| Notes on Contributors |
|
xvii | |
| Preface |
|
xxi | |
| Acknowledgements |
|
xxv | |
|
Part I Clinical Leaders: Role Models for Values-Based Leadership |
|
|
1 | (136) |
|
1 Clinical Leadership Explored |
|
|
5 | (26) |
|
|
|
|
|
5 | (1) |
|
Clinical Leadership: What Do We Know? |
|
|
6 | (2) |
|
Attributes Less Likely to Be Seen in Clinical Leaders |
|
|
8 | (3) |
|
Clinical Leaders Are Not Seen as Controlling |
|
|
8 | (1) |
|
Clinical Leaders Are Not Seen as Visionary |
|
|
8 | (2) |
|
Clinical Leaders Are Not Seen as `Shapers' |
|
|
10 | (1) |
|
Attributes More Likely to Be Seen in Clinical Leaders |
|
|
11 | (5) |
|
Clinical Competence/Clinical Knowledge |
|
|
11 | (2) |
|
|
|
13 | (1) |
|
Empowered/Motivator or Motivated |
|
|
13 | (1) |
|
|
|
13 | (1) |
|
|
|
14 | (1) |
|
|
|
14 | (1) |
|
|
|
14 | (1) |
|
|
|
15 | (1) |
|
|
|
15 | (1) |
|
|
|
16 | (1) |
|
|
|
16 | (1) |
|
Values: The Glue that Binds |
|
|
17 | (1) |
|
Who Are the Clinical Leaders? |
|
|
18 | (3) |
|
Clinical Leadership Defined |
|
|
21 | (1) |
|
Why Clinical Leadership Now? |
|
|
21 | (4) |
|
|
|
22 | (1) |
|
|
|
22 | (1) |
|
Change Equates to More Leadership |
|
|
22 | (1) |
|
|
|
23 | (2) |
|
|
|
25 | (1) |
|
|
|
25 | (1) |
|
|
|
26 | (5) |
|
2 Leadership Theories and Styles |
|
|
31 | (30) |
|
|
|
Introduction: Leadership -- What Does It All Mean? |
|
|
31 | (2) |
|
Leadership Defined: The Blind Man's Elephant |
|
|
33 | (3) |
|
|
|
36 | (1) |
|
Leadership Theories and Styles |
|
|
36 | (1) |
|
The Great Man Theory: Born to Lead? |
|
|
36 | (1) |
|
The Heroic Leader: Great People Lead |
|
|
37 | (1) |
|
The Big Bang Theory: From Great Events, Great People Come |
|
|
37 | (1) |
|
Trait Theory: The Man, Not the Game |
|
|
38 | (2) |
|
Style Theory: It's How You Play the Game |
|
|
40 | (2) |
|
Situational or Contingency Theory: It's about Relationships |
|
|
42 | (2) |
|
Transformational Theory: Making Change Happen |
|
|
44 | (2) |
|
Transactional Theory: Running a Tight Ship |
|
|
46 | (1) |
|
Authentic/Breakthrough Leadership: True to Your Values |
|
|
47 | (1) |
|
Servant Leadership: A Follower at the Front |
|
|
48 | (2) |
|
|
|
50 | (1) |
|
Shared Leadership/Collaborative Leadership |
|
|
50 | (1) |
|
|
|
50 | (1) |
|
The Right Leader at the Right Time |
|
|
51 | (3) |
|
|
|
54 | (1) |
|
|
|
54 | (1) |
|
|
|
55 | (6) |
|
3 Values-Based Leadership: Congruent Leadership |
|
|
61 | (44) |
|
|
|
Introduction: A New Theory |
|
|
61 | (1) |
|
|
|
62 | (1) |
|
Values-Based Leadership Theories Applied in Healthcare |
|
|
62 | (4) |
|
Congruent Leadership: Another View |
|
|
66 | (1) |
|
It All Started with Clinical Leadership |
|
|
66 | (13) |
|
Congruent Leadership Theory Explored |
|
|
79 | (1) |
|
|
|
80 | (2) |
|
The Strengths of Congruent Leadership |
|
|
82 | (3) |
|
|
|
83 | (1) |
|
Foundation for Other Theories |
|
|
83 | (1) |
|
Strong Link between Values and Actions |
|
|
84 | (1) |
|
Supports Further Understanding of Clinical Leadership |
|
|
85 | (1) |
|
