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

Authors

  • Jacqueline Leigh University of Salford
  • June Rutherford University of Salford
  • Tracey Williamson University of Salford

DOI:

https://doi.org/10.18552/ijpblhsc.v5i1.381

Keywords:

conceptual model, effectiveness, leadership strategy, multidimensional leadership model, practice learning

Abstract

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.

Author Biography

Jacqueline Leigh, University of Salford

Reader Teaching and Learning Health professional Education

References

Argyris, C. and Schön, D. (1996) Organisational Learning II: Theory, Method, and Practice. Reading, MA: Addison-Wesley

Biggs, J. (2003) Aligning Teaching for Constructing Learning. York, UK: The Higher Education Academy

Bolden, R. and Gosling, J. (2006) ‘Leadership competencies: Time to change the tune?’ Leadership, 2, 147–163 https://doi.org/10.1177/1742715006062932

Burton, J. and Jackson, N. (eds.) (2003 Work-based Learning in Primary Care. Oxford: Radcliffe Medical

Chapman, L. and Howkins, E. (2003) ‘Work-based learning: making a difference in practice’. Nursing Standard, 17 (34), 39-42. https://doi.org/10.7748/ns2003.05.17.34.39.c3387

Chappelow, C.T. (2004) 360-Degree Feedback. in Handbook of Leadership Development. 2nd edn. ed. by McCauley, C.D. and Van Velsor, E. San Francisco, CA: Jossey-Bass, 58–84

Coffield, F. (2004) ‘Evidence-based policy or policy-based evidence? The struggle over new policy for workforce development in England’. in Workplace Learning in Context ed. by Railbird, H., Fuller, A., and Munro, A. London: Routledge, 277–298

Cook, M.J. and Leathard, H.L. (2004) ‘Learning for clinical leadership’. Journal of Nursing Management, 12 (6), 436–444 https://doi.org/10.1111/j.1365-2834.2004.00420.x

Crofts, L. (2006) ‘A leadership programme for critical care’. Intensive and Critical Care Nursing, 22, 220—227 https://doi.org/10.1016/j.iccn.2006.02.001

Cunningham, I., Dawes, G. and Bennett, B. (2016) The Handbook of Work Based Learning. London: Routledge

Day, D. (2000) ‘Leadership development: A review in context’. The Leadership Quarterly, 11, 581–613 https://doi.org/10.1016/S1048-9843(00)00061-8

Fealy, G.M., McNamara, M.S., Casey, M., Geraghty, R., Butler, M., Halligan, P., … and Johnson, M. (2011) ‘Barriers to clinical leadership development: Findings from a national survey’. Journal Clinical Nursing, 20 (13–14), 2023–32 https://doi.org/10.1111/j.1365-2702.2010.03599.x

Girard, B. (2009) ‘The power of three’. Chief Executive Officer [online] available from http://www.the-chiefexecutive.com/features/feature56028/ [30 May 2016]

Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ for Character, Health and Lifelong Achievement. New York, NY Bantam Books

Graneheim, U.H. and Lundman, B. (2004) ‘Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness’. Nurse Education Today, 24 (2), 105–112 https://doi.org/10.1016/j.nedt.2003.10.001

Green, J. and Thorogood, N. (2014) Qualitative Methods for Health Research. 3rd edn. London: Sage

Guillen, L. and Florent-Treacy, E. (2011) Emotional Intelligence and Leadership Effectiveness: The Mediating Influence of Collaborative Behaviours. Faculty and Research Working Paper No. 2011/23/IGLC. Fontainebleau, France: INSEAD

Hartley, J. and Hinksman, B. (2003 Leadership Development: A Systematic Review of the Literature: Report for the NHS Leadership Centre. Warwick, UK: Warwick Institute of Governance and Public Management

Hernez-Broome, G. and Hughes, R.L. (2004) ‘Leadership development, past present and future’. Human Resource Planning, 27, 24–32

Hsu, H.Y., Lee, L.L., Fu, C.Y., and Tang, C.C. (2011) ‘Evaluation of a leadership orientation program in Taiwan: Preceptorship and leader competencies of the new nurse manager’. Nurse Education Today, 31 (8), 809–14 https://doi.org/10.1016/j.nedt.2010.12.003

Jackson, D. and Watson, R. (2009) ‘Editorial: Lead us not’, Journal of Clinical Nursing, 18 (4), 1961–2 https://doi.org/10.1111/j.1365-2702.2009.02850.x. cited by Fealy, G.M., McNamara, M.S., Casey, M., Geraghty, R., Butler, M., Halligan, P., …and Johnson, M. (2011) ‘Barriers to clinical leadership development: Findings from a national survey’. Journal Clinical Nursing, 20 (13–14), 2023–2032 (2024) https://doi.org/10.1111/j.1365-2702.2010.03599.x

Kouzes, J.M. and Posner, B.Z. (2012) The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations. 5th edn. San Francisco, CA: Jossey-Bass

Leigh, J.A. (2014) ‘The role of the nurse lecturer situated within a practice–Education partnership’. PHBL, 2 (1), 122–41 https://doi.org/10.11120/pblh.2013.00021

Leigh, J.A. (2016) Critical Exploration of the Perceived Potential and Actual Experience of the Application of the Salford Leadership Model: Perspective of Key Stakeholders [report] Salford, UK: University of Salford

Leigh, J.A., Rutherford, J., Wild, J., Cappleman, J., and Hynes, C. (2012) ‘Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership development’. Nurse Education in Practice, 12 (1), 46–51 https://doi.org/10.1016/j.nepr.2011.05.006

