Development of a Community Health Leadership Training Program

In this chapter, Vergara (2016) describes a leadership development skills methodology called “Mindfulness into Action” (MIA). This methodology has been implemented in one informal intervention and three formal research-based interventions. MIA procedure is derived from multiple sources including indigenous knowledge, and organizational learning techniques. MIA is unique in its union of these sciences and manner of application to produce changes in behavior and perception in participants. Detailed analysis of these changes and the outcomes of the interventions is provided in Chapter Mindfulness into Action: Applying Systemic Thinking. Data suggest that the MIA Methodology effectively guides participants to recognize mindsets and behaviors that are sabotaging their social and professional function. Sustained engagement with the methodology yielded changes in mindsets and behaviors that generated a higher level of function and production. Our research includes indigenous practices in developing leadership skills. The idea of using Indigenous knowledge is not new. The work of Bates, Chiba, Kube and Nakashima (2009) states that Indigenous people have a broad knowledge of how to live sustainably. In her work of western-lead teams of researchers, Louise Grenier (1998) found that their development efforts usually fail to attain their objective because they did not take in account local technologies, local systems of knowledge, and the local environment. This study is focused in the implementation of this intervention with future research students through Indigenous practices. This intervention also uses organizational learning techniques. Chris Argyris with important help from Donald Schon (1974) and others developed the strategy called action science which is a strategy of organizational development. As participants identify their unknown behaviors, this chapter will introduce the theories and sciences behind MIA. These include Indigenous knowledge, mindset, reflexivity, mindfulness, leadership skills development, and organizational learning techniques. This chapter will also describe the anatomy of the methodology and the method of administering a MIA Intervention: 1) indigenous practices; 2) goal setting; 3) journaling; 4) visualization, and 5) organizational learning techniques. We conclude describing the methodology in the context of corporate realities and interests.

Leadership styles and skills developed through game-based learning

Whether in hospitals, long-term care facilities, clinics, or public health settings, provide care to more than 90 million Americans who struggle to locate, comprehend, and appropriately use health information (Zarcadoolas, Pleasant, & Greer, 2006). Participants in improving health literacy as a public health objective represent all parts of health care arena (Schloman, 2004). In Healthy People 2010, health literacy is defined as the degree to which individuals have capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions (US Department of and Human Services, 2000, section 11, p. 20). The term also refers to ability of individuals to understand, make decisions, and act on spoken, written, and visual health information in order to lower risk and improve health status. Adequate knowledge about health behaviors is considered prerequisite in behavior change (Seligman et al., 2007). National nursing organizations have called for better integration of health literacy content and activities into nursing curriculum. As part of its accreditation criteria, National League for Nursing Accrediting Commission (NLNAC) calls for all levels of undergraduate nursing curriculum to include cultural, ethnic, and socially diverse concepts (2008, Standard 4.4, p. 76). The American Association of Colleges of Nursing, in its Essentials of Baccalaureate Education for Professional Nursing Practice, identifies health literacy as an important content area for baccalaureate programs under Essential VII Clinical Prevention and Population Health (2008, p. 25). Nurse educators recognize need for curricular standards in area of health literacy. Literacy Focus in Curriculum ACTIVE TEACHING STRATEGIES Active strategies that engage students as participants in process of learning serve as models for students to use in teaching patients with low health literacy. For example, teaching students how to role-play using a simple video and audio podcast to model a teaching episode with a patient (peer) and having patient (peer) teach back what has been learned is an effective strategy that incorporates active learning and newer technology. When this strategy is followed by in-depth analysis in a class or seminar, students learn not only from content of podcast, but from analysis of strengths and limitations of teaching method. That knowledge is then transferred to actual teaching situations in clinical setting. Table 1 outlines selected learning objectives, teach ing strategies, and activities in health literacy that can be used in nursing curriculum. CONTENT Speros (2005) suggests that nurses should be educated about health literacy, its prevalence across all segments of society, and its relationship to health (p. 638). According to Speros, long-term consequences of this focus will be who can identify people with low literacy skills and then appropriately adapt patient education methods and materials. Experts offer following content areas for health literacy education: * Definitions of low literacy and health literacy, scope of health literacy problem, at-risk populations, and relationship between health literacy and health outcomes (Bastable, 2008; Schloman, 2004; Speros, 2005; Thobaben, 2007) * Assessment of literacy levels in clients (Bastable, 2008; Cutilli, 2005; Owens & Walden, 2007; Speros, 2005) * Observed client behaviors related to low literacy (Speros, 2005). * Plain language communication (Osborne, 2005; Owens & Walden, 2007; Schloman, 2004) * Interpersonal skills (Thobaben, 2007) * Cultural sensitivity (Andrulis & Brach, 2007; Chang & Kelly, 2007) * Common myths and health literacy (Bastable, 2008) A wide variety of information on health literacy is also available on Internet. …

This study explored the connection between participation in extracurricular sports activities and the development of leadership skills. By doing, it seeks to benefit students, educators, and the wider educational community by fostering personal growth, creating a positive environment and advancing knowledge in this field The results shows Extracurricular sports have a substantial impact on college students' academic and psychological development Individuals who participate in extracurricular sports activities are more likely to develop leadership skills. The frequency and duration of participation teamwork and collaboration in extracurricular sports have a significant impact on the development of quality leadership skills. Consistent involvement and active participation are key to developing leadership skills.