Anyone Can Be a Congruent Leader |
|
|
85 | (1) |
|
The Limitations of Congruent Leadership |
|
|
85 | (2) |
|
|
|
85 | (1) |
|
Similar to Other Values-Based Leadership Theories |
|
|
86 | (1) |
|
Not Driven by a Focus on Change |
|
|
86 | (1) |
|
Not Suitable for Leaders with `Control' as an Objective |
|
|
86 | (1) |
|
Congruent Leadership, Change and Innovation |
|
|
87 | (1) |
|
Congruent Leadership and Power |
|
|
88 | (3) |
|
Congruent Leadership and Quality |
|
|
91 | (5) |
|
|
|
96 | (1) |
|
|
|
97 | (1) |
|
|
|
97 | (8) |
|
|
|
105 | (14) |
|
|
|
Introduction: From behind They Lead |
|
|
105 | (1) |
|
|
|
106 | (1) |
|
Followers' Responsibilities |
|
|
106 | (4) |
|
|
|
110 | (3) |
|
|
|
113 | (3) |
|
|
|
116 | (1) |
|
|
|
117 | (1) |
|
|
|
117 | (2) |
|
5 Leadership and Management |
|
|
119 | (18) |
|
|
|
|
|
Introduction: Why Delineate? |
|
|
119 | (1) |
|
Who Should Take Centre Stage? |
|
|
120 | (5) |
|
|
|
123 | (2) |
|
|
|
125 | (2) |
|
|
|
127 | (1) |
|
|
|
128 | (1) |
|
|
|
129 | (2) |
|
|
|
131 | (1) |
|
|
|
132 | (1) |
|
|
|
133 | (4) |
|
Part II Clinical Leadership Tools: How to Influence Quality, Innovation and Change |
|
|
137 | (218) |
|
6 Organisational Culture and Clinical Leadership |
|
|
139 | (18) |
|
|
|
|
|
Introduction: Values First |
|
|
139 | (1) |
|
What Is Organisational Culture? |
|
|
139 | (3) |
|
A Culture of Care and Compassion |
|
|
142 | (2) |
|
|
|
144 | (2) |
|
How Congruent Leaders Shape Culture |
|
|
146 | (4) |
|
Clinical Leadership, Education and Training |
|
|
150 | (2) |
|
|
|
152 | (1) |
|
|
|
153 | (1) |
|
|
|
153 | (4) |
|
|
|
157 | (26) |
|
|
|
|
|
Introduction: Tools for Change |
|
|
157 | (1) |
|
|
|
158 | (1) |
|
|
|
159 | (1) |
|
|
|
160 | (12) |
|
|
|
161 | (1) |
|
|
|
162 | (1) |
|
|
|
163 | (1) |
|
The Change Management Iceberg |
|
|
164 | (1) |
|
|
|
165 | (1) |
|
Kotter's Eight-Stage Change Process |
|
|
166 | (1) |
|
|
|
166 | (1) |
|
|
|
167 | (1) |
|
|
|
168 | (1) |
|
|
|
169 | (1) |
|
Driving or Facilitating Forces |
|
|
169 | (1) |
|
How Do You Find Either Restraining or Facilitating Forces? |
|
|
170 | (1) |
|
Initiating, Envisioning, Playing, Sustaining: A Theoretical Synthesis for Change |
|
|
171 | (1) |
|
Beckhard and Harris's Change Equation |
|
|
172 | (1) |
|
People-Mover Change Model: Effectively Transforming an Organisation |
|
|
172 | (1) |
|
Instituting Organisational Change: An Examination of Environmental Influences |
|
|
172 | (1) |
|
Change Is Never Simple, Even with a Model |
|
|
172 | (1) |
|
|
|
173 | (3) |
|
Self-Interest and Conflicting Agendas |
|
|
173 | (1) |
|
|
|
173 | (1) |
|
|
|
174 | (1) |
|
|
|
174 | (1) |
|
|
|
174 | (1) |
|
|
|
175 | (1) |
|
Some People Just Do Not Like Change |
|
|
175 | (1) |
|
Recognising Denial and Allowing Time for Reflection |
|
|
175 | (1) |
|
Successfully Dealing with Change |
|
|
176 | (3) |
|
|
|
179 | (1) |
|
|
|
180 | (1) |
|
|
|
180 | (3) |
|
8 Patient Safety and Clinical Decision Making |
|
|
183 | (22) |
|
|
|
|
|
|
|
183 | (1) |
