Abstract
Objectives
To examine the current approach to leadership development in the English National Health Service (NHS) and consider its implications for nursing.
To stimulate debate about the nature of leadership development in a range of health care settings.
Background
Good leadership is central to the provision of high quality nursing care. This has focussed attention on the leadership development of nurses and other health care staff. It has been a key policy concern in the English NHS of late and fostered the growth of leadership development programmes founded on competency based approaches.
Design
This is a policy review informed by the concept of episteme.
Data sources
Relevant policy documents and related literature.
Review methods
Using Foucault's concept of episteme, leadership development policy is examined in context and a ‘counter narrative’ developed to demonstrate that current approaches are rooted in competency based accounts which constitute a limited, yet dominant narrative.
Conclusion
Leadership takes many forms and varies hugely according to task and context. Acknowledging this in the form of a counter narrative offers a contribution to more constructive policy development in the English NHS and more widely. A more nuanced debate about leadership development and greater diversity in the provision of development programmes and activities is required. Leadership development has been advocated as being crucial to the advancement of nursing. Detailed analysis of its nature and function is essential if it is to meet the needs of nurse leaders.
To examine the current approach to leadership development in the English National Health Service (NHS) and consider its implications for nursing.
To stimulate debate about the nature of leadership development in a range of health care settings.
Background
Good leadership is central to the provision of high quality nursing care. This has focussed attention on the leadership development of nurses and other health care staff. It has been a key policy concern in the English NHS of late and fostered the growth of leadership development programmes founded on competency based approaches.
Design
This is a policy review informed by the concept of episteme.
Data sources
Relevant policy documents and related literature.
Review methods
Using Foucault's concept of episteme, leadership development policy is examined in context and a ‘counter narrative’ developed to demonstrate that current approaches are rooted in competency based accounts which constitute a limited, yet dominant narrative.
Conclusion
Leadership takes many forms and varies hugely according to task and context. Acknowledging this in the form of a counter narrative offers a contribution to more constructive policy development in the English NHS and more widely. A more nuanced debate about leadership development and greater diversity in the provision of development programmes and activities is required. Leadership development has been advocated as being crucial to the advancement of nursing. Detailed analysis of its nature and function is essential if it is to meet the needs of nurse leaders.
| Original language | English |
|---|---|
| Pages (from-to) | 677-688 |
| Number of pages | 11 |
| Journal | International Journal of Nursing Studies |
| Volume | 51 |
| Issue number | 4 |
| Early online date | 10 Sept 2013 |
| DOIs | |
| Publication status | Published - Apr 2014 |