Nurses' health literacy knowledge and communication skills are essential for improving patients' health literacy. Yet, research on nurses' health literacy knowledge and perception is limited. The study aimed to evaluate nurses' health literacy knowledge, communication techniques, and barriers to the implementation of health literacy interventions. A cross-sectional study was used, and a total of 1697 nurses in 104 community hospitals in Thailand completed self-report measures. Approximately 55% of the participants had heard about the concept of health literacy; 9% had received formal training specific to interaction with patients with low health literacy. About 50% of the nurses were aware of their patients' low health literacy; therefore, they applied the recommended communication techniques for them. Delivery of effective health literacy training was hampered by a lack of assessment tools, health literacy training and specialists, educational materials, and health provider time. Hospital administrators, nurse managers, health leaders should develop strategies to create environments and resources supporting health literacy interventions.

Physicians’ Roles in Creating Health Literate Organizations: A Call to Action

Development of leadership skills has been an issue of many discussions for a long time. A number of sources in management, psychology, and sociology emphasize the role of a leader for economic sustainability and social well-being. Many scholars have been developing and classifying leadership evaluation models. These models differ in their basic criteria of leadership—professionalism, personal motivation, responsibility, initiative, and cognitive abilities. Development of leadership skills is a long and painstaking process, for which training and educating will play a crucial role. Having analyzed the long-term experience of teaching humanities at a university of technologies, the authors have elicited a significant potential for developing leadership skills within the Daniel Goleman’s concept of emotional intelligence, methodological recommendations on knowledge management by Nonaka (The knowledge-creating company. Harvard Business Press, Boston, 68 p, 2008), and practical recommendations on the development of leaders by Adizes. In addition, the authors have described the principles of methodological support for the processes of creating and developing leadership skills in the educational process.

Leadership has been a major topic in management and business literature over the last few years. The rapid changes in business, technology, political and social factors has required the development of effective leadership skills. As a result leadership development programs have become an increasing priority for business and government organisations. This article puts forward an integrated model for leadership development. The major focus of this model is to develop leadership competencies which directly contribute to the strategic imperatives of the business. In addition, it describes the key elements that contribute to a successful leadership experience such as changing mindsets, a global focus, personal development and improved business and leadership skills. Finally, the most widely used leadership methods and processes are covered under three major themes; contributing to the strategic business direction, building leadership and team skills, and self‐development. The ideas put forward in this paper provide senior managers and human resource professionals with an integrated and comprehensive framework to plan and build a leadership development program in their organisation.

BackgroundAntimicrobial resistance (AMR) is a global public health concern currently mitigated by antimicrobial stewardship (AMS). Pharmacists are strategically placed to lead AMS actions that contribute to responsible use of antimicrobials; however, this is undermined by an acknowledged health leadership skills deficit. Learning from the UK’s Chief Pharmaceutical Officer's Global Health (ChPOGH) Fellowship programme, the Commonwealth Pharmacists Association (CPA) is focused to develop a health leadership training program for pharmacists in eight sub-Saharan African countries. This study thus explores need-based leadership training needs for pharmacists to provide effective AMS and inform the CPA’s development of a focused leadership training programme, the ‘Commonwealth Partnerships in AMS, Health Leadership Programme’ (CwPAMS/LP).MethodsA mixed methods approach was undertaken. Quantitative data were collected via a survey across 8 sub-Saharan African countries and descriptively analysed. Qualitative data were collected through 5 virtual focus group discussions, held between February and July 2021, involving stakeholder pharmacists from different sectors in the 8 countries and were analysed thematically. Data were triangulated to determine priority areas for the training programme.ResultsThe quantitative phase produced 484 survey responses. Focus groups had 40 participants from the 8 countries. Data analysis revealed a clear need for a health leadership programme, with 61% of respondents finding previous leadership training programmes highly beneficial or beneficial. A proportion of survey participants (37%) and the focus groups highlighted poor access to leadership training opportunities in their countries. Clinical pharmacy (34%) and health leadership (31%) were ranked as the two highest priority areas for further training of pharmacists. Within these priority areas, strategic thinking (65%), clinical knowledge (57%), coaching and mentoring (51%), and project management (58%) were selected as the most important.ConclusionsThe study highlights the training needs of pharmacists and priority focus areas for health leadership to advance AMS within the African context. Context-specific identification of priority areas supports a needs-based approach to programme development, maximising African pharmacists’ contribution to AMS for improved and sustainable patient outcomes. This study recommends incorporating conflict management, behaviour change techniques, and advocacy, amongst others, as areas of focus to train pharmacist leaders to contribute to AMS effectively.