|
|
|
183 | (1) |
|
|
|
184 | (1) |
|
Leadership and Patient Safety |
|
|
185 | (1) |
|
Clinical Decision Making and Patient Safety |
|
|
186 | (2) |
|
|
|
188 | (1) |
|
Decision-Making Approaches |
|
|
188 | (2) |
|
Theories of Clinical Decision Making |
|
|
190 | (1) |
|
Knowledge and Information |
|
|
191 | (3) |
|
Intuitive-Humanistic Model |
|
|
191 | (1) |
|
Systematic-Positivist, Hypothetico-Deductive and Technical Rational Models |
|
|
192 | (1) |
|
Integrated Patient-Centred Model |
|
|
192 | (1) |
|
|
|
193 | (1) |
|
Managerial Decision-Making Process |
|
|
193 | (1) |
|
Clinical Leadership and Decisions |
|
|
194 | (1) |
|
|
|
195 | (2) |
|
Not Using the Decision-Making Framework |
|
|
195 | (1) |
|
|
|
195 | (1) |
|
|
|
195 | (1) |
|
Seeking to Avoid Conflict or Change |
|
|
196 | (1) |
|
|
|
196 | (1) |
|
|
|
196 | (1) |
|
|
|
196 | (1) |
|
Over-Confidence in Knowledge |
|
|
196 | (1) |
|
|
|
196 | (1) |
|
|
|
197 | (1) |
|
|
|
197 | (1) |
|
Advantages of Group Decisions |
|
|
198 | (1) |
|
Disadvantages of Group Decisions |
|
|
198 | (1) |
|
|
|
198 | (2) |
|
|
|
200 | (1) |
|
|
|
201 | (1) |
|
|
|
201 | (4) |
|
|
|
205 | (22) |
|
|
|
Introduction: A New Way Forward |
|
|
205 | (1) |
|
|
|
206 | (3) |
|
Building Creative Capacity |
|
|
209 | (7) |
|
Techniques for Developing Creativity |
|
|
210 | (1) |
|
|
|
211 | (1) |
|
Keep a Notebook or Journal |
|
|
211 | (1) |
|
|
|
211 | (1) |
|
|
|
211 | (1) |
|
Do or Learn Something New Each Day |
|
|
211 | (1) |
|
|
|
211 | (1) |
|
|
|
212 | (1) |
|
|
|
212 | (1) |
|
Try Associational Thinking |
|
|
212 | (1) |
|
|
|
212 | (1) |
|
|
|
212 | (1) |
|
|
|
213 | (1) |
|
Study Books about Creative Thinking |
|
|
213 | (1) |
|
Flood Yourself with Information |
|
|
213 | (1) |
|
|
|
213 | (1) |
|
|
|
213 | (1) |
|
Face a New Fear Every Day |
|
|
213 | (1) |
|
|
|
213 | (1) |
|
Leave Things Alone for a While |
|
|
214 | (1) |
|
|
|
214 | (1) |
|
Develop Your Sense of Humour |
|
|
214 | (1) |
|
|
|
215 | (1) |
|
|
|
215 | (1) |
|
|
|
215 | (1) |
|
|
|
215 | (1) |
|
|
|
215 | (1) |
|
|
|
215 | (1) |
|
Develop Some Techniques for Creative Thinking |
|
|
215 | (1) |
|
|
|
216 | (3) |
|
|
|
217 | (1) |
|
|
|
217 | (1) |
|
|
|
217 | (1) |
|
Being Too Busy to Address a Problem |
|
|
217 | (1) |
|
Too Hectic an Environment |
|
|
217 | (1) |
|
|
|
217 | (1) |
|
|
|
218 | (1) |
|
|
|
218 | (1) |
|
Unrealistic Production Demands |
|
|
218 | (1) |
|
|
|
218 | (1) |
|
|
|
218 | (1) |
|
|
|
219 | (1) |
|
Fear of Criticism/Fear of Failure |
|
|
219 | (1) |
|
Our Belief that We Are Not Creative |
|
|
219 | (1) |
|
|
|
219 | (1) |
|
|
|
219 | (1) |
|
|
|
219 | (1) |
|
|
|
219 | (1) |
|
|
|
220 | (1) |
|
Previous Negative Experiences with Risk |
|
|
220 | (1) |
|
|
|
220 | (1) |
|
|
|
220 | (1) |
|
|
|
220 | (1) |
|
|
|
220 | (1) |
|
Not Having a Place to Go or Time to Get There |
|
|
220 | (1) |
|
|
|
220 | (1) |
|
Leadership and Creativity |
|
|
221 | (3) |
|
|
|
224 | (1) |
|
|
|
224 | (1) |
|
|
|
225 | (2) |
|
|