Leigh, J.A., Rutherford, J., Wild, J., Cappleman, J., and Hynes, C. (2013) ‘The patchwork text assessment – An integral component of constructive alignment curriculum methodology to support healthcare leadership development’. Journal of Education and Training Studies, 1, 139–150

Leigh, J.A., Wild, J., Hynes, C., Wells, S., Kurien, A., Rutherford, J., … and Hartley, V. (2015), ‘Transforming community services through the use of a multidimensional model of clinical leadership’. Journal Clinical Nursing, 24 (5–6), 749–760 https://doi.org/10.1111/jocn.12668

MacPhee, M., Chang, L., Havaei, F., and Chou, W. (2014) ‘A descriptive account of an inter-professional collaborative leadership project’. Administrative Sciences, 4, 373–399 https://doi.org/10.3390/admsci4030373

Mahon, A., Walshe, K., and Chambers, N. (2009) A Reader in Health Policy and Management. Buckingham, UK: Open University Press, McGraw Hill Education

Manley, K., Parlour, R. and Yalden, J. (2013) ‘The use of action hypotheses to demonstrate practice development strategies in action’. in Practice Development in Nursing and Healthcare. 2nd edn. ed. by McCormack, B., Manley, K. and Titchen, A. Oxford: Wiley-Blackwell, 252–274.

Moretti, F., van Vliet, E.B., Bensing, J., Deledda, G., Mazzi, M., Rimondini, M., … and Fletcher, I. (2011) ‘A standardized approach to qualitative content analysis of focus group discussions from different countries’. Patient Education and Counseling, 82, 420–428 https://doi.org/10.1016/j.pec.2011.01.005

NHS England (2014) Five Year Forward View. London: Department of Health

NHS Institute for Innovation and Improvement (2006) The Healthcare Leadership Model [online] available from: http://www.nhsleadershipqualities.nhs.uk [30 June 2017]

NHS Leadership Academy (2014) Healthcare Leadership Model The Nine Dimensions of Leadership Behaviour. Leeds, UK: NHS Leadership Academy

Nursing and Midwifery Council (2015) The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives. London: NMC

Northouse, P. (2016) Leadership, Theory and Practice. 7th edn. London: Sage

Patrick A., Laschinger, H.K.S., Wong C., and Finegan J., (2011) Developing and testing a new measure of staff nurse clinical leadership: the clinical leadership survey. Journal of Nursing Management, 19, 449–460 https://doi.org/10.1111/j.1365-2834.2011.01238.x

Pepin, J., Dubois, S., Girard, F., Tardif, J., and Ha, L. (2011) ‘A cognitive learning model of clinical nursing leadership’. Nurse Education Today, 31 (3): 268–273 https://doi.org/10.1016/j.nedt.2010.11.009

Redmond, S. and Dolan, P. (2016) ‘Towards a conceptual model of youth leadership development’. Child and Family Social Work, 21: 261–71 https://doi.org/10.1111/cfs.12146

Senge, P. (2006) The Fifth Discipline: The Art and Practice of the Learning Organization. 2nd edn. London: Random House

Silverman, D. (2016) Doing Qualitative Research. 4th edn. London: Sage

Skipton Leonard, H. and Lang, F. (2010) ‘Leadership development via action learning’. Advances in Developing Human Resources, 12 (2): 225–240 https://doi.org/10.1177/1523422310367800

Stanley, D. (2006) ‘Recognizing and defining clinical nurse leaders’. British Journal of Nursing, 15 (2), 108–111 https://doi.org/10.12968/bjon.2006.15.2.20373

Steinert, T., Goebel, R., and Rieger, W. (2006). ‘A nurse–physician co-leadership model in psychiatric hospitals: Results of a survey among leading staff members in three sites’. International Journal of Mental Health Nursing, 15, 251–257 https://doi.org/10.1111/j.1447-0349.2006.00431.x

Storey, J. and Holti, R. (2013) Towards a New Model of Leadership for the NHS. London: NHS Leadership Academy

Supamanee, T., Krairiksh, M., Sinnghakhumfu, L., and Turale, S. (2011) ‘Preliminary clinical nursing leadership competency model: A qualitative study from Thailand’. Nursing and Health Sciences, 13, 433–439 https://doi.org/10.1111/j.1442-2018.2011.00649.x

VanVactor, J.D. (2012) ‘Collaborative leadership model in the management of healthcare’. Journal of Business Research, 65, 555–561 https://doi.org/10.1016/j.jbusres.2011.02.021

Young, S., Nixon, E., Hinge, D., McFadyen, J., Wright, V., Lambert, P … and Newsome, C. (2010) ‘Action learning: A tool for the development of strategic skills for nurse consultants?’ Journal of Nursing Management, 18, 105–110 https://doi.org/10.1111/j.1365-2834.2009.01059.x

West, M., Armit, K., Loewenthal, L., Eckert, R., West, T., and Lee, A. (2015) Leadership and Leadership Development in Health Care: The Evidence Base, London: Faculty Medical leadership and Management

Downloads

Published

2017-07-25

How to Cite

Leigh, J., Rutherford, J., & Williamson, T. (2017). Stakeholder Perspectives of an Approach to Healthcare Leadership Development through Use of a Multidimensional Leadership Development Conceptual Model. International Journal of Practice-Based Learning in Health and Social Care, 5(1), 77–97. https://doi.org/10.18552/ijpblhsc.v5i1.381