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What’s Holding Back Your Career Development?
- Helen Tupper
- Sarah Ellis
Four common challenges and how to overcome them.
Career challenges like reorganizations, layoffs, and a lack of personal fulfillment can feel like big bumps in the road, but instead of seeing them as obstacles, start to look for the opportunities. Personal career development is critical for resilience in the face of uncertainty and change. The authors, who train over 100,000 people a year in career development, have identified four common challenges that get in the way of people’s growth. They categorize them as when, who, what , and where challenges. Here’s how you can think and act creatively to overcome these challenges and continually invest in your career development.
Change and uncertainty are now a given in our careers. As a result, people are re-evaluating what they want from their work. For many, the traditional career ladder has been replaced by “squiggly” careers — non-linear career moves where progression goes beyond promotion and allows people to develop in different directions. In the context of constant change, personal career development is now a must-have rather than a nice-to-have.
- Helen Tupper is the cofounder and CEO of Amazing If, a company with an ambition to make careers better for everyone. Together with her business partner Sarah Ellis, she is the author of The Sunday Times number-one bestseller The Squiggly Career , You Coach You , and host of the Squiggly Careers podcast. Their TEDx talk, “The best career path isn’t always a straight line,” has over one million views. Prior to Amazing If, she held leadership roles at Microsoft, Virgin, and BP and was awarded the FT & 30% Club’s Women in Leadership MBA Scholarship.
- Sarah Ellis is the cofounder and CEO of Amazing If, a company with an ambition to make careers better for everyone. Together with her business partner Helen Tupper, she is the author of The Sunday Times number-one bestseller The Squiggly Career , You Coach You , and host of the Squiggly Careers podcast. Their TEDx talk, “ The best career path isn’t always a straight line ,” has over one million views. Prior to Amazing If, Sarah’s career included leadership roles at Barclays and Sainsbury’s before she become managing director at creative agency Gravity Road.
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Career Theory and Practice Learning Through Case Studies
- Jane L. Swanson - Southern Illinois University Carbondale, USA
- Nadya A. Fouad - University of Wisconsin - Milwaukee, USA
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“The use of a client throughout the textbook sets Career Theory and Practice apart from other books. It fosters in-depth exploration into the application of theories and concepts of career counseling. It also hits on critical student learning, including understanding the current trends in work and its intersection with multiple populations. It educates students how to approach clients in a culturally responsive manner to maximize client outcomes.”
“ The use of the case examples throughout Career Theory and Practice helps to bring the content to life. The order of the chapters is much better than other texts and the material is much more succinct than other texts. The summaries at the end of each chapter also provide a study guide for students.”
“ Career Theory and Practice provides a good framework to make the theoretical context practical. I like how this text makes career counseling ‘real’ for the readers.”
“ Career Theory and Practice by Jane L. Swanson and Nadya A. Fouad has great practical, real-world application through the use of case-studies…Excellent resource.”
“ Career Theory and Practice is straightforward, readable, and quite handy. Highly recommended for work with adults that are entering the world of work for the first time, or for adults that are going through transitions.”
It was very approachable for students and easy to understand. I loved the integration of multiple case studies and the long-term case study across the book.
NEW TO THIS EDITION:
- Two new chapters on career construction theory and the psychology of working expose students to timely theories.
- New case studies allow students to apply theories to diverse clients in a variety of settings and discuss client issues.
- A thorough discussion of ethics emphasizes the importance of ethical guidelines, encouraging students to incorporate ethical decision-making into their practice.
- Increased coverage of school counseling expands a discussion of career interventions in K-12 schools, higher education settings, and community practices, providing critical information for students involved in school counseling programs.
- Updated references, literature, research, and statistics reflect the latest findings in the field.
KEY FEATURES:
- Comprehensive coverage of important theories of career choice and development is supported through one primary case study that is discussed throughout the book. This primary case is accompanied by additional supportive cases in each chapter.
- A blend of theory, practical examples, and specific cases helps readers apply a wide range of career development theories to counseling clients.
- The authors draw on their extensive experiences as practitioners, researchers, and teachers to provide a realistic overview of the field of career counseling and development.
- Approaches to integrating work and mental health are proposed.
- Counselor Cognitions guide readers in forming hypotheses about clients.
- Personal Reflections features help readers in their own career development.
- Societal issues that influence career and work decisions, such as the role of the economy and the changing nature of the workforce, are discussed.