. Early childhood is a critical period for the development of basic life skills, including orientation in an unfamiliar environment, decision making, risk taking, communication, goal setting, organization, control. By presenting the practice of three leading children's science centers, the thesis is advocated that a significant part of the activities developed on the "play and learn" principle develop leadership and entrepreneurial skills in children. The conclusions drawn emphasize the importance of the early inclusion of educational formats that, through targeted structured play, develop specific skills in children that are key to their successful implementation in the future, including goal-setting, information analysis, decision-making, coping with challenges, problem solving, risk taking, prototyping, communication and negotiation, organization and performance control, role allocation, cooperation and teamwork. This can serve as a starting point in the design of an effective learning environment for the development of leadership and entrepreneurial skills within the formal and informal education systems.

When it comes to evidence-based practices (EBPs) such as interactive engagement, collaborative problem solving, and project-based learning, the proof is in the name. These pedagogies are called "evidence-based" because there is little conflicting evidence about their efficacy. Yet, discipline-based education research still tends to focus on students' outcomes from EBPs, rather than on how to successfully sustain the use of those EBPs. Because of students' transient engagement with STEM higher education (i.e., a four-to five-year window), STEM education reformers should not rely on them as the primary change agents for sustained transformation of the culture in STEM fields, especially when instructors can spend decades in the STEM higher education context and touch the lives of thousands of students. That is, rather than asking about students' outcomes from EBPs, the truly transformative questions are a) given all of the evidence that EBPs are effective, why are so many instructors still unwilling to abandon straight didactic lecture, and b) why are EBP-supportive instructors still referred to as the "choir," rather than the norm? This work-in-progress begins with the hypothesis that instructors' own mental processes around teaching and learning may be the most important and least explored aspects of the slow progress in transforming the culture in STEM fields. Through the development of a brief (less than 15 question) survey, this work seeks to answer three important questions related to why instructors choose to implement EBPs (or not) in their teaching: 1. What psychological attributes correlate with sustained implementation of EBPs? 2. Are there "counterexample" instructors who successfully implement EBPs when their psychological attributes predict that they would not? 3. What factors contribute to counterexample instructors' success in implementing EBPs? By drawing out themes from the answers to these questions, this work proposes to operationalize instructors' experiences into actionable methods of helping reluctant instructors with higher psychological tolls for implementing EBPs overcome those tolls.

Qualitative Assessment and Description of Intraoperative Attending Surgeons' Leadership Skills.

Introduction: Racial disparity in cardiovascular disease has prompted efforts to improve cardiovascular outcomes through patient education and health behavior promotion. However, little is known about the long-term effects of health literacy and health behaviors on cardiovascular disease outcomes. Hypothesis: This study aims to explore whether racial differences in long-term blood pressure outcomes are associated with baseline levels of health literacy, mediated through longitudinal patterns of health behaviors. Methods: This study used a prospective cohort from the Coronary Artery Risk Development in Young Adults (CARDIA) project, funded by NHLBI. Blood pressure was measured by trained CARDIA researchers at seven examinations between 1985 and 2005. Self-reported health behaviors (including smoking, binge drinking, overweight and sedentary lifestyle) were obtained at each examination. Cardiovascular health literacy was assessed as part of the 1990 observation. We used growth curve modeling to explore racial disparities in blood pressure and to examine if blood pressure outcomes could be explained by participants’ health literacy and their health behavior change. This study included 3,546 CARDIA study participants who remained in the most recent examination at year 2005, with 47% African Americans and 43% males. Results: Racial disparities were observed in participants’ initial blood pressure, blood pressure progression rate, health literacy and health behaviors. African Americans had higher blood pressure at baseline (systolic: 109 vs. 105; diastolic: 70 vs. 67 P<0.0001) and greater increases over time. Caucasians had a higher health literacy score (4 vs. 3.5 P<0.0001) and reported fewer risk behaviors on average. There was a positive relationship between health literacy, education attainment, parents’ education attainment, family income, having health insurance and having fewer risk behaviors. Participants with fewer risk behaviors had lower blood pressure. Blood pressure improved in years with fewer risk behaviors. Higher baseline health literacy was associated with having fewer risk behaviors in the following fifteen years. Overall, the results indicated that blood pressure outcomes were indirectly influenced by baseline health literacy through longitudinal patterns of risk behaviors. This relationship was stronger in Caucasians. Conclusions: This study suggests that racial differences in blood pressure are associated with both health literacy and health behaviors. In response to these findings, important gaps in hypertension preventive care and health behavior promotion should be identified and addressed through efforts to improve cardiovascular health literacy. For minority and high risk populations, multifaceted approaches in addition to patient education may be needed to initiate behavior change.

Unleashing leadership potential in unprecedented times: Lessons learned from an evaluation of a virtual cohort-based adaptive leadership program for public health executives

In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge, skills and dispositions of beginning teacher leaders. Our findings indicate the pre-service teachers' overall satisfaction with demonstrating leadership through collaborative practices. They were successful in these new roles as teacher/collaborator within the context of communication about content standards. Though the candidates participated in other collaborative tasks, this effort was noted for bringing together technology, content standards and leadership qualities that are critical for beginning teachers. Implications for addressing the preservice teachers' development of leadership skills, as they become professional teachers will be shared.