A qualitative evaluation of a pilot leadership programme for dentists

2015 ◽  
Vol 28 (3) ◽  
pp. 185-199 ◽  
Author(s):  
Jonathan Walsh ◽  
Nicholas Taylor ◽  
Donna Hough ◽  
Paul Brocklehurst
Keyword(s):  
Local Level ◽  
Qualitative Evaluation ◽  
Training Programme ◽  
Structured Interviews ◽  
Clinical Leadership ◽  
Content Type ◽  
North West ◽  
Dental Practitioners ◽  
Training Programmes ◽  
The Way

Purpose – The purpose of this paper was to evaluate a pilot training programme run by Health Education North West to promote clinical leadership amongst general dental practitioners (GDPs). New powers and responsibilities for clinicians have caused a fundamental shift in the way that local services are planned and delivered in England. GDPs are being appointed onto the boards of local professional networks (LPNs) to influence the way that services are delivered at a local level. Analogous to clinical commissioning groups in medicine, the role of LPNs is to ensure that GDPs lead change and drive up the quality of service provision. Clinical leadership has been argued to be fundamentally important in these new structures, but has received little attention in the dental literature. Design/methodology/approach – Semi-structured interviews and a focus group were held with participants of the pilot to explore their understanding and experience of clinical leadership. These were recorded, transcribed verbatim and underwent thematic analysis. Findings – Nineteen codes were identified and organized into four themes: nature of clinical leadership, challenges for clinical leaders in dentistry, Leadership Exploration and Discovery programme evaluation and future direction. Practical implications – The research provides an understanding of how GDPs conceptualise clinical leadership and provides recommendations for future leadership training programmes. Originality/value – This is the first evaluation of a leadership programme for GDPs and so helps address the paucity of evidence in the dental literature.

scholarly journals Longitudinal impact of Welsh clinical leadership fellowship

2020 ◽  
Vol 33 (1) ◽  
pp. 1-11
Author(s):  
Suzanne Phillips ◽  
Alison Bullock
Keyword(s):  
Clinical Practice ◽  
Medical Training ◽  
Healthcare Delivery ◽  
The Body ◽  
Longitudinal Impact ◽  
Structured Interviews ◽  
Clinical Leadership ◽  
Content Type ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to evaluate the longer-term impact of the 12-month Welsh clinical leadership fellowship. Design/methodology/approach Semi-structured interviews with 10 out of 14 trainee doctors who were fellows between 2013-2016, exploring how leadership knowledge and skills were used in clinical practice, impact on patient care and influence on careers. Data, gathered in 2017 when participants had completed the fellowship between 1-3 years, were analysed thematically. Findings All found the fellowship rewarding. The experience was felt to advantage them in consultant interviews. They gained insight into the wider influence on organisations and the complexity of issues facing senior clinicians. Although subtle, the impact was significant, equipping fellows with negotiation skills, enabling them to better influence change. Indirect impact on clinical practice was evidenced by enhanced confidence, teamworking skills and progression of improvement projects. However, the use of skills was limited by lack of seniority within teams, demands of medical training and examinations. The negativity of others towards management and leadership was also noted by some. Research limitations/implications Small participant numbers limit generalisability. Practical implications The fellowship is designed to equip participants with skills to lead improvements in healthcare delivery. Those more advanced in their medical training had greater opportunity and seniority to lead change and were better placed to apply the learning. This has implications for whom the training should be targeted. Originality/value A rare study exploring the longer-term impact of a leadership programme on later clinical practice, which adds to the body of knowledge of impact and efficacy of leadership training programmes in healthcare environments.

Perceptions of clinical leadership amongst West Midlands registrars

2014 ◽  
Vol 10 (2) ◽  
pp. 108-122 ◽  
Author(s):  
Dulani Mendis ◽  
Calum Paton
Keyword(s):  
Online Survey ◽  
Relevant Literature ◽  
Training Programme ◽  
Service Improvement ◽  
Structured Interviews ◽  
Clinical Leadership ◽  
Content Type ◽  
Leadership Potential ◽  
Team Working ◽  
Training Opportunities

