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Educating for leadership: a programme designed to build a responsive health care culture
Author(s) -
PATERSON KARYN,
HENDERSON AMANDA,
TRIVELLA ALISON
Publication year - 2010
Publication title -
journal of nursing management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.925
H-Index - 76
eISSN - 1365-2834
pISSN - 0966-0429
DOI - 10.1111/j.1365-2834.2009.01065.x
Subject(s) - organizational culture , nursing , culture change , health care , medicine , sociology , public relations , political science , law , social science
paterson k., henderson a. & trivella a. (2010) Journal of Nursing Management 18 , 78–83
Educating for leadership: a programme designed to build a responsive health care culture Aim To describe a leadership programme that progressively builds nurses capacity from the commencement of their employment to assist with the development of ‘others’. Such an approach ultimately contributes to the creation of a team responsive to changing health care needs. Background The literature supports the relationship between positive leadership attributes, good nursing care and patient outcomes. Despite this, nurses are not routinely encultured into effective leadership practices early in their career, but rather they are ‘added on’ at a later stage according to organizational need. Key issues The effective education of leadership practices in this programme is largely dependent on an inclusive and embedded approach to learning. This is achieved through targeting staff early, enhancing their responses to clinical interactions in a structured and supported approach, and challenging their beliefs about capacity to influence through leadership. Conclusions Clinical leadership education needs to directly link with clinical areas to engage staff at the commencement of employment, and support them through their career trajectory, so that a systematic pathway of professional development is fostered. Implications for nursing management Clearly delineated progressive pathways for leadership development are essential to encourage lifelong reflection and learning that directly impacts on health care quality.