Transforming community services through the use of a multidimensional model of clinical leadership

Abstract

Embedding the best practice principles of clinical leadership development within a multidimensional model of clinical leadership provides a promising approach to: equipping the healthcare leader with those transferable leadership skills required to help them embark on a journey of lifelong leadership learning; and producing the healthcare leader who is caring, compassionate and can confidently and effectively transform community services.

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

“…Green and Thorogood (2014) suggest how the focus group interview provides access to those interactions between participants and propounds how social knowledge is constructed. The semi-structured interview schedule consisted of nine questions informed by the evidence of conceptual models as applied to healthcare leadership development , Leigh et al 2015, MacPhee et al 2014, Pepin et al 2011, Steinert, Goebel, and Rieger 2006, VanVactor 2012. The questions for current and past students and post-graduate programme team participants sought to elicit their experiences of leadership and of the Multidimensional Leadership Development Model.…”

“…Hartley and Hinksman (2003), in their systematic review of leadership development, report on Day's (2000) approach that distinguishes between developing the person (leader development) and organisational leadership development (leadership within the organisation). The latter approach best fits the contemporary UK healthcare agenda whereby all frontline healthcare staff members are defined as healthcare leaders who are required to deliver healthcare outcomes that are the best in the world (Leigh et al 2015, NHS England 2014.…”

“…Teamwork activities are also commonly utilised to uncover the learner's decision-making skills which are then used to promote the paradigm shift from leaders acting in disciplinary silos to engaging collaboratively in the important work of the organisation (MacPhee et al 2014, Steinert, Goebel, andRieger 2006). Other contemporary leadership teaching and learning strategies include: planned leadership experiences; workshops; action-learning sets; mentoring and coaching (Leigh et al 2015). Recognising instruction and feedback as a legitimate practice-based leadership teaching and learning strategy is an interesting concept that has been effectively used to combine leadership competency development for new managers supporting newly qualified staff through their period of preceptorship (Hsu et al 2011).…”

“…An example is the implementation of a leadership competency culture applied by healthcare organisations, to define and then measure the knowledge, skills and behaviours of the healthcare leader (Leigh et al 2013, Leigh et al 2015, Patrick et al 2011, Storey and Holti 2013, Supamanee et al 2011). …”

“…Healthcare professionals are increasingly required to work in partnership with a range of other workers, often leading service design and delivery to effect excellent patient care. The concept of shared and distributed leadership is prominent, whereby service improvement is reliant on personnel working together; this promotes improved patient outcomes through service improvement (Leigh et al 2015, Storey and Holti 2013, West et al 2015.…”