Rural Clinical Team Leadership Program Program Curriculum

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1 Rural Team Program Program Curriculum 2017 Rural Team Program Page 1

2 TABLE OF CONTENTS UNDERPINNING THEORETICAL FRAMEWORK... 3 THE NSW HEALTH LEADERSHIP FRAMEWORK... 4 PROGRAM COMPONENTS... 4 MODULES... 5 MODULE ONE... 6 MODULE TWO... 6 MODULE THREE... 6 MODULE FOUR Rural Team Program Page 2

3 UNDERPINNING THEORETICAL FRAMEWORK The Program draws on a number of disciplines (including education, psychology, management and Practice Development - see Module 1), in enabling and supporting participants to improve safety and clinical quality within the NSW health system. The following framework, adapted from a model by Miller (2003), outlines key dimensions and related skills that underpin effective clinical leadership. The framework is relevant to both formats of the CTLP and acknowledges that to be an effective clinical leader, requires relevant knowledge (theoretical and technical expertise), direction (vision), strategy (goal setting) and behaviour (outcomes). The CTLP addresses these four elements by outlining key theoretical concepts (knowledge), facilitating strategies for improved performance (strategy), exploring the effectiveness of particular attributes (behaviour) and outlining a vision (direction) of improved patient safety and staff morale. Skills and dimensions of clinical leadership Quality control and risk management Financial management Strategic planning Strategic flexibility Human impact of change Organisational impact of change Resources available Clear outcomes defined Clear response to change Constancy of purpose Profound Strategy Full commitment seen in action Monitor the change Support the change Model the vision Walk the talk Congruity of activity Business knowledge CPI/ redesign Change management Organisational development Audit Performance management. Staff selection & development Purposeful Direction LEADERSHIP Purposeful Behaviour Self development Decision-making Conflict management Communication Negotiation Professional development Competency of Outcome Ability to systems think Give and receive feedback Communication Promote activity Team building Human side of mgt Capability Dimension Skills required Fig 2.1: Miller Framework Profound Knowledge governance strategies Health system knowledge Information management IT systems Healthcare reform strategies Health law Compatibility of Values Promote interdependence Assist staff to thrive Staff reviewed and reinforced Ethical behaviour Adapted from Gerald V Miller Miller, G.V. The Dimensions Survey // Gordon J. (ed.) (2003) Pfeiffer s Classic Activities for Developing Leaders. (pp ). Reproduced with permission 2017 Rural Team Program Page 3

4 THE NSW HEALTH LEADERSHIP FRAMEWORK The CTLP has now been mapped to the NSW Health Framework (HETI, 2013). The model (figure 2.2) frames leadership in terms of five domains: Achieving outcomes Developing and leading self Engaging people and building relationships Partnering and collaborating across boundaries Transforming the system. For each domain a set of four capabilities is defined and for each capability a set of three behavioural descriptors. The intention is to point to the kinds of specific observable actions associated with effective leadership in a health care context. Figure 2.2: The NSW Health Framework 2017 Rural Team Program Page 4

5 PROGRAM COMPONENTS The CLP draws on a variety of methodologies, models and tools to foster increased knowledge, strategies, direction and effective behaviour. The following diagrams outline key components, as seen through the perspective of a CLP facilitator and participant 1. Self Governance Accountability Exploring my Personal Style Evidence based practice Adult learning principles practice improvement Sustainable Improvements Governance Discovering my Values Emotional Intelligence Practice development Project management Statewide Program theories Facilitation models Mutual Purpose Values Clarification Team Governance Bottom-up practice redesign Teamwork / team dynamics Change management Fig 3: CLP key components participant perspective Fig 4: CLP key components facilitator perspective MODULES The Foundational CLP, as delivered in the generic format, consists of four interrelated modules and associated workshops, as follows: Table 1: Foundational CLP Modules MODULE ONE in Health Care Setting Contemporary Models : Link to Quality and Safety Attributes Governance Practice Development; Person- Centredness MODULE TWO Self Development MODULE THREE Team Development / Quality & Safety (Integrated focus across all modules) Values Clarification Personal Style Communication Style Emotional Intelligence Frameworks for Growth Self Care Reflective Practice Teamwork and Functional Teams Leader as Facilitator Workplace Culture Team Development Strategies Change Management MODULE FOUR Project Development; Quality Improvement Governance in Practice Stakeholder Engagement Exploration of Methodologies Data Gathering and Analysis Undertaking a Improvement Project Strategies for Improvement 1 Facilitator perspective - Nicole Byrne,; Participant perspective, Julie Swain 2017 Rural Team Program Page 5

6 MODULE ONE: LEARNING OUTCOMES At the end of this module it is anticipated that you will be able to: Outline the main theories of contemporary leadership Describe the leadership attributes required of a contemporary leader in healthcare Identify the behaviours that are characteristic of ethical leadership Define the concept of clinical governance and its link with patient safety Describe the concepts and models within Practice Development Understand how the principles of Practice Development, leadership and governance intersect in clinical practice. MODULE TWO: LEARNING OUTCOMES At the end of this module it is anticipated that you will be able to: Recognise the impact of personal values and attributes on behaviour Identify your preferred leadership and communication styles Describe and apply emotionally intelligent behaviours in managing self and relating to others Critically reflect on your practice and key learnings as a leader Identify strategies to support your ongoing growth, development and self care Develop a Personal Development Plan based on 360-degree feedback. MODULE THREE; LEARNING OUTCOMES At the end of this module, it is anticipated that you will be able to: Describe the interrelationships between teamwork, leadership and workplace culture Identify resources and processes for enhancing team dynamics and workplace culture Describe the key attributes of leaders as facilitators Facilitate a decision-making exercise within your clinical team Identify the elements of functioning and dysfunctioning teams Experience the benefits of participating in an active learning Outline the key features for developing and sustaining an effective workplace culture Outline an 8-stage process for effective sustainable change. MODULE FOUR: LEARNING OUTCOMES At the end of this module it is anticipated that you will be able to: Integrate the elements of governance, practice development and process improvement in designing and implementing a clinical improvement initiative Complete a stakeholders communication and information plan Implement patient-centred, continuous improvement activities that aim to: o develop patient care practices o inform the staff of your clinical area of the patient s experience of care and the extent of staff person-centeredness. Demonstrate outcomes from your work as a clinical leader Rural Team Program Page 6

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