Sample Materials & Chapters
Chapter 1: Career Counseling: An Overview
Chapter 5: The Case of Leslie
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Educating the Sustainability Leaders of the Future pp 297–309 Cite as
Making Career Development Sustainable: A Senior Capstone Course Case Study
- Candy T. Y. Ho 7
- First Online: 11 March 2023
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Part of the World Sustainability Series book series (WSUSE)
The global higher education student population is largely comprised of those within Generation Z, generally characterized by their care and concern for the well-being of our world. However, many are still experiencing a curriculum designed decades ago for their parents or grandparents who lived in a world arguably far less attuned to issues such as climate change, sustainable development, and inequality.
This paper details a case study of a liberal arts career capstone course that aligns theoretical career development frameworks with the United Nations Sustainable Development Goals (SDGs), modernizing the curriculum to help students explore their potential contributions to a more sustainable world. With reflective elements throughout the course, students envision how they can take the skills and experiences amassed during their studies in order to transform into leaders and change agents in their future organizations and communities.
The main pedagogical interventions from this innovative for-credit course are featured, such as a portfolio with an SDG-infused mission statement and an information interview assignment exploring how professional fields can contribute to the SDGs. This paper will be of interest to faculty, administrators, and curriculum developers interested in infusing sustainable education and the SDGs into the curriculum.
- Generation Z
- Sustainable development goals
- Capstone course
- Career development
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Ho, C.T.Y. (2023). Making Career Development Sustainable: A Senior Capstone Course Case Study. In: Leal Filho, W., Lange Salvia, A., Pallant, E., Choate, B., Pearce, K. (eds) Educating the Sustainability Leaders of the Future. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-22856-8_17
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Case study: How INA Group promotes employees’ career development
INA Group is a medium-sized European oil company with a leading role in Croatian oil business and a strong position in the region, comprised of several companies completely or partially owned by INA. In order to ensure sustainability in human capital, INA Group assesses the performance, competencies and potential of each employee and creates individual development plans, as input for further development.
This case study is based on the 2019 Annual Report by INA Group published on the Global Reporting Initiative Sustainability Disclosure Database that can be found at this link . Through all case studies we aim to demonstrate what CSR/ ESG/ sustainability reporting done responsibly means. Essentially, it means: a) identifying a company’s most important impacts on the environment, economy and society, and b) measuring, managing and changing.
At INA Group, all employees receive regular feedback on their performance and development at least once a year. Tweet This! Internal and external development programmes are shaped to increase the overall level of competencies within the Group in the areas of technical, professional or general business knowledge and skills. They combine various development methods such as self-learning, classroom workshop, online learning, on-the-job training and professional practice, each presenting an integrated platform known as the “blended learning approach”. In order to promote employees’ career development INA Group took action to:
- implement the Technical Career Ladder programme
- develop leadership competencies
- operate the INA Academy
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- What actions were taken by INA Group to promote employees’ career development
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What are the material issues the company has identified?
In its 2019 Annual Report INA Group identified a range of material issues, such as occupational health and safety, energy efficiency and climate change, research and development of future responsible products and services, waste management. Among these, promoting employees’ career development stands out as a key material issue for INA Group.
Stakeholder engagement in accordance with the GRI Standards
The Global Reporting Initiative (GRI) defines the Principle of Stakeholder Inclusiveness when identifying material issues (or a company’s most important impacts) as follows:
“The reporting organization shall identify its stakeholders, and explain how it has responded to their reasonable expectations and interests.”
Stakeholders must be consulted in the process of identifying a company’s most important impacts and their reasonable expectations and interests must be taken into account. This is an important cornerstone for CSR / sustainability reporting done responsibly.
Key stakeholder groups INA Group engages with:
How stakeholder engagement was made to identify material issues
To identify and prioritise material topics INA Group carried out an online survey among 45 representatives of various external stakeholder groups and also organised a consultation titled “An open discussion on sustainability of INA Group” with 23 representatives of external stakeholders. The representatives of various stakeholder groups that participated in and contributed to the survey and the consultation included business partners and suppliers, customers, representatives of regulatory bodies, state administration bodies and local communities, and representatives of the academic community, non-profit organisations and the media.
