Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership development

Leigh, Jacqueline; Rutherford, JM; Wild, Jill; Cappleman, Julia; Hynes, Celia

doi:10.1016/j.nepr.2011.05.006

Cited by 12 publications

(18 citation statements)

References 24 publications

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“…Multi-professional action-learning sets assist leaders to solve their own 'real world' leadership challenges, leading to the realisation that they are all facing similar issues. Action learning provides the opportunity to challenge each other within a safe learning environment (Leigh et al 2012, Young et al 2010). …”

Section: Discussionmentioning

confidence: 99%

“…Key messages have been formulated as a result of the study, not least that the attainment of leadership development knowledge, skills and attitudes should be applied in practice as well as theory , Leigh et al 2012, Leigh et al 2013, Leigh et al 2015. Jackson and Watson (2009) and Pepin et al (2011) concur that leadership development is context-specific, requiring attention to both the situation and circumstance of the leader.…”

Section: Discussionmentioning

confidence: 99%

“…Jackson and Watson (2009) and Pepin et al (2011) concur that leadership development is context-specific, requiring attention to both the situation and circumstance of the leader. Importantly, any skills development must be transferrable to the 'real world' of healthcare leadership (Leigh et al 2012, Leigh et al 2013, Leigh et al 2015, Skipton Leonard and Lang 2010.…”

Section: Discussionmentioning

confidence: 99%

“…Self-assessments promote the concept of personal development planning and lifelong learning with a willingness to promote patient safety (Nursing and Midwifery Council 2015) and this in turn can enhance the skilled global healthcare workforce. Application of the Patchwork Text Assessment with its embedded critical commentary also promotes a framework for students to reflect on their leadership journey and to explore the impact that the module content has on them both now and in the future (Leigh et al 2012(Leigh et al , 2013.…”

Section: Discussionmentioning

confidence: 99%

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

2017

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Leadership is often the driver used to transform healthcare services. Healthcare leadership development is often situated around conceptual frameworks or leadership development models. The aim of the study reported here was to evaluate multistakeholder perspectives on leadership development when applying a Multidimensional Leadership Development Conceptual Model to post-graduate healthcare leadership programmes at a university in England. This exploratory qualitative study of healthcare leadership development comprised face-to-face interviews. Six interviews were undertaken with academics from a post-graduate leadership programme team, a family carer and service-user of health care services, and current United Kingdom students and former United Kingdom and international students who had undertaken the leadership development programme. Transcripts were thematically analysed. Three themes emerged: Expectations of the contemporary healthcare leader; Experiences of the Multidimensional Leadership Development Conceptual Model on leadership development; and Improvements to the model. We conclude that framing post-graduate leadership programmes around a conceptual model can aid identification of the key components required for effective leadership development. Evidence-informed recommendations are provided which seek to optimise healthcare leadership development using a leadership development conceptual model which (1) represents the values and beliefs of all stakeholders involved; (2) is reviewed annually to critically explore the internal and external evidence base for leadership development; gain stakeholder consensus of expectations of the healthcare leader; and provide the reality check to ensure a 'fit for purpose' programme; and (3) is constructively aligned to leadership programme curricula with sufficient flexibility to tailor an effective teaching and learning platform for preparing the individual leader, noting unique circumstances and contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

2017

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“…This requires a shift from producing theoretical postgraduate programmes to programmes that embrace work based learning (Seagrove et al 1996, Flanagan et al 2000, Rounce and Workman 2005, Brennan and Little 2006, Leigh et al 2012, Marshall 2012. Concurrently, the competency based culture that is internationally prevalent and used to measure the knowledge and skills of the healthcare practitioner means that postgraduate programme planners need to make explicit how the programmes intended learning outcomes target contemporary leadership competency frameworks (NLC 2011).…”

Section: Introductionmentioning

confidence: 99%

The Patchwork Text Assessment – An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development

Leigh¹,

Rutherford²,

Wild³

et al. 2013

Journal of Education and Training Studies

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Background: A responsive and innovative postgraduate programme curriculum that produces an effective and competent multi professional healthcare leader whom can lead within the United Kingdom (UK) and international healthcare context offers a promising approach to contributing towards the challenging global healthcare agenda Aims: The aim of the study is to evaluate the impact of utilising constructive alignment curricular methodology incorporating the Patchwork Text Assessment on the healthcare leadership development of UK and international postgraduate students Results: Four key themes emerged demonstrating how the success of constructive alignment and the Patchwork Text Assessment in promoting deep learning for UK and international postgraduate healthcare leadership students is underpinned by principles of good practice and these include: a) Curriculum planners incorporating work based learning activities into the generated learning activities b) Curriculum planners creating the best learning environment so the student can achieve the learning activities c) Providing the learning activities that reflect the real world of healthcare leadership d) Providing students with opportunities to contextualise theory and practice through relevant patchwork activity and learning activities e) Equipping students with the transferable postgraduate skills (through learning activities and patch working) to embark on a journey of lifelong learning and continuous professional development f) Targeting the postgraduate programme /module intended learning outcomes and assessment patches against contemporary leadership qualities frameworks g) Providing students with opportunities to reflect in multi-professional groups that remain constant in terms of facilitator and supervisor h) Creating the learning opportunities for students to apply their learning to their own healthcare organisation

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UK Perspectives of Academic Integrity

Thomas¹,

Scott²

2015

Handbook of Academic Integrity

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Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership development

Cited by 12 publications

References 24 publications

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

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

The Patchwork Text Assessment – An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development

UK Perspectives of Academic Integrity

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