clinical leadership
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Author(s):  
Judy McKimm ◽  
David Johnstone ◽  
Chloe Mills ◽  
Mohammed Hassanien ◽  
Abdulmonem Al-Hayani

Research carried out in 2016 by two of the authors of this article investigated the role that leadership ‘theory’ plays within an individual's leadership development and identified other components of clinical leadership programmes that are key to enabling the development of future leaders. While early career doctors identified leadership theories and concepts as important within their development as clinical leaders, these must be closely tied to real-life practices and coupled with activities that aim to develop an increased self-awareness, understanding of others, clinical exposure and leadership tools that they can use in practice. During a healthcare crisis, such as a global pandemic, maintaining a focus on leadership development (particularly for more junior clinicians) might not be seen as important, but leadership is needed to help people and organisations ‘get through’ a crisis as well as help develop leadership capacity for the longer term. This article, drawing from contemporary literature, the authors' own research and reflections, discusses how leadership development needs to continually adapt to meet new demands and sets out tips for those involved with clinical leadership development.


Author(s):  
Muhammad Ardian Cahya Laksana ◽  
Muhammad Ilham Aldika Akbar ◽  
Dwi Izzati

AbstrakTingginya angka kematian ibu disebabkan oleh masalah kualitas pelayanan kesehatan yang dipengaruhi oleh faktor organisasi, personal dan lingkungan (Kemenkes, 2018a; Mahmood et al., 2018). Pandemi Covid-19 di Indonesia terus berlanjut, dan kemungkinan akan menyebabkan peningkatan kematian ibu lebih lanjut, sehingga diperlukan kepemimpinan dan bantuan klinis. Metode yang digunakan dalam program pengabdian masyarakat ini adalah dengan memberikan pelatihan dan pendampingan kepada bidan dalam pencegahan dan penanganan kasus ibu hamil di rumah sakit. Pelatihan ini berhasil meningkatkan pengetahuan bidan tentang penanganan kasus covid ibu, pencegahan dan kepemimpinan bidan dalam pelayanan ibu sebesar 35%. Implikasi dari hasil pengabdian kepada masyarakat ini adalah perlu adanya pelatihan pengetahuan dan keterampilan bidan dalam penanganan kasus ibu covid pada masa pandemi dengan mempertimbangkan aspek kebijakan internal rumah sakit, alur pelayanan ibu, kompetensi petugas, APD, sarana dan prasarana rumah sakit, sehingga diperlukan berbagai metode pendekatan dalam melakukan intervensi kebidanan dalam asuhan ibu hamil dengan konfirmasi COVID-19.Kata Kunci : Bidan, COVID-19, Maternal, Pengetahuan AbstractThe high incidence of maternal mortality is caused by problems in the quality of health services which are influenced by organizational, personal, and environmental factors. The Covid-19 pandemic in Indonesia continues and is likely to lead to a further increase in maternal mortality, so clinical leadership and assistance are needed. The method used in this community service program was providing training and assistance to midwives in preventing and handling maternal COVID cases in hospitals. This training succeeded in increasing the knowledge of midwives about handling maternal covid cases, prevention, and midwives’ leadership in maternal services by 35%. The implication of the results of this community service is the need for training on the knowledge and skills of midwives in handling maternal covid cases during the pandemic by considering aspects of hospital internal policies, maternal service flow, officer competence, PPE, hospital facilities and infrastructure, so we need various methods of approach in conducting midwifery interventions in the care of pregnant women with confirmed COVID-19.Keyword : COVID-19, Knowledge, Midwife, Maternal


BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000464
Author(s):  
Judy McKimm ◽  
Peter Lees ◽  
Kirsten Armit ◽  
Chloe Mills

BackgroundThe drive towards engaging UK doctors in clinical leadership and management has involved many initiatives at various levels.MethodsThis paper reports on the findings of an in-depth evaluation of a national medical leadership programme for doctors in the late stages of specialty or general practitioner (GP) training or have just become consultants or GPs.ResultsThe evaluation clearly demonstrates the impact of this programme and the benefits for the individuals and organisations involved, particularly around stimulating a shift in mood and a major mindset shift in what medical leadership is (and is not) and what they can achieve as medical leaders. The programme structure and activities allowed participants to learn from a range of senior decision-makers about policy and strategic developments and processes. However, the evaluation also highlighted that some pervasive myths still exist around medical leadership and management which, if not addressed, will hamper efforts to fully engage doctors in taking on strategic leadership roles.ConclusionClinical leadership programmes are valuable, but must be carefully managed to extract the full value from them.


BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000465
Author(s):  
Sharon Buckley ◽  
Megan Smith ◽  
Jaimini Patel ◽  
Sandie Gay ◽  
Ian Davison

IntroductionThe importance of shared or distributed leadership in healthcare is recognised; however, trainees, early career professionals and others for whom the exercise of leadership is a recent development report being underprepared for leadership roles. Trainee clinical scientists exemplify such groups, being both early in their career and in a profession for which clinical leadership is less well established. Their insights can inform understanding of appropriate forms of leadership development for health professionals.MethodsWe explored perceptions of leadership and its development for trainee clinical scientists on the UK preregistration Scientist Training Programme through semi-structured interviews with trainees, training officers, academic educators and lead healthcare scientists; and through an online questionnaire based on the UK multiprofessional Clinical Leadership Competency Framework (CLCF). Responses were analysed statistically or thematically as appropriate.ResultsForty interviews were undertaken and 267 valid questionnaire responses received. Stakeholders recognised clinical expertise as integral to leadership; otherwise their perceptions aligned with CLCF domains and ‘shared leadership’ philosophy. They consider learning by ‘doing’ real tasks (leadership activities) key to competency acquisition, with leadership education (eg, observation and theory) complementing these. Workplace affordances, such as quality of departmental leadership, training officer engagement and degree of patient contact affect trainees’ ability to undertake leadership activities.ConclusionsFrom our research, we have developed an enhanced model for leadership development for trainee and early career clinical scientists that may have wider applicability to other health professions and groups not traditionally associated with clinical leadership. To foster their leadership, we argue that improving workplace affordances is more important than improving leadership education.


2021 ◽  
pp. 105173
Author(s):  
Kirsten Jack ◽  
Monica Bianchi ◽  
Rosa Dilar Pereira Costa ◽  
Keren Grinberg ◽  
Gerardina Harnett ◽  
...  

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000528
Author(s):  
Steve Gulati ◽  
Christiane Shrimpton

IntroductionClinicians enter the medical profession through a variety of routes. This paper explores how non-traditional routes into the medical profession can follow through into subsequent medical leadership practice, influencing issues of confidence, self-image and assumptions about leadership as a concept.MethodThe first-person reflections of a doctor who entered the profession and the National Health Service from the German system and with a non-standard background are considered. We then discuss how those involved in leadership education can use diversity as a developmental tool. The article starts and ends with personal reflections and observations from a Consultant Opthalmologist, interposed with insights from the pedagogy of leadership development by a University academic.ConclusionsWe conclude that medical leadership development can be enriched through recognising the value that non-traditional routes in clinical leadership can bring, and that educators can use the leverage of difference and diversity to create positive loops of development activity.


2021 ◽  
Vol 38 (9) ◽  
pp. A13.2-A13
Author(s):  
Fiona Bell ◽  
Andrew Hodge ◽  
Richard Pilbery ◽  
Sarah Whiterod

BackgroundIn early March 2020, a senior clinical support cell (SCSC) was established within Yorkshire Ambulance Service NHS Trust (YAS). The SCSC aimed to provide an additional layer of clinical leadership within the Emergency Operations Centre to support call centre and decision support for on-scene ambulance staff working in challenging circumstances. It was staffed by advanced practitioners, doctors and other senior paramedics with range of diverse skills from critical to urgent care. We aimed to understand the patterns of use of a SCSC for emergency 999 calls during the COVID-19 pandemic.MethodsRoutinely collected call data was retrospectively analysed to understand the patterns of use in the first three months of the service. The reason for the call, patient demographic and any regional differences were described. An anonymous survey was distributed to frontline ambulance crews to understand the reasons for contacting the SCSC, or not, and the outcomes of that contact for patient care.Results7296 patient care episodes received either a telephone triage by SCSC for 999 calls or 111 calls transferred for an emergency ambulance response (3160) or had telephone support provided to crews on scene (4136). Telephone triage accounted for 3160 calls where 642 cases (20.3%) resulted in a hear-and-treat outcome, and the findings suggest a low re-contact rate within 24 hours at 2.4%.The primary reasons for crews seeking support/advice from the SCSC were discharge advice or permission (37%); support for pathways in their area (25%); or for cases where patients refused care or conveyance (11%).ConclusionsSCSC was developed in response to the COVID-19 pandemic, and lessons can be learned to prepare for any future significant service challenges as a result of the rapid implementation of the SCSC and the clinical leadership required to support the pace of change and emerging clinical knowledge and practice.


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