ABSTRACT
This Florence Nightingale Foundation (FNF)/Council of Deans of Health (CoDH) Leadership Scholarship has been one of the most defining moments of my career. Applying for this scholarship at quite a late stage in my career, I felt privileged that my Faculty Pro-Vice Chancellor (PVC), FNF and CoDH still recognised my significant leadership potential and the opportunity I had for creating impact. I would therefore encourage anyone, at whatever stage they are in their leadership career, to apply for this life changing experience.
My aims and objectives for the scholarship were supported by my line manager, the PVC for the Faculty of Medicine, Dentistry and Health. They largely focused around 5 key areas; to develop networks and mentorship opportunities with senior leaders in the same and different fields, to increase openings for collaboration nationally and internationally, to strengthen my interpersonal skills particularly with regard to presenting and speaking with impact and presence, to have greater political awareness and a fuller appreciation of the political challenges nationally and internationally and to have greater insight into my strengths as a leader and areas for improvement through diagnostic assessment and access to coaching.
Learning Experiences
The scholarship provided me with a number of learning experiences and without a doubt each one took me a step closer to realising my aims and objectives and ultimately closer to being a more impactful leader. One of the unique features of the scholarship is the bespoke development of each scholar’s programme of learning. Supported by the analysis of individual diagnostic assessments and coaching sessions by Sue Machell, experienced coach, facilitator and organisational development specialist, the tailored scholarship provides informal and formal learning opportunities. Some of the more formal programmes have included the Leading Change & Organisational Renewal programme that explored the challenge of change using; a range of case studies to support discussion, models for change management and problem solving including root cause analysis and the congruence model, and the psychology of change. I also attended the Westminster Experience that, led by politicians and experts in health policy, helped to promote an increased understanding of how to influence the political agenda on a national/regional level using simulation. A programme by the Royal Academy of Dramatic Art (RADA) in business analysing and developing communication skills in leadership was based around three overlapping elements; think, breath and speak. The programme demonstrated how paying attention to how we communicate a message, helps us to develop presence and better connect with our audience. I also attended two programmes delivered by the Praxis Centre for Leadership Development at Cranfield. The first of these was ‘Increasing Personal Power’. Based on the ‘Centaur Model of Personality Types’ the programme combines the philosophies and theories of human psychology into two levels of human being; the core element that is the same in all of us and the personality described as a ‘way of being in the world’ which can differ greatly from one person to another. Appreciation of the levels in self and others allows you to consider how others think, allows you to discover what really matters to them, and as a result allows you to positively impact others, as you shape your ideas and/or position in a way that is most available to them. In summary applying the Centaur model to individuals allows you to bring out the best in others. The second programme was ‘Winning Hearts and Minds’ that explored the art of story-telling as a vehicle for increasing impact and driving change.
I also joined the congregation at the Service to Commemorate the Life of Florence Nightingale. This was a first time experience for me and I was quite surprised at how emotional I felt. It felt good to be a nurse, and it was especially good to be experiencing this event with other Florence Nightingale Foundation Scholars.
During the course of my scholarship I visited the College of Nursing at the University of Massachusetts (UMass), Amherst. The objectives for the visit were to explore; the nursing structure and in particular the role of the registered nurse and those of the unregistered nurse support roles, any comparable career frameworks to the U.K. nurse apprenticeship pathway, the fast-track on-line Advanced Nurse Practitioner programme and engagement with Alumni.
As part of the scholarship the mentorship provided by Professor Judith Ellis MBE, Chief Executive Officer, Royal College of Paediatrics and Child Health has contributed significantly to my overall outcomes. She introduced me to a number of opportunities and experiences as well as providing expert advice regarding my overseas study tour. She has also been a great sounding board, enabling me to identify actions and strategies to guide my leadership decision making.
The Practice Improvement Project
‘To describe what the School of Nursing and Midwifery will look like in 2021 following the 2015 Spending Review Changes to Nursing, Midwifery and Allied Health Professions Education.’
The impetus for my practice improvement project followed a presentation by one of the facilitators of the Leading Change & Organisational Renewal programme. As an introduction to the ‘psychology of change’, he presented a case study where the company leader was surprised to find that during a period of enormous upheaval in the company the one key thing that staff desired above all else, was to know what the company would look like in 10 years’ time. In a sea of change, consistent with the changes to health care funding, alternative pathways into registered nursing, the development of new nursing support roles and the emergence of new commissioning networks and agencies that are expected to manage contracts for future education, I felt it imperative that I effectively convey my vision for the future of the School. That vision is that the school will be significantly contributing to; reducing the local nursing workforce deficit, sustaining and developing a health care workforce that is high quality and fit for purpose despite a diminishing income stream, optimising its position with respect to nursing research institutions by working proactively towards a strong submission for the REF 2021, and sustaining a School culture that means that staff want to work there and students and their parents want to study there. As a leader, this sea of change has significantly challenged my knowledge, skill and leadership ability. However to have the support, knowledge, learning and experiences afforded through the leadership scholarship running concurrent to these challenges has been invaluable.
Reflections
Without doubt this leadership scholarship has been one of the most impactful experiences I have had the privilege to be part of. To everyone considering application for this scholarship I would seriously encourage them to apply. Probably like many scholars before me I felt my leadership skills were effective. However, having spent the last year absorbing the experiences and opportunities this leadership scholarship offers I can truly say that I have never felt so exhilarated and ready to offer to my colleagues and organisation the best I can be. Having a supportive network of peers was and remains, a fundamental part of this scholarship. They are always there to provide friendship and to act as a sounding board when things get a little tough or overwhelming. They are a huge resource and essential to the scholarship’s success. I believe that my emerging philosophy for leadership is a true reflection of the prized opportunities the leadership scholarship has given me, that is;
‘To look for the ability in others and provide support and opportunity for this to soar’.