Search results
1 – 10 of 21Tony Smith, Sally Fowler-Davis, Susan Nancarrow, Steven Mark Brian Ariss and Pam Enderby
The purpose of this study is to review evidence on the nature of effective leadership in interprofessional health and social care teams.
Abstract
Purpose
The purpose of this study is to review evidence on the nature of effective leadership in interprofessional health and social care teams.
Design/methodology/approach
A critical review and thematic synthesis of research literature conducted using systematic methods to identify and construct a framework to explain the available evidence about leadership in interprofessional health and social care teams.
Findings
Twenty-eight papers were reviewed and contributed to the framework for interprofessional leadership. Twelve themes emerged from the literature, the themes were: facilitate shared leadership; transformation and change; personal qualities; goal alignment; creativity and innovation; communication; team-building; leadership clarity; direction setting; external liaison; skill mix and diversity; clinical and contextual expertise. The discussion includes some comparative analysis with theories and themes in team management and team leadership.
Originality/value
This research identifies some of the characteristics of effective leadership of interprofessional health and social care teams. By capturing and synthesising the literature, it is clear that effective interprofessional health and social care team leadership requires a unique blend of knowledge and skills that support innovation and improvement. Further research is required to deepen the understanding of the degree to which team leadership results in better outcomes for both patients and teams.
Details
Keywords
R. Lyle Skains, Jennifer A. Rudd, Carmen Casaliggi, Emma J. Hayhurst, Ruth Horry, Helen Ross and Kate Woodward
Ben Dyson, Donal Howley and Yanhua Shen
The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.
Abstract
Purpose
The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.
Design/methodology/approach
This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).
Findings
The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.
Research limitations/implications
The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.
Originality/value
Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.
Details