Leadership development is essential to the well-being of medical organizations, but leadership concepts do not easily translate into skills or actions. The Mayo Leadership Behavior Index© (Leader Index), a validated instrument describing eight leadership traits associated with constituent well-being, can serve as a guide. The authors analyzed narratives from a qualitative study of senior medical leaders describing successful leadership behaviors to see how the tenets of the Leader Index can be applied. Current/emeritus chairs of major academic departments/divisions from a single institution were asked to describe anecdotes of actions used by leaders in actual settings. Narratives from interviews were analyzed for behaviors that map to the eight traits in the Leader Index. Eleven senior leaders volunteered multiple scenarios of effective and ineffective leadership with illustrative examples. The behaviors they identified mapped to all eight traits of the Leader Index, specifically career conversations, empowerment to do the job, encouragement of ideas, treatment with respect and dignity, provision of job performance feedback and coaching, recognition of well-done work, information about organizational changes, and development of talents and skills. These findings provide faculty development experts and psychologists tangible behaviors and actions they can teach to enhance leadership skills.

UNASSIGNED: This paper presents the evaluation results from the Adaptive Leadership Academy (ALA), a pilot program aimed at developing executive-level leaders in public and community health.
UNASSIGNED: Mixed methods study.
UNASSIGNED: The evaluation followed the Kirkpatrick Model to assess program participants\' satisfaction with the training, knowledge and skill gain, and behavior change. Data were collected beginning in December 2021 through August 2022 from 20 program participants via online surveys and key informant interviews.
UNASSIGNED: The findings indicated that ALA helped participants improve their leadership knowledge, skills, and capabilities. In particular, the study highlighted the effectiveness of cohort-based leadership development programs using adaptive leadership as the foundation for the curriculum. Participants found the cohort-based model and synchronous components particularly useful in creating a supportive environment in which to be vulnerable and grow.
UNASSIGNED: Overall, the evaluation provided evidence that the ALA pilot enhanced leadership knowledge, skills, and capabilities. The findings support the use of adaptive leadership as a framework for leadership development programs in the public health sector.

A faith-based healthcare system implemented a Leadership as Wholeness formation program, including a spiritual formation curriculum described here. The spiritual formation curriculum intends to connect leaders with their purpose and identity to ensure mission stability in the organizational culture, now and in the future. More research must be done to understand how, or even if, these types of programs make a meaningful difference in organizational mission initiatives and workforce stability.

We argue for reconsidering leadership development based on open systems theory and systems design principles. A primary advantage of open systems thinking is that it encourages holistic approaches to development and avoids episodic program-based training and piecemeal thinking. The latter approaches are both limited and limiting yet tend to be the preferred approach to leadership development in organizations. Open systems approaches to development offer numerous advantages both conceptually and pragmatically, especially through the incorporation of ongoing feedback cycles. Core practices that define a leadership development system are presented and implications are discussed.

UNASSIGNED: Nurse leaders and managers are being encouraged to adopt developmental and transformational leadership styles, and coaching is one tool that they can use to that effect. Beyond formal coaching relationships, the principles of coaching can be relevant to a variety of conversations with staff, for example during appraisals, clinical supervision or training. Applying the principles of coaching as a nurse leader or nurse manager appears to have benefits for all involved. Coaching can help build trusting relationships and empower staff to set themselves meaningful and solution-focused goals and actions and therefore facilitate change. However, the practice of coaching is sometimes misunderstood, while coaching that is unplanned or implemented ineffectively may compromise relationships. •  Coaching is not a directive approach, instead the coach needs to adopt a non-judgemental, supportive and collaborative stance. •  Coaching requires both parties to enter a learning process aimed at bringing about change and should be built on a commitment to that learning process. •  Asking \'curious\' questions, encouraging critical reflection and using active listening form the basis of an effective coaching conversation. REFLECTIVE ACTIVITY: \'How to\' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: •  How this article might improve your practice when coaching a member of your immediate team or a colleague. •  How you could use this information to educate nursing students and colleagues on the appropriate techniques and evidence base relating to coaching.

