Mentoring, coaching and action learning: interventions in a national clinical leadership development programme

McNamara, Martin S., Fealy, Gerard M., Casey, Mary, O'Connor, Tom, Patton, Declan, Doyle, Louise and Quinlan, Christina (2014) Mentoring, coaching and action learning: interventions in a national clinical leadership development programme. Journal of Clinical Nursing, 23 17-18: 2533-2541. doi:10.1111/jocn.12461

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Author McNamara, Martin S.
Fealy, Gerard M.
Casey, Mary
O'Connor, Tom
Patton, Declan
Doyle, Louise
Quinlan, Christina
Title Mentoring, coaching and action learning: interventions in a national clinical leadership development programme
Journal name Journal of Clinical Nursing   Check publisher's open access policy
ISSN 0962-1067
1365-2702
Publication date 2014-09-01
Sub-type Article (original research)
DOI 10.1111/jocn.12461
Open Access Status Not Open Access
Volume 23
Issue 17-18
Start page 2533
End page 2541
Total pages 9
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell Publishing
Language eng
Formatted abstract
Aims and objectives To evaluate mentoring, coaching and action learning interventions used to develop nurses' and midwives' clinical leadership competencies and to describe the programme participants' experiences of the interventions.

Background Mentoring, coaching and action learning are effective interventions in clinical leadership development and were used in a new national clinical leadership development programme, introduced in Ireland in 2011. An evaluation of the programme focused on how participants experienced the interventions.

Design A qualitative design, using multiple data sources and multiple data collection methods.

Methods Methods used to generate data on participant experiences of individual interventions included focus groups, individual interviews and nonparticipant observation. Seventy participants, including 50 programme participants and those providing the interventions, contributed to the data collection.

Results Mentoring, coaching and action learning were positively experienced by participants and contributed to the development of clinical leadership competencies, as attested to by the programme participants and intervention facilitators.

Conclusions The use of interventions that are action-oriented and focused on service development, such as mentoring, coaching and action learning, should be supported in clinical leadership development programmes. Being quite different to short attendance courses, these interventions require longer-term commitment on the part of both individuals and their organisations.

Relevance to clinical practice In using mentoring, coaching and action learning interventions, the focus should be on each participant's current role and everyday practice and on helping the participant to develop and demonstrate clinical leadership skills in these contexts.

What does this paper contribute to the wider global clinical community?
• Clinical leadership development is an ongoing process that takes place over time and in context, and therefore, clinical leader competencies are best developed through interventions that address individual leader needs as they relate to role performance and service improvement.
• Interventions that are experiential, action-oriented and focused on service improvement, such as mentoring, coaching and action learning, should be incorporated into clinical leadership development programmes.
• By assisting nurses and midwives to develop and demonstrate clinical leadership competencies in context, experiential and action- oriented interventions may be preferable to once-off short attendance courses, but they require long-term commitment from individuals and their organisations.
Keyword Action learning
Clinical leadership
Coaching
Evaluation
Intervention
Mentoring
Programme
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Nursing, Midwifery and Social Work Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 6 times in Scopus Article | Citations
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Created: Tue, 06 May 2014, 19:32:01 EST by Vicki Percival on behalf of School of Nursing, Midwifery and Social Work