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The purpose of this paper is to summarize studies that have examined patient safety culture in maternity units and describe the different purposes, study designs and tools reported in these studies while highlighting gaps in the literature.

Peer-reviewed studies, published in English during 1961–2016 across eight electronic databases, were subjected to a narrative literature review.

Among 100 articles considered, 28 met the inclusion criteria. The main purposes for studying PSC were: assessing intervention effects on PSC (n=17), and assessing PSC level (n=7). Patient safety culture was mostly assessed quantitatively using validated questionnaires (n=23). The Safety Attitude Questionnaire was the most commonly used questionnaire (n=17). Interventions varied from a single action lasting five weeks to a more comprehensive four year package. The time between baseline and follow-up assessment varied from 6 to 24 months. No study reported measurement or intervention costs, and none incorporated the patient’s voice in assessing PSC.

Assessing PSC in maternity units is feasible using validated questionnaires. Interventions to enhance PSC have not been rigorously evaluated. Future studies should report PSC measurement costs, adopt more rigorous evaluation designs and find ways to incorporate the patient’s voice.

This review summarized studies examining PSC in a highly important area and highlighted main limitations that future studies should consider.

There has been considerable interest in the implementation of practices imported from manufacturing into healthcare as a solution to rising healthcare spending and disappointing patient safety indicators. One approach that has attracted particular interest is Lean management and the purpose of this paper is to engage with this topic.

Secondary research.

Despite widespread enthusiasm about the potential of Lean management processes, evidence about its contribution to higher organisational performance remains inconsistent.

This paper engages with the major Lean concepts of operations management and human resource management, including just-in-time, total quality management, total productive maintenance and does not engage in-depth with concepts related to employee empowerment, and training.

This paper contributes to the organisational management literature in healthcare by showing that although Lean management seems to have the potential to improve organisational performance it is far from a panacea against under performing hospitals.

It informs policy making by suggesting that a progressive managerial philosophy has a stronger impact on healthcare performance than the adoption of practices from any particular managerial approach.

This paper provides a critical evaluation of the impact of Lean practices in informing healthcare policy. The paper contributes to the organisational management literature in healthcare by showing that even though Lean management in healthcare appears to have the potential to improve organisational performance; there remain problems with its application.

This purpose of this paper is to engage two enduring sets of assumptions within nursing: firstly, that woman with children should prioritise the care of children; and secondly, that nursing standards require nurses to put their profession above other priorities. Commitment is linked to full-time working which contrasts sharply with the reality for many women with children who need to work part-time and are not able to change or extend working hours

This qualitative research involved the use of 32 in-depth interviews with 32 female registered nurses with children and without children. They were employed in “acute” nursing, aged between 25 and 60 years, and in registered grades “D” to “senior nurse manager”. They worked or had worked on a variety of employment conditions, some, but not all, had taken career breaks. The rationale for exclusively selecting women was based on the need to identify and describe organisational, situational and individual factors related to women and the associations and barriers which affected their careers.

In a female-dominated profession, we find the profession resisting attempts to make the profession more accessible to women with young children. The career progression of women with children is inhibited, and this is driven in part by a determination to maintain “traditional” employment practices.

This paper develops Heilman’s argument that gender perceptions, by both males and females, can be biased against women, and these produce gender inequalities in employment. These findings are relevant across many areas of employment, and they are significant in relation to broadening the debate around equal opportunities for women.

The purpose of this paper is to explore theoretical connections between the cognitive consequences of power on self-perception and the behaviours of leaders.

A systematic literature review was carried out to investigate the psychological consequences of power in terms of self-perception, perspective taking abilities, emotions and behaviours. The literature reviewed is further integrated in a theoretical model, and a series of propositions suggesting a relation between power, perspective taking, self-construal and leadership are introduced.

This paper argues that power creates both temporary and enduring cognitive changes that transform the way individuals assimilate and differentiate their self from others. This transforms the way individuals in power behave as leaders, as well as followers. Individuals’ self-construal and perspective taking seem to play a mediating role in determining the behaviours of powerful and powerless individuals. This relation is moderated by organizational culture and structure, as well as personality traits.

Further research is needed to test these propositions, including the existence of cross-cultural differences in the power – self-construal relation, and the consequences of holding different types of power on an individual's self-construal. For employees and consultants working in organizational development and organizational change, understanding the potential consequences of power in terms of self-perception will improve the understanding of promoting individuals to higher positions. The present research also bears implications for scholars interested in understanding cross-cultural and gender differences in leadership.

This conceptualization of self-construal as an interface between power and leadership reconcile the individual dynamics of trait theories of leadership and the environmental positions of situational theories of leadership. The paper discusses elements considered critical for design of leadership programs in the workplace, professional development and programs to shape the design of leadership.

After many years of equal opportunities legislation, motherhood still limits womens' career progress even in a feminized occupation such as nursing. While the effect of motherhood, working hours, career breaks and school aged children upon career progression has been discussed widely, its actual scale and magnitude has received less research attention. The purpose of this paper is to examine the impact of these factors individually and cumulatively.

This paper considers the impact of the above through a longitudinal analysis of a demographically unique national database, comprising the 46,565 registered nursing workforces in NHS Scotland from 2000‐2008. The variables examined include gender, employment grades, number and length of career breaks, lengths of service, age, working patterns, the number and age of dependent children.

The results indicate: motherhood has a regressively detrimental effect on women's career progression. However, this is a simplistic term which covers a more complex process related to the age of dependent children, working hours and career breaks. The degree of women's restricted career progression is directly related to the school age of the dependent children: the younger the child the greater the detrimental impact. Women who take a career break of greater than two years see their careers depressed and restricted. The results confirm that whilst gender has a relatively positive effect on male career progression; a women's career progression is reduced incrementally as she has more children, and part‐time workers have reduced career progression regardless of maternal or paternal circumstances.

This paper is the only example internationally, of a national workforce being examined on this scale and therefore its findings are significant. For the first time the impact of motherhood upon a women's career progression and the related factors – dependent children, career breaks and part‐time working are quantified. These findings are relevant across many areas of employment and they are significant in relation to broadening the debate around equal opportunities for women.

CAD, CAM, CAE and CIM systems with their ability to quickly generate and change product data have strained the conventional systems used to manage data. As a result, the time spent by an engineer in looking for the right information far exceeds the time spent on the actual design work. A product data management system is a tool that helps engineers and others manage both data and the product development process, and hence support a concurrent engineering framework in a company. Although PDM systems provide numerous benefits to a company, there are problems associated with firstly identifying an appropriate system for a company and then in its implementation. For a successful implementation of a PDM system it is important for a company to first evaluate its requirements. This paper proposes a QFD (quality function deployment) based methodology for evaluating a company’s current status vis‐à‐vis PDM implementation.

Identifying students for intensive intervention (also referred to as Tier 3 supports) is most effective when implemented within a tiered system of support. Effective tiered systems include both academic and behavioral supports for identifying and serving students with varied needs. In this chapter, we review existing research, discuss current practice, and offer guidance for identifying students with intensive academic and/or behavioral needs.