在IPE体验中培养学生仆人领导力:定性分析
S Alicia Williams1, Amy Denise Johnson2, Caroline Abercrombie2
1Center for Interprofessional Collaboration, East Tennessee State University, Johnson City, Tennessee, USA.
使用仆人领导原则的专业间教育有效地教导健康科学学生分享领导能力. 学生的反思表明,他们获得了关键能力,如协作和沟通,有助于提高课程.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间的实践 专业间的实践
- 领导力研究 领导力研究
背景情况:
- 强调合作的共同领导模式对于有效的跨专业实践至关重要.
- 在未来的卫生专业人员中培养这些领导能力是跨专业教育的关键组成部分.
- 评估获得共享领导概念对于学生的学习和课程评估至关重要.
研究的目的:
- 评估为期两年的纵向跨专业教育课程的有效性.
- 评估健康科学学生获得的共同领导能力.
- 利用仆人领导的七大支柱作为跨专业实践和评估的框架.
主要方法:
- 对学生反思进行了定性分析.
- 学生的反思在课程结束时作为总结评估.
- 仆人领导的七大支柱被用作分析的编码类别.
主要成果:
- 服务领导的七大支柱都在学生的反思中被确定,这表明他们已经获得了共同的领导能力.
- 最常被反映的支柱是富有同情心的合作者,熟练的沟通者,并把人们放在第一位.
- 预见是学生反思中最不代表的仆人领导支柱.
结论:
- 学生的书面反思是评估领导技能获得的有价值的总结性评估工具.
- 跨专业教育课程有效地培养了共同的领导能力.
- 反思分析可以为课程的改进提供信息,并确定需要进一步发展的领域,例如领导力的前性.
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