In its 2019 Annual Report INA Group reports that it took the following actions for promoting employees’ career development:
- Implementing the Technical Career Ladder programme
- In 2019, INA Group’s Technical Career Ladder programme was redesigned under the name Technical Competence and Career Development programme (TCCD) to ensure that its main focus was the development and reception of technical knowledge for all programme participants. Knowledge and other technical competencies are assessed for every petrol-technical professional (PTP) and in accordance with that, individual development plans (IDPs) for every PTP are created. Assessments give insight into knowledge gaps of every PTP and they can see which competencies they should improve. This provides the PTPs, their managers and the company with valuable insight into which areas need to be developed in order to maintain sustainable business processes. As of 2016, both Exploration and Production and Refining and Marketing professionals are included in the programme, with new experts added every year due to scope expansion. In 2018, an expansion was made with the inclusion of non-technical employees from functional divisions such as HR and IT and, in 2019, the expansion continued with Procurement and Finance, with further expansion expected in 2020. In 2019, 635 workers were included in the TCCD (Exploration and Production – 260, Refining and Marketing – 220, HR – 40, Procurement – 60, IT – 55).
- Developing leadership competencies
- In order to enable and ensure the development of all employees, INA Group provides a large selection of development opportunities for all. By participating in MBA programmes from Cotrugli or selected programmes from SEED Business School (Part-time MBA, Business Leadership Programme, Foundation of Management Programme), employees are developing their leadership competencies. In addition, there is the LEAD talent programme for future leaders, Intensity programme, First time manager, etc. which aim to strengthen four leadership competencies (thought, result, people and personal), and prepare leaders for current and future challenges. As a result of investment in leadership competencies, employee opinion on leadership and top management increased by 10% in the 2019 employee engagement survey. Through different development programmes and initiatives, as well as internal and external workshops based on individual development needs, which are available to all employees, INA Group ensures development and boosts employees to make them effective and efficient in their everyday challenges. For a long time, INA Group has been implementing various methods to evaluate the development potential of its employees and management, to know in a professional and objective manner the potential of all its employees for it to be used by a company for the best possible outcome for both the employees and the companies. Developmental assessment centres have been used extensively for this purpose, resulting in nearly 500 employees participating in such programmes in 2019. The greatest benefit for the employees included in assessment centres is that they receive expert feedback on their strengths and improvement areas, which is then used to create development activities.
- Operating the INA Academy
- Internal knowledge sharing is one of the most effective sustainability tools when it comes to human capital. Accordingly, INA Group has established the INA Academy and, in 2019, included new trainings to keep track of employees’ needs and a new training category was introduced – the Wellbeing. With one of the strategic goals of increasing employee wellbeing in mind, trainings that supported employee mental health care and personal finance were created. Some of these trainings were created with external trainers, which was the first time that external trainers participated in INA Academy. Also, in 2019, a new digital platform for knowledge examination, e-INA Academy, was introduced.
Which GRI Standards and corresponding Sustainable Development Goals (SDGs) have been addressed?
The GRI Standards addressed in this case are:
1) Disclosure 404-1 Average hours of training per year per employee
2) Disclosure 404-2 Programs for upgrading employee skills and transition assistance programs
3) Disclosure 404-3 Percentage of employees receiving regular performance and career development reviews
Disclosure 404-1 Average hours of training per year per employee corresponds to:
- Sustainable Development Goal (SDG) 4 : Quality Education
- Targets: 4.3, 4.4, 4.5
- Sustainable Development Goal (SDG) 5 : Gender Equality
- Targets: 5.1
- Sustainable Development Goal (SDG) 8 : Decent Work and Economic Growth
- Targets: 8.2, 8.5
- Sustainable Development Goal (SDG) 10 : Reduced Inequalities
- Targets: 10.3
Disclosure 404-2 Programs for upgrading employee skills and transition assistance programs corresponds to:
Disclosure 404-3 Percentage of employees receiving regular performance and career development reviews corresponds to:
- Targets: 8.5
78% of the world’s 250 largest companies report in accordance with the GRI Standards
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See upcoming training dates. References:
1) This case study is based on published information by INA Group, located at the link below. For the sake of readability, we did not use brackets or ellipses. However, we made sure that the extra or missing words did not change the report’s meaning. If you would like to quote these written sources from the original, please revert to the original on the Global Reporting Initiative’s Sustainability Disclosure Database at the link:
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2) https://www.globalreporting.org/standards/gri-standards-download-center/
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Case studies : A detailed study of an employee's experience by a third party, such as a consulting company or a rating bureau. The results of such a study can be included in marketing materials, presentations, and conference presentations. Contact the authors of articles or site administrators.
