Clinical Leadership in Public Oral Health Practice Course Introduction Summary Slides
Reflection The essentials of successful clinical leadership https://www.youtube.com/watch?v=EGoSGNDw6xI • What resonated with you?
Course Structure
Unit Code Unit Title Nominal hours POHCLP801 Lead self 75 POHCLP802 Apply contemporary public oral health frameworks to review service delivery within the local environment 20 POHCLP803 Apply a community-based approach within public oral health practice 65 POHCLP804 Lead innovate and manage change within public oral health practice 70 POHCLP805 Create a professional learning environment to enable and give priority to patient safety and quality 70 POHCLP806 Apply evidence to improve clinical practice 300
💼 Online learning 📓 Face to Face Blended Learning Mentoring Relationship Project
Full Day Workshops Date Location 31/5/19 Graduate House 26/7/19 Graduate House 30/8/19 Graduate House 25/10/19 Graduate House 29/11/19 Kathleen Symes Multi-Function room 31/01/20 Graduate House 28/2/20 Graduate House 27/3/20 Graduate House
• Lead Self • Module 1: Develop self-awareness Getting started • TalentQ Assessment • Journal of Reflection • Reflective Practice • Establish mentoring relationship • Apply contemporary public oral health frameworks to review service delivery in the local setting • Module 1: Public Oral Health System • PESTLE Analysis • Module 2: Model of Care Framework • Establishing the mentoring relationship • Workplace Project • Project Initiation Phase • Clarifying the concern/opportunity
“Remember, your perception of the world is a reflection of your consciousness.” ~ Ekhart Tolle On-the-job reflective Emotional learning intelligence Thinking styles Personality types and dimensions Values Hierarchy of Self-Knowledge Miller (2012)
“We had the experience, but missed the meaning.” ~ T.S. Eliot. Four Quartets.
Workplace Project
Concern: Project Initiation Cause: Identify an area of need Diagnostic and clearly state the concern Countermeasure: Solution design Define the problem • Understand the Confirm: current situation Implementation Develop and select • Identify gap between solution(s) to eliminate current and desired the root cause(s) performance Sustainability: Implement the plan and • Use data collection, PDSA confirm the analysis and process • Apply scientific countermeasure(s) mapping problem solving to solved the problem • Establish baseline Develop a sustainability investigate possible performance plan for the solution to causes • Formulate and • Set a target for monitor the results and • Conduct root cause evaluate alternative improvement evaluate the impact analysis solutions • Implement selected • Plan for countermeasure(s) in implementation of as a prototype (in a • Standardise and • Document the case selected controlled manner) teach the improved for change in a countermeasure(s) • Track results to practice project initiation ensure solution is • Track results to proposal and receive effective ensure solution is approval for the • Use PDSA approach sustained & project initiation to ensure adjustment • Document the root • Document the service delivering desired as required cause for the problem delivery approach results aligned with the MoC • Apply PDSA framework • Once sustained, • Document the spread the learning implementation plan incorporating change • Document the plan • Implement prototype and project including evaluation • Monitor KPIs management tools and knowledge • Record learning transfer approach • Commence knowledge transfer activities
Concern Clearly state the concern` Cause Find the root cause of the problem Countermeasure Develop countermeasure(s) to eliminate the root cause Confirm Confirm the countermeasure(s) solved the problem
Project Initiation • Identify concern/opportunity • Begin to build a case for change, • Obtain sponsorship to proceed with the program of work • Set up project management mechanisms
Concern or opportunity arises Eg: • Clinician/consumer identified innovation • Unwarranted clinical variation • Priority area (Minister/DHSV/ 1. Concern or opportunity identification NSQHS standards etc) • Outdated interventions Learning What What we from the actually expect to difference happened happen
• Clearly state the concern/opportunity • Understand the current situation • State the symptoms • Identify the real problem • Set a new target
Who? Who discovered the problem? Who is affected by the problem? Who can help identify and solve the problem? What? What happened/is happening to indicate a problem (what are the symptoms)? What standard is involved? When? When does the problem occur? Frequency? Any particular patterns of occurrence? Timing? Where? Where does the problem occur? Is it local or global? How? How does the problem affect the organisation? How costly is the problem to the organisation?
• Understand the current situation • Understand the big picture • What data is needed? • Data requirements flow from higher level goals derived from: • The organisation’s vision statement • National standards, policy directions • For now, the key question to ask: • Is this concern preventing us from realising our vision? • Document the current situation
Concern: Understand the current Use charts, diagrams or photos wherever possible to describe the situation situation Who discovered the Current State Break down the larger problem? problem. List the Gather findings from any contributing problems previous studies of this below, sorting them by problem area. category. Describe what is happening to indicate a problem. Describe the ideal condition . What standard is involved, if any? When does this problem What are the problem occur? How frequently? areas? What is the problem costing the organisation?
• Understand the current situation • Problem statement • Restate the problem in a simple actionable problem statement • Specific and data-driven • Nature of problem informs type of statement • A statement of what the team wants to achieve • A direct statement of effect • An aggressive goal • A question that needs to be answered • Can include a statement of effect: current baseline with aggressive goal. • Document the problem and goal statement Concern: Problem and Goal What do you want to accomplish? Be concise but specific as possible. Make a statement of Statement effect and then set an aggressive goal related to the ultimate goal Problem: Goal:
Concern: Understand the current situation Who discovered the Current State Break down the larger problem? problem. Describe what is happening to indicate a problem. Describe the ideal condition . When does this problem What are the problem occur? areas? What is the problem costing the organisation? Concern: Problem and Goal Statement Problem: Goal:
2. Create the initial high level case for change • Create the argument for change – describe what can be achieved by improving this area of practice • Sufficient detail to convince sponsors • Rationale for action is created • High level at this stage • Covers both qualitative and quantitative information • Qualitative - client and clinician stories • Quantitative information – define size of problem • Needs to make clear why this project should be prioritised to go forward
3. Develop a project aim, objectives and scope Aim: High level statement of what the project will achieve Objectives: Outline specific results and benefits to be achieved Which objective(s) is most important? Timeframes (12 months or less) An objective will only be useful if it passes the SMART test S pecific • M easurable • A greed, attainable and achievable • R ealistic and resources • T imebound • Scope: Clear concise definition of scope • What is inside and outside scope? Assist to define project plans and manage expectations •
4. Generate sponsorship & engagement • Management • Colleagues • Clients 5. Project Governance 6. Project Management
The mentoring relationship
Behind every successful person there is one elementary truth: somewhere, somehow, someone cared about their growth and development. This person was their mentor. Dr Beverley Kaye. Up is not the only way . 1997. Take a moment to reflect on this quote. • What resonates with you? What do you hope for from a mentoring relationship? •
Wh What t is workplace mentoring? Developmental mentoring is defined as offline help by one person to another in making Workplace mentoring is a learning significant transitions in knowledge, process of sharing technical work or thinking. information, institutional knowledge and insight with respect David Clutterbuck to a particular occupation, profession, organisation or endeavour. Mentoring is perhaps best described as a developmental process – dynamic and unique to each person. A mentor is a more experienced individual willing to share knowledge with someone less Dept of Administrative Services, New experienced in a relationship of Hampshire mutual trust. David Clutterbuck
Source: Management Mentor. 2013
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