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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. [ABSTRACT FROM AUTHOR]

Aims and objectives To evaluate the application of a Multidimensional Model of Clinical Leadership on the community healthcare leader and on transforming community services. Background Healthcare policy advocates clinical leadership as the vehicle to transform community and healthcare services. Few studies have identified the key components of an effective clinical leadership development model. Design The first two stages of Kirkpatrick's ( Personnel Administrator 28, 1983, 62) Four/Five Levels of Evaluation were used to evaluate the application of the multidimensional model of clinical leadership. Methods Eighty community healthcare leaders were exposed to this multidimensional clinical leadership development model through attendance of a community clinical leadership development programme. Twenty five leaders participated in focus group interviews. Data from the interviews were analysed utilising thematic content analysis. Results Three key themes emerged that influenced the development of best practice principles for clinical leadership development: Personal leadership development, Organisational leadership, The importance of multiprofessional action learning/reflective groups, Conclusions Emergent best practice principles for clinical leadership development include adopting a multidimensional development approach. This approach encompasses: preparing the individual leader in the role and seeking organisational leadership development that promotes the vision and corporate values of the organisation and delivers on service improvement and innovation. Moreover, application of the Multidimensional Model of Clinical Leadership could offer the best platform for embedding the Six C's of Nursing ( Compassion in Practice - Our Culture of Compassionate Care, Department of Health, Crown Copyright, 2012) within the culture of the healthcare organisation: care, compassion, courage, commitment, communication, and competency. This is achieved in part through the application of emotional intelligence to understand self and to develop the personal integrity of the healthcare leader and through supporting a culture of lifelong leadership learning. Relevance to clinical practice 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. [ABSTRACT FROM AUTHOR]

rutherford j., leigh j., monk j.&murray c.(2005)Journal of Nursing Management13, 97–105Creating an organizational infrastructure to develop and support new nursing roles– a framework for debateThis paper offers for debate a framework that will promote an effective organizational infrastructure when developing and supporting new nursing roles. The framework identifies key systems that need to work effectively in isolation but also clearly integrate to ensure a joined up approach to organizational thinking and working. A working example of how the infrastructure could be initiated in practice utilizing the concept of developing an Advanced Practitioner role is offered.The National Health Service has set out a modernization agenda to deliver consistent and high quality care to patients. However, often underpinning government vision and philosophy is the need for trust strategies to make real and operationalize recommendations made. It is against this background of government targets and change in the National Health Service that new nursing roles are created, which require an effective organizational infrastructure if they are to survive, let alone succeed. The government seems to be recognizing that lessons could be learned when developing new roles in the National Health Service by acknowledging the key themes identified from the earlier literature on the development and impact of new roles in nursing.In reality, each of the key systems identified as part of the framework is very complex, particularly in large organizations. However, the framework proposed offers a simplified and user-friendly approach to this complex subject. There is no suggestion that organizations do not have the systems in place but what is often missing is the underpinning communications to link the systems together. Although, this paper relates to nursing roles the framework is transferable to all health care practitioners and organizations.Whilst supporting new roles, the framework presented offers a wider dimension for enhancing organizational thinking and working practices. It is open to debate, which would be welcomed by the authors, yet provides a challenge to health care organizations in assessing how integrated their systems are in meeting its business, aspirations and new targets. [ABSTRACT FROM AUTHOR]

This article outlines a range of work-based learning opportunities which are suitable for healthcare assistants, healthcare support workers and assistant practitioners. Innovation and imagination, plus a sound evidence base, are the foundations for work-based learning opportunities based in the School of Nursing at the University of Salford. Student choice and flexibility combined with a rigorous learning experience are the guiding principles. The process of learning focuses on 'real life' work-related issues that make a difference to clients and service provision. This is achieved through partnership and negotiation between the student, their employer and the university and acts as the medium for the valuing and changing of practice. As one student on the course suggested 'it's good to able to concentrate on what I'm actually doing...I can make what I am doing meaningful within my work' (student comment, module evaluation, 2006). [ABSTRACT FROM AUTHOR]