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This might be to ask for examples of instances where the candidate displayed innovative behaviors or to present a case study that requires them to display their most innovative selves. Build career development frameworks that encourage cross-departmental and career growth. Focus on diversity and inclusion.
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Feed Insights into Employee Value Proposition Development - Let employee-voiced benefits priorities shape EVP and employer branding. Case Studies "We know that our employees have many choices about where they work, so we work to ensure that they are very well compensated," a Google spokesperson said in a statement to CNET. "That's
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Careers : On the line Host: Joe Mullings About: Joe Mullings is hoping to provide insight to those looking to really drive his personal careers with advice rooted in 3 decades of career development and coaching. Joe has helped build hundreds of companies working closely with CEO’s and entrepreneurs in the high-tech world.
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Inside this complete guide to recruiting automation, you will find: In this article : How a recruitment automation process streamlines hiring. Recruitment Automation Case Studies . The areas that are not automated much today include the soft skills functions such as career development and employee coaching.
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College of Nursing
Driving change: a case study of a dnp leader in residence program in a gerontological center of excellence.
View as pdf A later version of this article appeared in Nurse Leader , Volume 21, Issue 6 , December 2023 .
The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify systemic issues, and facilitate organizational changes. 1 In 2021, AACN updated the curriculum by issuing The Essentials: Core Competencies for Professional Nursing Education to guide the development of competency-based education for nursing students. 1 In addition to AACN’s competency-based approach to curriculum, in 2015 the American Organization of Nurse Leaders (AONL) released Nurse Leader Core Competencies (updated in 2023) to help provide a competency based model to follow in developing nurse leaders. 2
Despite AACN and AONL competency-based curriculum and model, it is still common for nurse leaders to be promoted to management positions based solely on their work experience or exceptional clinical skills, rather than demonstration of management and leadership competencies. 3 The importance of identifying, training, and assessing executive leaders through formal leadership development programs, within supportive organizational cultures has been discussed by national leaders. As well as the need for nurturing emerging leaders through fostering interprofessional collaboration, mentorship, and continuous development of leadership skills has been identified. 4 As Doctor of Nursing Practice (DNP) nurse leaders assume executive roles within healthcare organizations, they play a vital role within complex systems. Demonstration of leadership competence and participation in formal leadership development programs has become imperative for their success. However, models of competency-based executive leadership development programs can be hard to find, particularly programs outside of health care systems.
The implementation of a DNP Leader in Residence program, such as the one designed for The Barbara and Richard Csomay Center for Gerontological Excellence, addresses many of the challenges facing new DNP leaders and ensures mastery of executive leadership competencies and readiness to practice through exposure to varied experiences and close mentoring. The Csomay Center , based at The University of Iowa, was established in 2000 as one of the five original Hartford Centers of Geriatric Nursing Excellence in the country. Later funding by the Csomay family established an endowment that supports the Center's ongoing work. The current Csomay Center strategic plan and mission aims to develop future healthcare leaders while promoting optimal aging and quality of life for older adults. The Csomay Center Director created the innovative DNP Leader in Residence program to foster the growth of future nurse leaders in non-healthcare systems. The purpose of this paper is to present a case study of the development and implementation of the Leader in Residence program, followed by suggested evaluation strategies, and discussion of future innovation of leadership opportunities in non-traditional health care settings.
Development of the DNP Leader in Residence Program
The Plan-Do-Study-Act (PDSA) cycle has garnered substantial recognition as a valuable tool for fostering development and driving improvement initiatives. 5 The PDSA cycle can function as an independent methodology and as an integral component of broader quality enhancement approaches with notable efficacy in its ability to facilitate the rapid creation, testing, and evaluation of transformative interventions within healthcare. 6 Consequently, the PDSA cycle model was deemed fitting to guide the development and implementation of the DNP Leader in Residence Program at the Csomay Center.
PDSA Cycle: Plan
Existing resources. The DNP Health Systems: Administration/Executive Leadership Program offered by the University of Iowa is comprised of comprehensive nursing administration and leadership curriculum, led by distinguished faculty composed of national leaders in the realms of innovation, health policy, leadership, clinical education, and evidence-based practice. The curriculum is designed to cultivate the next generation of nursing executive leaders, with emphasis on personalized career planning and tailored practicum placements. The DNP Health Systems: Administration/Executive Leadership curriculum includes a range of courses focused on leadership and management with diverse topics such as policy an law, infrastructure and informatics, finance and economics, marketing and communication, quality and safety, evidence-based practice, and social determinants of health. The curriculum is complemented by an extensive practicum component and culminates in a DNP project with additional hours of practicum.