Purpose – Previously published studies about trainee perceptions of clinical leadership, although small in number, have not assessed the opinions of senior registrars nor established their awareness of the relevant leadership frameworks. The paper aims to discuss these issues. Design/methodology/approach – Survey questions and interview questions were designed and a comparison of the relevant literature was performed. An online survey was sent via e-mail to a potential of 2,126 registrar trainees within the deanery and a series of semi-structured interviews (analysed via a content analysis) were conducted amongst voluntary subjects. Findings – The response rate for the questionnaire was 247/2,126 (11.6 per cent). Respondents recognised the importance of leadership (90.4 per cent), professionalism (99.6 per cent) and promoted team-working (89.8 per cent). In total, 94.3 per cent of respondents have had ideas for improvement in their workplace; however, only 27.9 per cent have had their ideas for change implemented. Of the 85.5 per cent of trainees who are not aware of the leadership frameworks, 89.1 per cent performed leadership activities either daily or sometimes. The priorities of registrars did appear to differ between the junior and senior grades. Originality/value – Registrar trainees have a desire to engage and a perceived ability to contribute to service improvement; however, a lack of encouragement, awareness and limited training opportunities serve to hamper the development of clinical leadership potential. This study presents itself as a pilot and will hopefully prompt a larger deanery study to gain a thorough assessment of all trainee perceptions, in order to improve the training programme and ultimately create a generation of consultants equipped to engage in clinical leadership throughout their lifelong career in the National Health Service.

Hitting the right note for child and adolescent mental and emotional wellbeing: a formative qualitative evaluation of Sistema Scotland’s “Big Noise” orchestral programme

2016 ◽  
Vol 15 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Christopher Harkins ◽  
Lisa Garnham ◽  
Aileen Campbell ◽  
Carol Tannahill
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Early Stage ◽  
Qualitative Evaluation ◽  
Qualitative Assessment ◽  
Potential Contribution ◽  
Emotional Wellbeing ◽  
Structured Interviews ◽  
Content Type ◽  
Causal Pathways

Purpose – Previous research emphasises the need for preventative interventions to reduce mental health problems among disadvantaged children and adolescents. There is however little consensus concerning the delivery and impacts of such interventions particularly non-clinical, arts-based models delivered within community settings. The purpose of this paper is to begin to address this deficit through a qualitative assessment of the short- to medium-term impacts to participants’ mental and emotional wellbeing within Sistema Scotland’s Big Noise orchestral programme. Design/methodology/approach – Semi-structured interviews, observation, participant drawing exercise, participatory filmmaking, focus group and analysis of programme engagement were undertaken to examine the mental and emotional wellbeing impacts of the programme which are observable at this early stage of programme delivery and participants’ lives. Findings – The qualitative findings indicate that participation in the Big Noise programme enhances participant mental and emotional wellbeing in three ways; first, the happiness and enjoyment of taking part in the programme and orchestra, particularly from music making; second, the security, belonging and relationships fostered through participation; the quality of musician/participant relationship is important here as is programme design which enables support, routine and structure; and third, increased pride, confidence and self-esteem, as a result of acquiring difficult musical skills, receiving regular praise and having frequent opportunities to demonstrate these acquired skills through regular orchestral performances. Originality/value – There is little evidence or understanding of community-based, preventative, arts interventions like Big Noise: their delivery, their life-course impacts and their potential contribution to mental health and to addressing social and health inequalities. The causal pathways in the field are under-theorised. These early findings are important as they serve as an important basis from which to consider the programme’s wider and longer term impacts, which will be assessed through an on-going longitudinal, mixed method summative evaluation.

How does the evolution of an organization's multiple-dominant-logic system affect its ambidextrous innovation?

2021 ◽  
Vol 34 (3) ◽  
pp. 545-569
Author(s):  
Haifen Lin ◽  
Tingchen Qu
Keyword(s):  
Structured Interviews ◽  
Content Type ◽  
Internal Resources ◽  
Dominant Logic ◽  
Influence Mechanism ◽  
Entrepreneurial Bricolage ◽  
Set Up ◽  
Logic System ◽  
The Way

PurposeThis paper aims to address how an organization's multiple-dominant-logic system evolves as it grows and how does this evolution affect the way managers choose to balance ambidextrous innovation.Design/methodology/approachThis paper adopts an interpretive and exploratory case study on the mechanism of how the multiple-dominant-logic system influences the decision of balanced ambidextrous innovation. Considering that the multiple-dominant-logic system will change with the development of a firm, this paper focuses on exploring how the evolution of multiple-dominant-logic system affects the way managers choose to balance ambidextrous innovation. The authors spent almost two years collecting data from M-grass Ecology and following the evolution and innovation through semi-structured interviews, archival data and observation. Then they set up a framework showing the influence mechanism by analyzing the data through a four-step process.FindingsThis research points out that an organization's multiple-dominant-logic system may change for several times in its growth. It provides a model for the evolution of a multiple-dominant-logic system. It confirms that firms' multiple-dominant-logic system is not immutable, but evolves with the change of the firm's internal resources and external environment. Also, it finds that under the influence of different multiple-dominant-logic architectures, mangers choose different ways to balance ambidextrous innovation. In this process, appropriate entrepreneurial bricolage plays a significant role in balancing ambidextrous innovation.Originality/valueThe findings offer some valuable insights for further research on dominant logics and ambidextrous innovation and hold important implications for managers making a decision.

