Aled, Jones

James, Alison Heulwen

Teena, Clouston

Online Research @ Cardiff

An innovative approach to the development of compassionate leadership and quality improvement skills for healthcare students has been designed and implemented at Cardiff University. The initiative builds  on the drive for culture change within healthcare in the UK, alongside policy and evidence which commit to developing compassionate and collective leadership within the healthcare workforce (West 2020). A spiral curriculum, developed in collaboration with stakeholders (from services and PPI) will closely align compassionate leadership with quality improvement, supported by commissioners of health and social care education.IntroductionThe philosophy of this development is an extension of the idea that both leadership and quality improvement should be possible and valued regardless of an individuals’ hierarchical status or position, in this case healthcare students. Key principles were developed based on the evidence that  experiences of leadership have an emotional impact, influencing how leadership is viewed in self, and in others (James 2021, James et al 2022) and that Compassionate Leadership can improve wellbeing (West 2021). To make learning experience meaningful and emergent, reflection is encouraged to intellectualise and create learning with  conceptualisation and analysis of cultural and social conditions to nurture meaningful learning (Clouston 2018, 2017). Project milestones are presented in table 1.The aims are:• To support the development of compassionate and qualityfocused professionals• To encourage students to lead and influence culturalchange within healthcare in Wales• To support staff wellbeing and improve patient outcomesAims • Task and finish group of curricular development to embed Compassionate Leadership and Quality Improvement in the curricular• Set up an ongoing collaborative engagement group with healthcare partners, service users, commissioners, students, academics and professionals.• Development and pilot of an Interprofessional Student Learning Academy (ISLA) for level 6 and 7 students• Development of a website resource (www.caringpractitioner.co.uk )• Development of an interprofessional learning package for students• Implementation of a bespoke leadership development programme based on the principles of Compassionate Leadership: Attending, Helping, Understanding, Empathising (West 2021).• Supportive reflection and conceptualisation for ISLA students through Action Learning Sets and individual Coaching sessions • Evaluation of ISLA using Kirkpatrick’s model (1994)• Encourage an alumni of ISLA students to support students in practice and sustain and embed the programme .Project development steps.Principles of leadership development• By developing an innovative approach to leadership and QI for healthcare students, we aim to support positive culture change.• Implementing a Leadership Academy will inspire and embed future leaders throughout healthcare organisations, driving for improvements in patient care.• Challenges include changing curricular design and ensuring Compassionate Leadership and QI is imbedded across Undergraduate healthcare programmes.• Evaluation of the ISLA programme will support its development and sustain the aims of developing a compassionate workforce, leading healthcare in Wales. ConclusionsDeveloping Compassionate Leadership and Quality Improvement skills for healthcare students.Dr. Alison H. James, Professor Teena Clouston, Professor Aled JonesSchool of Healthcare Sciences/ Ysgol Gwyddorau Gofal Iechyd, Cardiff University, UKClouston T. et al (2022) Becoming a caring and compassionate practitioner inhealth and social care www.caringpractitioner.co.ukClouston T (2017) Clouston TJ. 2017. Transforming learning: Teaching compassionand caring values in higher education. Journal of Further and Higher Education42,7, 1015-24James A H (2020) Perceptions and Experiences of Leadership: A Narrative Inquiryof Leadership in Undergraduate Nurse Education. Thesis for Doctor in AdvancedHealthcare Practice. Cardiff University Repository, ORCA.James AH, Carrier J, Watkins D (2022) Perceptions and experiences of leadershipin undergraduate nurse education: A narrative inquiry. Nurse Education Today.https://doi.org/10.1016/j.nedt.2022.105313Kirkpatrick, D L. (1994). Evaluating training programs : the four levels. SanFrancisco.West M (2020) Compassionate Leadership. Swirling PressReferences.CompassionateleadershipExpectationsand defining  leadershipProfessionalvalues   Self awareness, emotional and social intelligenceInspiring role modelsUnderstanding Cultural and social contexts of healthcare organisationsExperiential and reflexive learning Table 1. Project Milestones Stage TimescalesEmbed compassionate leadership and quality improvement across healthcare curricularcompleted June 21-Jan 22Form a collaborative engagement group with stakeholdersOngoing Sept ‘22-ongoingDevelop materials and resources for academics and students. Develop website materials. Completed June 22-Sept ‘22Recruit student participants for ISLA pilotTo be commencedBy April ‘23Pilot ISLA programmeEvaluation of pilot To be commencedSeptember-Dec ’23

Developing compassionate leadership and quality improvement skills for healthcare students

https://orca.cardiff.ac.uk/id/eprint/161092/1/poster%20NETNEP%2022%20AHJ.pdf

Developing compassionate leadership and quality improvement skills for healthcare students

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