New program. The DNP Leader in Residence program at the Csomay Center is designed to encompass communication and relationship building, systems thinking, change management, transformation and innovation, knowledge of clinical principles in the community, professionalism, and business skills including financial, strategic, and human resource management. The program fully immerses students in the objectives of the DNP Health Systems: Administration/Executive Leadership curriculum and enables them to progressively demonstrate competencies outlined by AONL. The Leader in Residence program also includes career development coaching, reflective practice, and personal and professional accountability. The program is integrated throughout the entire duration of the Leader in Residence’s coursework, fulfilling the required practicum hours for both the DNP coursework and DNP project.
The DNP Leader in Residence program begins with the first semester of practicum being focused on completing an onboarding process to the Center including understanding the center's strategic plan, mission, vision, and history. Onboarding for the Leader in Residence provides access to all relevant Center information and resources and integration into the leadership team, community partnerships, and other University of Iowa College of Nursing Centers associated with the Csomay Center. During this first semester, observation and identification of the Csomay Center Director's various roles including being a leader, manager, innovator, socializer, and mentor is facilitated. In collaboration with the Center Director (a faculty position) and Center Coordinator (a staff position), specific competencies to be measured and mastered along with learning opportunities desired throughout the program are established to ensure a well-planned and thorough immersion experience.
Following the initial semester of practicum, the Leader in Residence has weekly check-ins with the Center Director and Center Coordinator to continue to identify learning opportunities and progression through executive leadership competencies to enrich the experience. The Leader in Residence also undertakes an administrative project for the Center this semester, while concurrently continuing observations of the Center Director's activities in local, regional, and national executive leadership settings. The student has ongoing participation and advancement in executive leadership roles and activities throughout the practicum, creating a well-prepared future nurse executive leader.
After completing practicum hours related to the Health Systems: Administration/Executive Leadership coursework, the Leader in Residence engages in dedicated residency hours to continue to experience domains within nursing leadership competencies like communication, professionalism, and relationship building. During residency hours, time is spent with the completion of a small quality improvement project for the Csomay Center, along with any other administrative projects identified by the Center Director and Center Coordinator. The Leader in Residence is fully integrated into the Csomay Center's Leadership Team during this phase, assisting the Center Coordinator in creating agendas and leading meetings. Additional participation includes active involvement in community engagement activities and presenting at or attending a national conference as a representative of the Csomay Center. The Leader in Residence must mentor a master’s in nursing student during the final year of the DNP Residency.
Implementation of the DNP Leader in Residence Program
PDSA Cycle: Do
Immersive experience. In this case study, the DNP Leader in Residence was fully immersed in a wide range of center activities, providing valuable opportunities to engage in administrative projects and observe executive leadership roles and skills during practicum hours spent at the Csomay Center. Throughout the program, the Leader in Residence observed and learned from multidisciplinary leaders at the national, regional, and university levels who engaged with the Center. By shadowing the Csomay Center Director, the Leader in Residence had the opportunity to observe executive leadership objectives such as fostering innovation, facilitating multidisciplinary collaboration, and nurturing meaningful relationships. The immersive experience within the center’s activities also allowed the Leader in Residence to gain a deep understanding of crucial facets such as philanthropy and community engagement. Active involvement in administrative processes such as strategic planning, budgeting, human resources management, and the development of standard operating procedures provided valuable exposure to strategies that are needed to be an effective nurse leader in the future.
Active participation. The DNP Leader in Residence also played a key role in advancing specific actions outlined in the center's strategic plan during the program including: 1) the creation of a membership structure for the Csomay Center and 2) successfully completing a state Board of Regents application for official recognition as a distinguished center. The Csomay Center sponsored membership for the Leader in Residence in the Midwest Nurse Research Society (MNRS), which opened doors to attend the annual MNRS conference and engage with regional nursing leadership, while fostering socialization, promotion of the Csomay Center and Leader in Residence program, and observation of current nursing research. Furthermore, the Leader in Residence participated in the strategic planning committee and engagement subcommittee for MNRS, collaborating directly with the MNRS president. Additional active participation by the Leader in Residence included attendance in planning sessions and completion of the annual report for GeriatricPain.org , an initiative falling under the umbrella of the Csomay Center. Finally, the Leader in Residence was involved in archiving research and curriculum for distinguished nursing leader and researcher, Dr. Kitty Buckwalter, for the Benjamin Rose Institute on Aging, the University of Pennsylvania Barbara Bates Center for the Study of the History of Nursing, and the University of Iowa library archives.
