Leadership (COURSE-16)

Course
Time:
14 May 2019 09:00-17:00
Duration
One day
Location:
University of Applied Science Western Switzerland
Level of learning:
Multiple
Fee:
€250, fee includes all course materials, breaks and lunches
Chair/speaker
Speakers
QUALITY IMPROVEMENT LEADERSHIP & IMPACT EVALUATION FOR PHYSIOTHERAPISTS

One day course

Language: English

Glover P1Gray H2Nash G3
1NHS Education for Scotland, NMAHP, Glasgow, United Kingdom, 2Glasgow Caledonian University, Physiotherapy, glasgow, United Kingdom, 3NHS Education for Scotland, NMAHP, Edinburgh, United Kingdom
 

Learning objective 1: Understand and self-assess the knowledge, skills and behaviours required to support successful quality improvement (QI) leadership.
Learning objective 2: Understand the purpose and types of impact evaluation.
Learning objective 3: Apply a range of QI leadership and impact evaluation methods and skills to all physiotherapy settings.

Description: 

Leadership skills are crucial to the future Physiotherapy workforce to optimise the impact that the profession has on the health and wellbeing of the people they serve (Thornton, 2016). All Physiotherapists are leaders regardless of their professional title, experience or setting. In the UK, NHS Scotland's 2020 Workforce Vision states that leaders are 'an integral part of improving quality to enhance patient safety and people's experience of services' (Scottish Government, 2015); therefore, it is imperative that Physiotherapists understand and develop the skills and attributes that drive change and are able to measure the impact of that change (The Health Foundation, 2013). NHS Scotland is recognised as an international leader in Quality Improvement (QI) and this course will share its latest educational resources to support Physiotherapists to lead and evaluate QI interventions in their own practice settings. 

The aim of this interactive one-day course is two-fold. The first half of the course will introduce participants to seven key principles of leading QI in their practice setting: creativity, questioning, negotiating, resilience, storytelling, networking, and celebrating. Participants will be taken through each principle with an introduction and background to the evidence base and relevant theories, a gain insight into their strength and development needs through a bespoke self-assessment tool; audio-visual case studies; and a range of learning activities for small groups or individuals to complete from NHS Scotland's latest QI leadership resource 'Ready to Lead' (Wilson, 2012; Healthcare Improvement Scotland, 2014, 2018).

During the second half of the course participants will be introduced to a range of impact planning and measurement methods to demonstrate the consequence of their practice, e.g. the introduction of a new service, patient interventions or education materials. This session will encourage participants to think less about the products and services they provide and focus more on their effects on learning, practice and services. NHS Scotland's National Education and Training Body (NHS Education for Scotland [NES]) has a corporate aim to be have a demonstrable impact of its work on healthcare services; therefore, it has designed a logic model for identifying the planned impact of services that will be presented and applied by the participants (NES, 2015). This logic model will be shared with participants as they work through it in a series of interactive learning activities. The model and materials centre around the four levels of Kirkpatrick's Model: reaction; learning; behaviour; results (Kirkpatrick, 2016). The session will focus on the development of the applied skills of impact evaluation. Participants will be invited to focus on an initiative or aspect of their practice for which they wish to measure the impact. 

The course will include presentations, case studies, facilitated group discussions, and opportunities to complete activities that support participants to consolidate their learning. Templates and time will be provided for participants to work on their own initiatives to apply their learning from the workshop into their own context.


Implications / Conclusions: 

The ongoing development of leaders, able to drive service and quality improvement, and measure the impact of this, has been identified as a key requirement for the delivery of a sustainable health and social care system in the future (Scottish Government, 2015). Leadership for QI is essential for all Physiotherapists regardless of experience or specialism. The seven QI principles that will be shared in this course are transferable to any setting and the course will enable participants to self-assess their strengths and learning needs to lead change. For any change, impact evaluation should be planned at the beginning. There are different levels of impact that Physiotherapists from any setting should consider. This course will enable participants to access the 'Ready to Lead' resources and its development materials, and they will be able to apply a model of impact evaluation developed by NHS Education for Scotland. Participants will leave the course with a draft plan for measuring the impact of a project, their role or initiative from their practice. This will enable participants to confidently demonstrate the unique contribution of Physiotherapy to relevant others, such as, other healthcare professionals and managers.  

 

Funding Acknowledgements: Scottish Government funded the development of the materials and initiatives that underpin this course proposal. 
Target Audience: Clinicians, managers, leaders, researchers and academics that have an interest in evaluating the impact of their clinical, leadership or educational practice. 
Key-Words: Leadership skills; Quality improvement; Impact evaluation