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Frontline Leadership Academy

Frontline Leadership Academy. June 2010 Update. Frontline Leadership Academy. Vanderbilt Nursing has partnered with the Advisory Board as a Center for Frontline Nursing Leadership participant since 2006.

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Frontline Leadership Academy

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  1. Frontline Leadership Academy June 2010 Update

  2. Frontline Leadership Academy Vanderbilt Nursing has partnered with the Advisory Board as a Center for Frontline Nursing Leadership participant since 2006. As more and more partner organizations are expanding their target audience beyond Nursing, beginning in Fall 2010, the program will continue as the Frontline Leadership Academy.

  3. The Advisory Board • Membership of 25,000 large and progressive health systems and medical centers. • Best practice research and analysis: • Business strategy • Operations • General management issues

  4. Frontline Leadership Academy Goal: • Equip frontline leaders with the skills to drive unit and organizational performance. • Create a critical mass of frontline leaders to support a broader culture of organizational leadership. • Identify and develop the next generation of leaders to expand leadership capacity. • Elevate the prestige of frontline leaders to retain the highest performers and recruit new talent.

  5. Target Particpants Assistant Managers Charge Nurses Supervisors and assistant supervisors Shift leaders and shift supervisors VUH, VPH, TVC/VMG, Children’s Hospital Employed FT and in leadership role for at least 6 months Limit to 50 Participants in each cohort

  6. Frontline Leadership Academy • 15-month program consists of: • Four one-day long “Intensives” – classroom sessions (scheduled approximately once each quarter). • Practicum projects which provide an opportunity to apply learning from the intensives. • Each team of participants is assigned a Vanderbilt leader as a coach. The coach attends the intensive sessions with their team and follows up throughout the length of the program. • Teams of participants meet with their Vanderbilt coach 3-4 times between intensive classroom sessions.

  7. Semester IRecognizing Personal Potential for Impact Participants: • Examine personal challenges for opportunities. • Learn to identify and analyze recurring problems. • Choose a problem in own department to conduct a root cause analysis. • Create an individual development plan.

  8. Semester IIDeveloping Departmental Solutions Participants: • Master real-time, objective problem identification and framing. • Generate actionable solutions. • Learn root-cause analysis and evaluate the relative importance of each factor. • Bring project ideas to class. • Begin to implement and manage project.

  9. Semester IIIInfluencing Others Participants: • Recognize and explore option available for influencing others: • Learn how to wield influence, set expectations, and lead teams. • Assess and apply influence techniques in common situations. • Identify common communication derailers. • Build long-term professional relationships. • Review project progress: • Analyze and plan solutions for a second project. • Implement the project.

  10. Semester IVElevating Teams Participants: • Review project progress. • Approach work as a team leader rather than as an individual: • Learn how to set expectations and lead teams. • Delegate well – Find the right person for each job and good opportunities for each person.

  11. Sample Practicum ProjectsPatient Safety • Audit and analyze common patient errors • Identifying best practices for preventing patient falls • Nosocomial infection reduction campaign • Assessment of patient identification protocols

  12. Sample Practicum ProjectsThroughput • Diagnosis of common bottleneck in department • Identifying barriers to change • Mapping processes for communicating among departments • Identifying best practices for involving physicians in unit-based throughput initiatives

  13. Sample Practicum ProjectsService Excellence • Patient and family communications scripting works • Assessment of patient satisfaction data and root cause analysis of problem areas • Call button wait time reduction campaign • Assessment of staff satisfaction data and analysis of problem areas

  14. Sample Practicum ProjectsResource Utilization • Analysis of compliance with unit-level staffing model and overtime guidelines • Department specific supplies utilization audit and identification of unnecessary waste • Resource utilization benchmarking study • Pharmaceuticals recovery campaign

  15. Time Commitment – Coaches & Participants • One full day session for Participants and Coaches to attend each semester (Total = 4 full days over the course of a year) • Practicum Projects: 8 -15 hrs/semester (4 semesters) • Note: Coaches will attend one 4 hour training session prior to Semester I to prepare them for their role.

  16. Coaches • Role: Guide participants through the process of: • Choosing a project • Planning its execution • Measuring the results • Responsibility: • Driving accountability • Setting clear expectations • Fostering individual development • Reinforcing classroom and practicum learning

  17. Application Process www.vanderbiltnursing.com “Professional Development” “Nursing Leaders Development” “How Do I Apply”

  18. For More Information • Chris Wilson, MSN, RN-BC chris.wilson@vanderbilt.edu • Debianne Peterman, Ph.D., MSN, RNC-NIC, NE-BC debianne.peterman@vanderbilt.edu

  19. Questions

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