|
227 | (18) |
|
|
|
|
|
Introduction: Identifying Dynamics and Self-Role within Teams |
|
|
227 | (1) |
|
|
|
228 | (1) |
|
Are We a Team or a Group? |
|
|
229 | (1) |
|
|
|
230 | (4) |
|
|
|
230 | (2) |
|
|
|
232 | (1) |
|
|
|
232 | (1) |
|
|
|
233 | (1) |
|
Creating Powerful and Positive Teams |
|
|
234 | (3) |
|
|
|
236 | (1) |
|
|
|
236 | (1) |
|
|
|
237 | (2) |
|
|
|
239 | (2) |
|
|
|
241 | (1) |
|
|
|
241 | (1) |
|
|
|
242 | (3) |
|
11 Networking and Delegation |
|
|
245 | (16) |
|
|
|
Introduction: Strength in Numbers |
|
|
245 | (1) |
|
|
|
245 | (7) |
|
|
|
246 | (1) |
|
|
|
247 | (1) |
|
|
|
247 | (1) |
|
Join a Professional Organisation |
|
|
247 | (1) |
|
Look Beyond Your Own Organisation |
|
|
247 | (1) |
|
Be Professionally Committed and Have Clear Messages |
|
|
247 | (1) |
|
Join Professional Discussion Groups |
|
|
248 | (1) |
|
|
|
248 | (1) |
|
Engage with Professional Development |
|
|
248 | (1) |
|
|
|
248 | (1) |
|
Mentor Others or Be Mentored |
|
|
249 | (1) |
|
Travel (for Professional Reasons) |
|
|
249 | (1) |
|
Develop a Clinical Supervision Process |
|
|
249 | (1) |
|
Expand Your Informal `Coffee' Network |
|
|
249 | (1) |
|
|
|
250 | (1) |
|
|
|
250 | (1) |
|
Networking Through Social Media |
|
|
250 | (1) |
|
|
|
251 | (1) |
|
|
|
252 | (6) |
|
|
|
253 | (2) |
|
Common Mistakes in Delegation |
|
|
255 | (1) |
|
|
|
255 | (1) |
|
|
|
255 | (1) |
|
|
|
255 | (1) |
|
Failing to Provide Sufficient Supervision |
|
|
256 | (1) |
|
|
|
256 | (1) |
|
Delegation and Clinical Leadership |
|
|
256 | (2) |
|
|
|
258 | (1) |
|
|
|
259 | (1) |
|
|
|
260 | (1) |
|
|
|
261 | (26) |
|
|
|
Introduction: Collaboration or Clash |
|
|
261 | (1) |
|
|
|
262 | (1) |
|
|
|
262 | (1) |
|
|
|
263 | (3) |
|
|
|
266 | (1) |
|
|
|
267 | (1) |
|
|
|
268 | (2) |
|
Conflict Management and Clinical Leaders |
|
|
270 | (1) |
|
Building Bridges: Negotiation and Mediation |
|
|
271 | (1) |
|
|
|
271 | (1) |
|
|
|
271 | (1) |
|
|
|
272 | (1) |
|
|
|
273 | (2) |
|
|
|
273 | (1) |
|
|
|
273 | (1) |
|
|
|
273 | (1) |
|
|
|
273 | (1) |
|
|
|
274 | (1) |
|
|
|
274 | (1) |
|
|
|
274 | (1) |
|
|
|
274 | (1) |
|
|
|
275 | (1) |
|
|
|
276 | (1) |
|
|
|
277 | (1) |
|
|
|
278 | (1) |
|
|
|
279 | (1) |
|
|
|
279 | (1) |
|
|
|
279 | (1) |
|
|
|
280 | (1) |
|
|
|
280 | (1) |
|
|
|
280 | (1) |
|
Benefits of Conflict Management |
|
|
280 | (2) |
|
|
|
282 | (1) |
|
|
|
283 | (1) |
|
|
|
284 | (3) |
|
13 Motivation and Inspiration |
|
|
287 | (16) |
|
|
|
Introduction: Inspiring Others |
|
|
287 | (1) |
|
|
|
288 | (1) |
|
Models and Theories of Motivation |
|
|
288 | (2) |
|
Maslow's Hierarchy of Needs |
|
|
288 | (2) |
|
|
|
290 | (1) |
|
Job Characteristics Model |
|
|
290 | (1) |
|
|
|
290 | (3) |
|
Signs that People Are Demotivated |
|
|
293 | (1) |
|
The Motivational Power of Failure |
|
|
294 | (2) |
|
|
|
296 | (2) |
|
|
|
298 | (1) |
|
|
|
299 | (1) |
|
|
|
300 | (3) |
|
14 Creating a Spirit of Enquiry (Enhancing Research) |
|
|
303 | (20) |
|
|
|
|
|
|
|