How can teachers’ entrepreneurial competences be developed? A collaborative learning perspective

2015 ◽  
Vol 57 (5) ◽  
pp. 492-511 ◽  
Author(s):  
Katariina Peltonen
Keyword(s):  
Collaborative Learning ◽  
Interpretative Phenomenological Analysis ◽  
School Context ◽  
Empirical Work ◽  
Training Programme ◽  
Content Type ◽  
Self Confidence ◽  
Collegial Support ◽  
Training Programmes

Purpose – The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education. Design/methodology/approach – The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data. Findings – The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society. Research limitations/implications – The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions. Practical implications – The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes. Originality/value – The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.

scholarly journals A place to call home: perspectives on offender community reintegration

2016 ◽  
Vol 18 (4) ◽  
pp. 283-291 ◽  
Author(s):  
Emma Tarpey ◽  
Hannah Friend
Keyword(s):  
Housing Association ◽  
Supported Housing ◽  
Community Reintegration ◽  
Structured Interviews ◽  
Content Type ◽  
North West ◽  
Housing Scheme ◽  
Good Lives ◽  
Practical Implications

Purpose The purpose of this paper is to explore offenders’ experiences of community reintegration facilitated by a supported housing scheme. Design/methodology/approach Data were derived from five semi-structured interviews with prolific offenders who were participating in a UK “north west housing association” scheme; a community reintegration programme for offenders released from prison. Findings Thematic analysis demonstrated four predominant themes, these were: “the decision to change”, “self-fulfilment”, “a place to call home” and “a suitable support system”. The themes are discussed in relation to the Good Lives Model. Practical implications Participation in the housing scheme was a key component of the reintegration process, which positively facilitated lifestyle change. Originality/value This research considers the often “unheard” perspectives of prolific offenders and highlights the significant role of community housing schemes in supporting successful community reintegration.

scholarly journals “Thinking about drinking”

2016 ◽  
Vol 116 (6) ◽  
pp. 541-560 ◽  
Author(s):  
Siobhan Farmer ◽  
Lorna Porcellato
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Local Level ◽  
National Policy ◽  
Policy Recommendations ◽  
Alcohol Education ◽  
Primary School Teachers ◽  
Content Type ◽  
North West ◽  
Written Responses

Purpose The purpose of this paper is to explore perceptions of alcohol held by schoolchildren using the “Draw and Write” tool, to inform the planning of alcohol education in the classroom setting. Design/methodology/approach A specifically designed “Draw and Write” booklet was used with 169 children aged nine to ten years (Year 5) across seven primary schools in a small Local Authority in North West England. Written responses were thematically coded. Findings Results demonstrated that the children had a good basic understanding of alcohol, including who drinks, where it can be purchased and the range of products available. Participants were aware that alcohol could be harmful and held mainly negative views. Findings suggest that alcohol education at this age is both appropriate and necessary to help children explore, understand and clarify their perceptions and misconceptions in a safe classroom environment. Practical implications The range and depth of responses from the children demonstrated that Draw and Write can be used successfully to explore children’s perceptions of alcohol. The tool can be used as a baseline assessment to inform classroom-based alcohol education for primary school teachers and those supporting delivery at local level, in line with national policy recommendations. Originality/value This paper adds to the existing literature on the use of “Draw and Write” in personal, social and health education, demonstrating that it can be used specifically to investigate children’s knowledge and attitudes about alcohol.