Suggested Evaluation Strategies of the DNP Leader in Residence Program
PDSA Cycle: Study
Assessment and benchmarking. To effectively assess the outcomes and success of the DNP Leader in Residence Program, a comprehensive evaluation framework should be used throughout the program. Key measures should include the collection and review of executive leadership opportunities experienced, leadership roles observed, and competencies mastered. The Leader in Residence is responsible for maintaining detailed logs of their participation in center activities and initiatives on a semester basis. These logs serve to track the progression of mastery of AONL competencies by benchmarking activities and identifying areas for future growth for the Leader in Residence.
Evaluation. In addition to assessment and benchmarking, evaluations need to be completed by Csomay Center stakeholders (leadership, staff, and community partners involved) and the individual Leader in Residence both during and upon completion of the program. Feedback from stakeholders will identify the contributions made by the Leader in Residence and provide valuable insights into their growth. Self-reflection on experiences by the individual Leader in Residence throughout the program will serve as an important measure of personal successes and identify gaps in the program. Factors such as career advancement during the program, application of curriculum objectives in the workplace, and prospects for future career progression for the Leader in Residence should be considered as additional indicators of the success of the program.
The evaluation should also encompass a thorough review of the opportunities experienced during the residency, with the aim of identifying areas for potential expansion and enrichment of the DNP Leader in Residence program. By carefully examining the logs, reflecting on the acquired executive leadership competencies, and studying stakeholder evaluations, additional experiences and opportunities can be identified to further enhance the program's efficacy. The evaluation process should be utilized to identify specific executive leadership competencies that require further immersion and exploration throughout the program.
Future Innovation of DNP Leader in Residence Programs in Non-traditional Healthcare Settings
PDSA Cycle: Act
As subsequent residents complete the program and their experiences are thoroughly evaluated, it is essential to identify new opportunities for DNP Leader in Residence programs to be implemented in other non-health care system settings. When feasible, expansion into clinical healthcare settings, including long-term care and acute care environments, should be pursued. By leveraging the insights gained from previous Leaders in Residence and their respective experiences, the program can be refined to better align with desired outcomes and competencies. These expansions will broaden the scope and impact of the program and provide a wider array of experiences and challenges for future Leaders in Residency to navigate, enriching their development as dynamic nurse executive leaders within diverse healthcare landscapes.
This case study presented a comprehensive overview of the development and implementation of the DNP Leader in Residence program developed by the Barbara and Richard Csomay Center for Gerontological Excellence. The Leader in Residence program provided a transformative experience by integrating key curriculum objectives, competency-based learning, and mentorship by esteemed nursing leaders and researchers through successful integration into the Center. With ongoing innovation and application of the PDSA cycle, the DNP Leader in Residence program presented in this case study holds immense potential to help better prepare 21 st century nurse leaders capable of driving positive change within complex healthcare systems.
Acknowledgements
The author would like to express gratitude to the Barbara and Richard Csomay Center for Gerontological Excellence for the fostering environment to provide an immersion experience and the ongoing support for development of the DNP Leader in Residence program. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
- American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf . Accessed June 26, 2023.
- American Organization for Nursing Leadership. Nurse leader core competencies. https://www.aonl.org/resources/nurse-leader-competencies . Accessed July 10, 2023.
- Warshawsky, N, Cramer, E. Describing nurse manager role preparation and competency: findings from a national study. J Nurs Adm . 2019;49(5):249-255. DOI: 10.1097/NNA.0000000000000746
- Van Diggel, C, Burgess, A, Roberts, C, Mellis, C. Leadership in healthcare education. BMC Med. Educ . 2020;20(465). doi: 10.1186/s12909-020-02288-x
- Institute for Healthcare Improvement. Plan-do-study-act (PDSA) worksheet. https://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx . Accessed July 4, 2023.
- Taylor, M, McNicolas, C, Nicolay, C, Darzi, A, Bell, D, Reed, J. Systemic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety. 2014:23:290-298. doi: 10.1136/bmjqs-2013-002703
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