Introduction: Is the Spirit with You? |
|
|
303 | (1) |
|
|
|
303 | (1) |
|
|
|
304 | (2) |
|
How to Create a Spirit of Enquiry |
|
|
306 | (3) |
|
Being Involved in Research |
|
|
306 | (1) |
|
Role Modelling Use of EBP |
|
|
306 | (1) |
|
|
|
307 | (1) |
|
Understanding the Value of a Nexus |
|
|
307 | (1) |
|
Encouraging Quality Improvement Initiatives |
|
|
307 | (1) |
|
|
|
307 | (1) |
|
|
|
308 | (1) |
|
Professional Development Opportunities |
|
|
308 | (1) |
|
|
|
308 | (1) |
|
|
|
309 | (1) |
|
Making It Relevant to Practice |
|
|
309 | (1) |
|
Benefits of Evidence-Based Practice and a Spirit of Enquiry for Health Professionals |
|
|
309 | (1) |
|
Barriers to the Development of a Spirit of Enquiry and the Use of Evidence-Based Practice |
|
|
310 | (1) |
|
Applying Evidence-Based Practice |
|
|
311 | (1) |
|
Strategies for Breaching the Evidence/Practice Nexus |
|
|
312 | (3) |
|
Diffusion: A Simple Form of Nexus Development |
|
|
314 | (1) |
|
Dissemination: More Involved with Wider Nexus Results |
|
|
314 | (1) |
|
Implementation: Key Nexus Activity Integration |
|
|
314 | (1) |
|
What Can Clinical Leaders Do to Promote Evidence-Based Practice and a Spirit of Enquiry? |
|
|
315 | (3) |
|
|
|
318 | (1) |
|
|
|
318 | (1) |
|
|
|
319 | (4) |
|
15 Reflection and Emotional Intelligence |
|
|
323 | (14) |
|
|
|
Introduction: The Noblest Way to Wisdom |
|
|
323 | (1) |
|
|
|
323 | (6) |
|
|
|
324 | (1) |
|
Benefits of Reflection for Clinical Leaders |
|
|
324 | (1) |
|
Better Self-Knowledge/Increased Self-Awareness |
|
|
325 | (1) |
|
Identification of Your Values |
|
|
325 | (1) |
|
|
|
325 | (1) |
|
More Effective Working Relationships/Stronger Teams |
|
|
325 | (1) |
|
|
|
325 | (1) |
|
|
|
326 | (1) |
|
Models to Support Reflection |
|
|
326 | (1) |
|
|
|
327 | (1) |
|
|
|
327 | (2) |
|
What Is Emotional Intelligence? |
|
|
329 | (2) |
|
The Five Building Blocks of Emotional Intelligence |
|
|
329 | (2) |
|
Reflection on Reflection and Emotional Intelligence |
|
|
331 | (2) |
|
|
|
333 | (1) |
|
|
|
333 | (1) |
|
|
|
334 | (3) |
|
|
|
337 | (18) |
|
|
|
|
|
Introduction: What Does Good Quality Healthcare Look Like? |
|
|
337 | (1) |
|
|
|
338 | (2) |
|
The Quality Cycle -- A Quality Management System |
|
|
340 | (3) |
|
Quality Initiative Stories |
|
|
343 | (1) |
|
|
|
344 | (1) |
|
Project Management Explored |
|
|
345 | (1) |
|
|
|
345 | (1) |
|
What Is Project Management? |
|
|
345 | (1) |
|
What Is the Role of a Project Manager? |
|
|
346 | (1) |
|
How Is Project Management Structured? |
|
|
346 | (3) |
|
Phase 1 The Initial Phase |
|
|
347 | (1) |
|
|
|
347 | (1) |
|
|
|
347 | (1) |
|
|
|
347 | (1) |
|
|
|
347 | (1) |
|
Phase 2 The Intermediate Phase |
|
|
348 | (1) |
|
|
|
348 | (1) |
|
|
|
348 | (1) |
|
Progress or Executing the Project |
|
|
349 | (1) |
|
Acceptance or Controlling the Project |
|
|
349 | (1) |
|
|
|
349 | (1) |
|
|
|
349 | (1) |
|
|
|
349 | (1) |
|
The Components of Project Management |
|
|
350 | (1) |
|
Final Project Management Issues |