Philosophy and politics in higher education

2019 ◽  
Vol 19 (3) ◽  
pp. 294-306
Author(s):  
Nurdiana Gaus
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Geographical Region ◽  
Structured Interviews ◽  
Truth Telling ◽  
Women Academics ◽  
Content Type ◽  
Indonesian Government ◽  
Truth Teller ◽  
The Way

Purpose The purpose of this paper, which is drawn on Indonesian academic women’s experiences, is to examine the extent to which the aesthetics of existence or true life of women academics in relation to the truth telling, played out within the interaction between philosophy and politics, is affected by the application of NPM in research and publication productivities, and the way in which women academics are voicing their opinions toward this issue. Design/methodology/approach In total, 30 women academics across two geographical region (east and west) universities took part in this research, sharing their perceptions and the way they criticize this policy to the audiences (Indonesian government), framed within the concept of parrhesia (truth telling), parrhesiastes (truth teller) of Foucault and the pariah of Arendt. Findings Using semi-structured interviews, this research finds that women academics in Indonesian universities have shown discursive voices and stances to the extent to which they agree and oppose this policy, showing the patterns similar to those of parhesiastes and pariah. The implication of this study is addressed in this paper. Originality/value This research, via the lenses of Parrhesia and Pariah, finds several kinds of philosopher roles of women academics in Indonesian universities, such as apathetic philosophers or depraved orators and Schlemihl figure of Pariah, and Parrhesiastic philosophers of Socrates and a conscious figure of Pariah.

Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations

2016 ◽  
Vol 21 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Greg Stocks ◽  
Sean Slater
Keyword(s):  
Self Efficacy ◽  
Repeated Measures ◽  
Outcome Expectations ◽  
Training Model ◽  
Training Programme ◽  
Positive Outcome ◽  
Content Type ◽  
Repeated Measures Design ◽  
Training Programmes ◽  
The Impact

Purpose – The purpose of this paper is to investigate the impact of a six-and-a-half day, Positive Behaviour Support (PBS) informed training course on staff’s self-efficacy and outcome expectations of managing challenging behaviour (CB). Training programmes for other non-psychology staff were deemed necessary due to the high demand for services and the specialist knowledge held by other professionals or carers. Design/methodology/approach – A repeated measures design was used to capture changes in specific self-efficacy and outcome expectations before and after the training programme. A questionnaire methodology was employed. Findings – Staff self-efficacy and positive outcome expectations increased on all four measured variables following training: understanding of CB, working out the functions of CB, developing and implementing a PBS plan, and managing CB for the benefit of the service user. Research limitations/implications – These findings are considered in light of previous research suggesting an impact on staff practice and burnout. Practical implications – The findings suggest that the training model delivers changes in staff cognition and may be useful in other locations where demand for services is likely to increase in the future. Originality/value – This research considers the impact of a medium length PBS training on staff cognition, evidencing the model’s utility in the current service context.

scholarly journals Healthy eating in the early years

2016 ◽  
Vol 118 (4) ◽  
pp. 992-1002 ◽  
Author(s):  
Nicola Goldsborough ◽  
Catherine Homer ◽  
Rebecca Atchinson ◽  
Margo E. Barker
Keyword(s):  
Young Children ◽  
Healthy Eating ◽  
Local Level ◽  
Dietary Guidelines ◽  
Early Years ◽  
Structured Interviews ◽  
Content Type ◽  
Health And Development ◽  
Food Provision ◽  
The Uk

Purpose – A nutritious diet is critical to the health and development of pre-school children. Children in the UK consume much food outside the home yet day-care food provision is unregulated, and informed by disparate and conflicting dietary guidelines. Factors affecting nursery food provision have been much studied, but less is known about food provision in the child-minder setting. The purpose of this paper is to examine factors influencing child-minders’ food provision. Design/methodology/approach – Qualitative methods were employed, combining participant observation with semi-structured interviews. Participants were selected via purposive and convenience sampling. Eight child-minders from an English borough were interviewed. Findings – The food provided by child-minders was not consistent with dietary guidelines for young children, following menu plans was reported to be difficult, and knowledge about healthy eating guidelines for young children was various. Child-minders reported limited time for food preparation, and problems catering for fussy children. Some child-minders obtained support through an informal peer network group. Only one child-minder reported availing of professional nutritional advice on healthy food provision. Communication with parents about food was considered important, although there was some evidence of discord between providers and parents in dietary objectives. Research limitations/implications – The study was small in size and regionally based. Due to the local nature of the study, it is not possible to make generalisations to the wider national context. Corroboration of the findings is necessary in a larger study. Practical implications – Child-minders have a pivotal role to play in the nutritional health and development of young children, and whilst their interest in provision of nutritious food was great, outside support was lacking. Support should include provision of one clear set of authoritative guidelines, practical guidance that accommodates the realities of providing food in the child-minder setting, investment to strengthen support structures at local level and the development of network groups. Originality/value – Whilst the factors underpinning food provision in nurseries have been examined in various regions of the UK, little attention has been given to child-minder settings. The current study addresses this gap.

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