Effective Learning for Managers' Professional Development: Impact on Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/304037
Category:
Abstract
Type:
Presentation
Title:
Effective Learning for Managers' Professional Development: Impact on Practice
Author(s):
Jooste, Karien; Jasper, Melanie A.
Lead Author STTI Affiliation:
Tau lambda
Author Details:
Karien Jooste, PhD, kjooste@uwc.ac.za; Melanie A. Jasper, PhD, MSc, BNurs, BA, PGCEA, RN, RM, RHV;
Abstract:

Session presented on: Monday, July 22, 2013

Purpose: To present conclusions from the All-Wales professional development programme for ward managers relating to effectiveness of work-based reflective learning strategies and consideration of resource-use efficiencies associated with these strategies. 

Methods: a national multi-method evaluation incorporating statistical data, focus group and individual semi-structured interviews with 32 nurse managers, 16 programme leaders/ education managers.  

Results: 923 nurse maangers completed programmes over a four-year period, with 250 awarded the programme certificate. Various models were adopted in designing a programme against general principles. Where reflective learning strategies were utilised, such as pre-programme identification of learning/skills needs, action learning sets, individualised learning contracts, and portfolios of evidence demonstrating achievement of the required competencies, completion of the programme resulted in long-lasting changes to both leadership/management practice and development of innovative nursing practice which impacted on patient care and outcomes.

Financial constraints necessitate cost-effective professional development directly impacting patient care and management/leadership practice – evidence suggest that work-based learning, designed to build skills and capacity for solving work-based problems directly affects managers’ self-awareness and confidence in building teams and improves leadership skills to empower the workforce. This approach enables nurse managers to access a range of learning opportunities outside traditional classroom learning methods, including online/web-based materials, role modelling, using patient stories, and peer-assisted learning. Utilisation of practice development facilitators, maximising learning-in-practice has significant impact on embedding leadership and management practice. 

Conclusion: Work-based learning activities, located within the manager's sphere of practice and developed through reflective learning techniques are most likely to result in practice development and change in management behaviour and leadership style, resulting in improved teamwork and patient outcomes. These straties also prove cost effective in resource-scarce environments where both personal and professional development can be demonstrated and show an effectt in practice. These strategies are not context specific, but can be adapted to other cutlures and nursing contexts to promote service-needs-led development

Keywords:
reflective learning strategies; leadership/management development; work-based learning
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEffective Learning for Managers' Professional Development: Impact on Practiceen_GB
dc.contributor.authorJooste, Karienen_GB
dc.contributor.authorJasper, Melanie A.en_GB
dc.contributor.departmentTau lambdaen_GB
dc.author.detailsKarien Jooste, PhD, kjooste@uwc.ac.za; Melanie A. Jasper, PhD, MSc, BNurs, BA, PGCEA, RN, RM, RHV;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304037-
dc.description.abstract<p>Session presented on: Monday, July 22, 2013</p><b>Purpose: </b>To present conclusions from the All-Wales professional development programme for ward managers relating to effectiveness of work-based reflective learning strategies and consideration of resource-use efficiencies associated with these strategies.  <p><b>Methods: </b>a national multi-method evaluation incorporating statistical data, focus group and individual semi-structured interviews with 32 nurse managers, 16 programme leaders/ education managers.   <p><b>Results: </b>923 nurse maangers completed programmes over a four-year period, with 250 awarded the programme certificate. Various models were adopted in designing a programme against general principles. Where reflective learning strategies were utilised, such as pre-programme identification of learning/skills needs, action learning sets, individualised learning contracts, and portfolios of evidence demonstrating achievement of the required competencies, completion of the programme resulted in long-lasting changes to both leadership/management practice and development of innovative nursing practice which impacted on patient care and outcomes. <p>Financial constraints necessitate cost-effective professional development directly impacting patient care and management/leadership practice – evidence suggest that work-based learning, designed to build skills and capacity for solving work-based problems directly affects managers’ self-awareness and confidence in building teams and improves leadership skills to empower the workforce. This approach enables nurse managers to access a range of learning opportunities outside traditional classroom learning methods, including online/web-based materials, role modelling, using patient stories, and peer-assisted learning. Utilisation of practice development facilitators, maximising learning-in-practice has significant impact on embedding leadership and management practice.  <p><b>Conclusion: </b>Work-based learning activities, located within the manager's sphere of practice and developed through reflective learning techniques are most likely to result in practice development and change in management behaviour and leadership style, resulting in improved teamwork and patient outcomes. These straties also prove cost effective in resource-scarce environments where both personal and professional development can be demonstrated and show an effectt in practice. These strategies are not context specific, but can be adapted to other cutlures and nursing contexts to promote service-needs-led developmenten_GB
dc.subjectreflective learning strategiesen_GB
dc.subjectleadership/management developmenten_GB
dc.subjectwork-based learningen_GB
dc.date.available2013-10-22T20:28:02Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:28:02Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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