|
|
350 | (1) |
|
Implications for Clinical Leaders |
|
|
350 | (2) |
|
|
|
352 | (1) |
|
|
|
352 | (1) |
|
|
|
353 | (2) |
|
Part III Clinical Leadership Issues: The Context of Values-Based Leadership |
|
|
355 | (96) |
|
17 Gender, Generational Groups and Leadership |
|
|
357 | (28) |
|
|
|
|
|
Introduction: The Impact of Gender and Generations |
|
|
357 | (2) |
|
|
|
357 | (1) |
|
The Case for a Difference |
|
|
358 | (1) |
|
The Case for No Difference |
|
|
359 | (1) |
|
Challenges for Women in Leadership |
|
|
360 | (3) |
|
The Causes of Gender Differences in Leadership |
|
|
362 | (1) |
|
|
|
362 | (1) |
|
|
|
363 | (1) |
|
Potential Barriers that Female Leaders Face |
|
|
364 | (3) |
|
Recommendations and Strategies to Address Gender Differences Manage Gender Bias |
|
|
367 | (2) |
|
Gender and Congruent Leadership |
|
|
369 | (1) |
|
Generational Differences and Leadership |
|
|
369 | (7) |
|
|
|
370 | (1) |
|
|
|
370 | (1) |
|
|
|
370 | (1) |
|
|
|
370 | (1) |
|
|
|
371 | (1) |
|
|
|
371 | (5) |
|
|
|
376 | (1) |
|
|
|
376 | (1) |
|
|
|
377 | (8) |
|
18 Power, Politics and Leadership |
|
|
385 | (18) |
|
|
|
|
|
Introduction: Power and Politics |
|
|
385 | (1) |
|
|
|
386 | (1) |
|
|
|
386 | (1) |
|
|
|
387 | (1) |
|
|
|
388 | (1) |
|
|
|
389 | (3) |
|
|
|
392 | (2) |
|
|
|
394 | (2) |
|
|
|
396 | (2) |
|
|
|
396 | (1) |
|
Becoming Politically Active |
|
|
397 | (1) |
|
|
|
398 | (1) |
|
|
|
399 | (1) |
|
|
|
400 | (1) |
|
|
|
400 | (3) |
|
19 From Empowerment to Emancipation - Developing Self-Leadership |
|
|
403 | (18) |
|
|
|
|
|
Introduction: Elevating Your Voice |
|
|
403 | (1) |
|
|
|
404 | (6) |
|
The First Perspective: Empowerment as a Tool |
|
|
405 | (1) |
|
The Second Perspective: Empower Walking |
|
|
406 | (4) |
|
Oppression: Bridging the Power Divide |
|
|
410 | (2) |
|
Liberated Leaders or Co-Oppressors? |
|
|
412 | (2) |
|
How Can Oppressed Groups Liberate Themselves? |
|
|
414 | (2) |
|
|
|
416 | (1) |
|
|
|
417 | (1) |
|
|
|
418 | (3) |
|
20 Leading Through a Crisis |
|
|
421 | (18) |
|
|
|
|
|
|
|
421 | (1) |
|
|
|
422 | (2) |
|
Flexibility, Innovation and Resilience |
|
|
424 | (1) |
|
Lessons Learnt for the Long Term |
|
|
425 | (1) |
|
Maintaining Compassion and Empathy in Leadership |
|
|
426 | (2) |
|
Considering the Emotions of the Experience |
|
|
428 | (1) |
|
Leading for Self-Care and Well-being |
|
|
428 | (1) |
|
|
|
429 | (4) |
|
|
|
433 | (1) |
|
|
|
433 | (1) |
|
|
|
434 | (5) |
|
21 Clinical (Values-Based/Congruent) Leaders |
|
|
439 | (12) |
|
|
|
Introduction: Clinical Heroes |
|
|
439 | (1) |
|
|
|
440 | (2) |
|
Values-Based or Congruent Leaders beyond the Ward |
|
|
442 | (1) |
|
The First Step: Finding Your True Voice |
|
|
443 | (1) |
|
Innovation, Change and Quality |
|
|
444 | (1) |
|
Two Final Examples of Values-Based/Congruent Leaders |
|
|
445 | (2) |
|
|
|
445 | (1) |
|
|
|
446 | (1) |
|
|
|
447 | (1) |
|
|
|
447 | (1) |
|
|
|
448 | (3) |
| Index |
|
451 | |
More info about Wiley Online