Development and delivery of a clinical leadership programme for integrated community teams

2019 ◽  
Vol 24 (11) ◽  
pp. 518-522
Author(s):  
Carole Roberson
Keyword(s):  
Community Nursing ◽  
Out Of Hours ◽  
Clinical Leadership ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Leadership Framework ◽  
Additional Support ◽  
Full Day ◽  
Programme Staff ◽  
Nursing Teams

Neighbourhood teams were formed throughout Worcestershire in early 2018, which led to a change in staff roles and responsibilities, as these are multidisciplinary community teams. It became apparent during the transition that many of the staff in band 6 roles required additional support and education to enable them to develop their knowledge and skills. Therefore, a clinical leadership programme was developed specifically for these staff. The programme followed the principles of the NHS Leadership Framework and consisted of six full-day training sessions. During the programme, staff identified issues within their team and developed a plan to address these issues over the following 6–12 months. The next two cohorts of the programme included staff from out-of-hours community nursing teams. The feedback from all delegates and managers was overwhelmingly positive, and delegates continue to implement their plans.

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

scholarly journals Transforming Inclusive Education: Nine Tips to Enhance School Leaders’ Ability to Effectively Lead Inclusive Special Education Programs

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Cammy Romanuck Murphy
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Assistant Principals ◽  
Training Programs ◽  
School Leaders ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Special Education Programs ◽  
Inclusive Special Education

Principals and assistant principals, collectively referred to as<em> school leaders</em>, play instrumental roles in ensuring the success of inclusive special education in the schools they oversee. However, school leaders continually report they lack the knowledge and skills to effectively oversee quality inclusive special education programs. There are very few training programs available to school leaders that focus on leading inclusive special education programs. Therefore, the purpose of this article is to provide school leaders with nine tips, along with 11 immediately implementable practical strategies, to improve upon the inclusive special education programs in their schools. Topics include pertinent definitions, laws, and concepts associated with inclusion; models of coteaching; transformational leadership theory and traits; roles and responsibilities of school leaders in inclusive education programs; and practical strategies to implement to improve upon current inclusive education practices. This article is designed to be used with emerging, new, and experienced school leaders.

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

Exploring leadership in community nursing teams

2011 ◽  
Vol 68 (7) ◽  
pp. 1469-1481 ◽  
Author(s):  
Shona Cameron ◽  
Jean Harbison ◽  
Vicky Lambert ◽  
Caroline Dickson
Keyword(s):  
Community Nursing ◽  
Nursing Teams

Partnership working between hospice and children’s community nursing teams

2016 ◽  
Vol 28 (9) ◽  
pp. 26-30 ◽  
Author(s):  
Helen Bennett ◽  
Lesley McCarthy ◽  
Sam McKinnon
Keyword(s):  
Community Nursing ◽  
Nursing Teams

scholarly journals Young Farmers’ Knowledge And Technical Practice On Developing Agribusiness Based On Parents’ Occupation

Agro Ekonomi ◽  
2019 ◽  
Vol 30 (2) ◽  
Author(s):  
Diah Fitria Widhiningsih
Keyword(s):  
New Media ◽  
Family Background ◽  
Practical Skills ◽  
Knowledge And Skills ◽  
Farm Family ◽  
Technical Practice ◽  
High Knowledge ◽  
Additional Support ◽  
Applied Knowledge ◽  
On Farm

In family, parents act as facilitator who assist their children towards success. It can be seen in farm family while parents are taking part in decision making or giving suggestion on when to start planting crops. However, it is doubtful whether young farmers from non-farm family will experience the same opportunity. Therefore, this research aimed at understanding the different characters of young farmers whose parents work as farmers and non-farmers including their knowledge and technical practice on on-farm activity. This quantitative study was conducted in Prambanan and Kalasan Subdistrict, Sleman, D.I. Yogyakarta.  Selected through census, 42 young farmers were interviewed based on questionnaire. The data were analysed by using non-parametric analysis because of the data normality and Kolmogorov Smirnov’s analysis was implemented due to the objectives of this study. The result of analysis indicates that young farmers’ knowledge from different family background is also different. Young farmers from farm family have high knowledge on local wisdom in their organic farming. Furthermore, they are also socialized with more social networks. Their applied knowledge is better due to their experience and facility support. On the other hand, both young farmers who come from farm family and non-farm family do not perform different behaviour on their on-farm practice. New media including social media and social learning appear as the main additional support besides parents which can minimize the gap of practical skills among them. Collaboration on farmer group and extension workers’ role can be an alternative to develop young farmers’ knowledge and skills.

Leadership in BSW Education: Preparing for the Role of Academic Chair

2006 ◽  
Vol 11 (2) ◽  
pp. 40-50 ◽  
Author(s):  
Kimberly McClure Cassie ◽  
Karen M. Sowers ◽  
William Rowe
Keyword(s):  
Career Planning ◽  
Leadership Skills ◽  
Department Chairpersons ◽  
Academic Leaders ◽  
Department Chairperson ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Administrative Leader ◽  
Social Work Program

Leading a social work program as a department chairperson is a multidimensional role requiring knowledge and skills that most faculty are unprepared to provide. Given that most universities do not have training programs to assist department chairpersons in assuming their new roles and responsibilities, faculty members must familiarize themselves with the work of department chairpersons and obtain knowledge and skills from other sources. This article provides a discussion of the various roles and responsibilities required of department chairpersons and the leadership skills required to become an effective and successful administrative leader in academia. A self-survey instrument is provided to assist department chairpersons and those aspiring to become academic leaders in assessing their leadership readiness. The article concludes with a discussion of strategic career planning and its role in helping individuals become effective academic leaders.

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