Deana M. Raffo and Leigh A. Clark
Leadership is filled with concepts that often do not have an agreed upon definition. The purpose of this paper is to share a learning activity that provokes students’ thinking…
Abstract
Leadership is filled with concepts that often do not have an agreed upon definition. The purpose of this paper is to share a learning activity that provokes students’ thinking about the nature of leadership using six leadership definitions. This activity is a dynamic starting place to explore what leadership is and is not, how it differs from management, a historical perspective of leadership, and students’ diverse perspectives about leadership. This activity is a straightforward, critical thinking exercise that offers a conduit to a deeper understanding that how we define leadership says something about what we value in a leader. We suggest modifications to this definitional exercise and discuss how to use it in different teaching environments.
Monica Stolt Pedersen, Anne Landheim, Merete Møller and Lars Lien
Audit and feedback (A&F) often underlie implementation projects, described as a circular process; i.e. an A&F cycle. They are widely used, but effect varies with no apparent…
Abstract
Purpose
Audit and feedback (A&F) often underlie implementation projects, described as a circular process; i.e. an A&F cycle. They are widely used, but effect varies with no apparent explanation. We need to understand how A&F work in real-life situations. The purpose of this paper, therefore, is to describe and explore mental healthcare full A&F cycle experiences.
Design/methodology/approach
This is a naturalistic qualitative study that uses four focus groups and qualitative content analysis.
Findings
Staff accepted the initial A&F stages, perceiving it to enhance awareness and reassure them about good practice. They were willing to participate in the full cycle and implement changes, but experienced poor follow-up and prioritization, not giving them a chance to own to the process. An important finding is the need for an A&F cycle facilitator.
Practical implications
Research teams cannot be expected to be involved in implementing clinical care. Guidelines will keep being produced to improve service quality and will be expected to be practiced. This study gives insights into planning and tailoring A&F cycles.
Originality/value
Tools to ease implementation are not enough, and the key seems to lie with facilitating a process using A&F. This study underscores leadership, designated responsibility and facilitation throughout a full audit cycle.