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Supporting Clinical leadership through Action: The Nurse Consultant Role.

Rosser, E., Grey, R., Neale, D., Reeve, J., Smith, C. and Valentine, J., 2017. Supporting Clinical leadership through Action: The Nurse Consultant Role. Journal of Clinical Nursing, 26 (23-24), 4768-4776.

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Rosser_et_al-2017-Journal_of_Clinical_Nursing.pdf - Accepted Version
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DOI: 10.1111/jocn.13830


The aim is to evaluate the effectiveness of an action learning set (ALS) to enhance clinical leadership and extend their scope and confidence more strategically. BACKGROUND: As the most senior clinical role in most healthcare systems, the consultant nurse role is a solitary one. They are required to develop personal resilience, commitment and a belief in their ability to lead, with new consultants needing a strong support network to succeed. DESIGN: Following a two year ALS, four nurse consultants, one therapy consultant, and a university educationalist engaged in a co-operative inquiry approach using four cycles of discussion, reflection, analysis and action over an 18 month period from March 2015 - July 2016, to learn how to change and enhance their working practices. Data were analysed thematically. FINDINGS: Four themes emerged where the ALS 1) offered structure and support 2) enabled a wider influence 3) empowered them to lead. The co-operative inquiry helped them realise how much they had gained from their collective learning and they felt empowered to lead. CONCLUSION: Their motivation to 'make a difference' remains palpable. The outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. Self leadership has clearly been accepted and embraced and their collaboration has improved communication across the organisation, enhanced their strategic leadership capability and given confidence to disseminate externally. RELEVANCE TO CLINICAL PRACTICE: The ALS offered structure to support these clinical leaders to keep them focused across the breadth of their role. Additionally, peer review with external facilitation has enabled these clinical leaders to gain a wider influence and empowered them to lead. This article is protected by copyright. All rights reserved.

Item Type:Article
Additional Information:Funded by Bournemouth University and Yeovil District Hospital NHS Foundation Trust to release the time of the authors to engage in the Action Learning Set, in collaboration.
Uncontrolled Keywords:Action Learning Set; Co-operative Inquiry; Empowerment; Leadership; Nurse and Therapy Consultants; Peer support ; Self Leadership
Group:Faculty of Health & Social Sciences
ID Code:29114
Deposited By: Symplectic RT2
Deposited On:26 Apr 2017 14:45
Last Modified:14 Mar 2022 14:04


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