kouzes and Posner. 5 e results provide preliminary evidence supporting the recognition of successful DCEs and SCCEs as leaders.…”

Section: Review Of Literaturesupporting

confidence: 73%

“…A recent regional investigation found that these individuals share characteristics consistent with exemplary leaders. 4 These findings were in notable alignment with The 5 Practices of Exemplary Leaders, an evidence-based leadership model. 5 A follow-up study with broader representation of successful DCEs and SCCEs across the country may establish that these individuals should be recognized as leaders in PT education who share a common set of leadership traits and practices.…”

Section: Introductionmentioning

confidence: 69%

“…9 e authors described factors that could facilitate DCE professional growth to include peer mentorship and time and support for administrative tasks and scholarly activities. 9 Expanding upon Salzman's work, a recent qualitative inquiry by Silberman et al 4 explored factors that were common to both DCEs and SCCEs who were recognized as leaders by their peers, with demonstrated success and longevity in their roles. Including the SCCE voice and experience captured a more complete understanding of the key stakeholders involved in successful CE programs.…”

Section: Review Of Literaturementioning

confidence: 99%

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A Model of Practices of Exemplary Clinical Education Leaders

LaFay¹,

Silberman²,

Zeigler³

2021

JOPTE

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Introduction: Despite frequent turnover and stress in both Director of Clinical Education (DCE) and Site Coordinator of Clinical Education (SCCE) positions, there are those who demonstrate longevity and success in these roles. Review of the Literature: A recent regional investigation found that successful DCEs and SCCEs share characteristics common to exemplary leaders. e purpose of this qualitative study was to confirm if characteristics of DCEs and SCCEs who demonstrate longevity and success are consistent with the 5 Practices of Exemplary Leaders, an established leadership framework. Subjects: Directors and Site Coordinators of Clinical Education, recognized by peers as leaders with at least 10 years of experience in their position, were recruited through purposive sampling from regional clinical education consortia. Methods: A grounded theory approach was employed to explore qualities, skills and characteristics of DCEs and SCCEs with demonstrated success and longevity in their roles. Cognitive mapping and oneon-one interviews were conducted to explore participants' perspectives. An inductive approach informed coding and thematic development. e DCE and SCCE data were combined for final thematic analysis. Results: Twelve participants completed the study. e findings describe leaders with a firmly established professional identity as a physical therapist and an action-oriented mindset, skilled in creating meaningful relationships, and a capacity to thrive with support. ey demonstrate influence and impact the profession on multiple levels. Discussion/Conclusion: Results of this study validate that DCEs and SCCEs who demonstrate longevity and success in their roles have common leadership characteristics. A model is presented that describes who these leaders are, what they do, what allows them to reach their potential, and what they can achieve. is model can help identify individuals with the skills and traits to excel in these vital roles.

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Section: Discussionsupporting

confidence: 81%

Section: Review Of Literaturesupporting

confidence: 73%

Section: Introductionmentioning

confidence: 69%

Section: Review Of Literaturementioning

confidence: 99%

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A Model of Practices of Exemplary Clinical Education Leaders

LaFay¹,

Silberman²,

Zeigler³

2021

JOPTE

Self Cite

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“…The participants all demonstrated an ability to use discomfort as a stimulus to develop a leader identity. Feeling overwhelmed, facing a steep learning curve and feeling discomfort in the departure from patient care are common experiences among new health-care leaders (Shams et al , 2019; Sonnino, 2016; Thompson and Henwood, 2016; Glendinning, 1987; Green-Wilson and Zeigler, 2020; Lopopolo et al , 2004; McGowan et al , 2016; Silberman et al , 2020). The manner in which the physical therapists in this study responded to discomfort is what makes this finding unique.…”

Section: Discussionmentioning

confidence: 99%

Physical therapists’ professional role identity in the clinician to leader transition

Wiedman

2023

LHS

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Purpose The purpose of this study is to investigate how physical therapists make meaning of their professional role identity when transitioning from clinician to leadership positions. Despite the importance of professional role identity in the transition from health-care provider to health-care leader, research on this topic in physical therapy remains almost nonexistent. Design/methodology/approach A qualitative, phenomenological research approach was used in this study. Data was collected through a three-part, semistructured interview process. An open coding to focused coding process was used to analyze data and develop themes which answered the research question. Findings Physical therapists in this study engaged in identity work, making meaning of their professional role identity by referencing a professional role identity focused on more than clinical skills, accepting the role of discomfort, focusing on relationships, exercising agency over the construction of their leader identity, recognizing consistency between clinical and leader roles and establishing a professional role identity informed but no longer bound by their physical therapist identity. Originality/value To the best of the author’s knowledge, this study is the first to investigate how physical therapists make meaning of their professional role identity when transitioning into leadership positions. The findings of this study highlight uniquities in the physical therapy professional role identity and the manner in which physical therapists navigate this work role transition.

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The exemplary physical therapist students in clinical education: a phenomenological study

Hagan,

Tovin

2024

Physiotherapy Theory and Practice

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Practices of Exemplary Leaders in Clinical Education: A Qualitative Study of Director and Site Coordinator of Clinical Education Perspectives

Abstract: This Fact Sheet is designed to provide the education community with current and historical information about physical therapist education programs, students and faculty. The data included in this Fact Sheet is taken from the following sources:

Cited by 10 publications

References 20 publications

A Model of Practices of Exemplary Clinical Education Leaders

A Model of Practices of Exemplary Clinical Education Leaders

Physical therapists’ professional role identity in the clinician to leader transition

The exemplary physical therapist students in clinical education: a phenomenological study

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