Self-Leadership Is Critical for All Physical Therapists

Green-Wilson, Jennifer; Tschoepe, Barbara A.; Zeigler, Stacey; Sebelski, Chris A.; Clark, Diane

doi:10.1093/ptj/pzac029

Cited by 6 publications

(17 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In contrast, the physical therapists in this study recognized the applicability of clinical skills directly to the practice of leadership. This finding supports current calls to include leadership as a component of the physical therapist professional role identity (Desveaux and Verrier, 2014; Green-Wilson et al , 2022; McGowan, 2017; McGowan and Stokes, 2015, 2017; Rasmussen-Barr et al , 2019; Sebelski et al , 2020; Tschoepe et al , 2021). Despite increasing support in the research, the recent core competencies of PT practice released by the American Council on Academic Physical Therapy and the American Physical Therapy Association fail to include leadership (Knox et al , 2022).…”

Section: Discussionsupporting

confidence: 83%

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

Wiedman

2023

LHS

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 83%

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

Wiedman

2023

LHS

View full text Add to dashboard Cite

show abstract

“…It is possible that possession of these specific leadership skills may be the difference between longstanding and successful DCEs and SCCEs versus those who are not. As one cannot assert that leadership skills are unique to those who successfully persist in 15,16 through ongoing professional development. 17 e ACAPT Leadership Compass 17 and the text by Green-Wilson 16 provide a wealth of resources and information related to personal leadership development.…”

Section: Discussionmentioning

confidence: 99%

“…As one cannot assert that leadership skills are unique to those who successfully persist in 15,16 through ongoing professional development. 17 e ACAPT Leadership Compass 17 and the text by Green-Wilson 16 provide a wealth of resources and information related to personal leadership development. e foundation of these leadership training tools, however, is intentionally broad.…”

Section: Discussionmentioning

confidence: 99%

“…In spite of a recent focus on leadership in many aspects of PT education and practice, [15][16][17] there has been little exploration specifically related to CE leadership. e literature is largely focused on the roles and responsibilities of DCEs and PDs rather than characteristics and traits that contribute to success and perseverance in these positions.…”

Section: Review Of Literaturementioning

confidence: 99%

See 1 more Smart Citation

A Model of Practices of Exemplary Clinical Education Leaders

LaFay¹,

Silberman²,

Zeigler³

2021

JOPTE

View full text Add to dashboard Cite

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.

show abstract

“…2 Developing personal leadership begins with empowering individuals to lead where they are, defining and branding themselves through demonstrating inside-out leadership at all levels of practice. 2,6,7 Teachable aspects of personal leadership include and supersede what we typically regard as professional behaviors. ese characteristics include selfawareness, self-management, initiative, trustworthiness, and resiliency (Figure 1).…”

Section: Personal Leadership Definedmentioning

confidence: 99%

Teaching to Lead: One Program's Experience With Integrating Personal Leadership Into a Doctor of Physical Therapy Curriculum

Christy,

Morris,

Lein

et al. 2023

JOPTE

Self Cite

View full text Add to dashboard Cite

Background and Purpose. Doctor of Physical Therapy (DPT) programs accept responsibility for the development of clinical skills and professional behaviors in students. Academic and clinical faculty endeavor to teach and mentor at the highest levels. Doctor of Physical Therapy programs that develop leadership intentionally, specifically personal, or self-leadership may be successful in leading positive change within their graduates' relationships, environments, and patient outcomes. Personal leadership means leading from within as an individual and does not require the individual to have a leadership title or role. It includes characteristics such as authenticity, passion, emotional intelligence, trustworthiness, and credibility. Case Description. This case report will unveil how 1 established residential DPT program integrated personal leadership explicitly as a curricular thread. The 3 pillars are leading self, leading others, and leading systems: organizations and communities. The program used evidence-based processes used to build materials, learning activities, and assessments. The program achieved purposeful integration, including academic/clinical faculty development and progressive student learning experiences. Outcomes. Program assessment through focus groups and curricular surveys shows that students value the curricular content in personal leadership and are meeting the curricular thread behavioral objectives. Discussion and Conclusion. The personal leadership curricular thread shows promise to promote leadership behaviors in students and graduates.

show abstract

Self-Leadership Is Critical for All Physical Therapists

Cited by 6 publications

References 48 publications

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

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

A Model of Practices of Exemplary Clinical Education Leaders

Teaching to Lead: One Program's Experience With Integrating Personal Leadership Into a Doctor of Physical Therapy Curriculum

Contact Info

Product

Resources

About