UNASSIGNED: The Centers for Disease Control and Prevention (CDC) needs leaders at all levels who can address technical and adaptive challenges in a changing public health landscape. We assessed the feasibility of implementing an enterprise-wide leadership development model.
UNASSIGNED: In June 2023, we launched a pilot program, Learn and Lead, for nonsupervisory staff in early and mid-career levels. One hundred sixty-nine participants registered, and 149 completed at least 6 weeks of the 8-week program. We gathered quantitative and qualitative data through weekly electronic surveys and in-depth interviews. We calculated frequencies for closed-ended Likert-scale items and performed content analysis of open-ended items to assess most frequently mentioned themes. We based the pilot\'s design on CDC\'s leadership development framework to assess application of the framework and alignment of curriculum to the framework.
UNASSIGNED: Three themes emerged: logistics and facilitation, leadership development curriculum, and making connections with self and others. Findings for logistics and facilitation highlighted preferences for course length, small breakout groups, mixed weeks, and value of staff support. Findings for the leadership development curriculum underscored the relevance of the US Office of Personnel Management\'s fundamental competencies to leadership development. Findings for making connections with self and others supported the cohort model and the importance of networking.
UNASSIGNED: The pilot curriculum aligned well with the CDC leadership development framework. Feedback provided by pilot participants is being used to help shape CDC\'s ongoing leadership development efforts.

UNASSIGNED: A deeper understanding of leadership competencies and development of these competencies in pharmacy students are essential to enable future pharmacists to take a more advanced role in patient care and serve as interdisciplinary team members and leaders. Such efforts are also needed to help guide succession planning.
UNASSIGNED: To identify and describe the competencies and experiences involved in leadership development for pharmacy students.
UNASSIGNED: A literature review was conducted using the MEDLINE, PubMed, and Google Scholar databases (from inception to November 2023), as well as syllabi from pharmacy leadership courses.
UNASSIGNED: Articles discussing leadership competencies in a health care setting and during pharmacy education and training were included. Competencies and experiences related to leadership development were extracted and organized into categories, with each category given a single descriptor.
UNASSIGNED: A total of 34 resources were included in the analysis, which revealed the following 7 leadership competencies: leadership knowledge, self-awareness, collaboration, leading change, business skills, systems thinking, and lifelong learning.
UNASSIGNED: Pharmacy students can develop their leadership abilities through a variety of experiences and activities aligned with the core leadership competencies identified here. Pharmacy schools in Canada can design and offer leadership placements to help enhance students\' leadership skills. This study has highlighted activities that may help prepare pharmacy students for leadership roles in the changing landscape of pharmacy practice.
UNASSIGNED: Une compréhension plus approfondie des compétences en leadership et le développement de celles-ci chez les étudiants en pharmacie sont essentiels pour permettre aux futurs pharmaciens de jouer un rôle plus avancé dans les soins aux patients et de servir de membres et de chefs d’équipes interdisciplinaires. De tels efforts sont également nécessaires pour aider à orienter la planification de la relève.
UNASSIGNED: Identifier et décrire les compétences et les expériences à l’œuvre dans le développement du leadership pour les étudiants en pharmacie.
UNASSIGNED: Un examen de la littérature a été réalisé à l’aide des bases de données MEDLINE, PubMed et Google Scholar (depuis leur création jusqu’en novembre 2023), ainsi que des programmes de cours de leadership en pharmacie.
UNASSIGNED: Des articles traitant des compétences en leadership dans un contexte de soins de santé et pendant la formation en pharmacie ont été inclus. Les compétences et les expériences liées au développement du leadership ont été extraites et organisées en catégories, chaque catégorie étant dotée d’un seul descripteur.
UNASSIGNED: Au total, 34 ressources ont été incluses dans l’analyse, qui a révélé les 7 compétences de leadership suivantes: connaissances en leadership, conscience de soi, collaboration, conduite du changement, compétences commerciales, pensée systémique et apprentissage continu.
UNASSIGNED: Les étudiants en pharmacie peuvent développer leurs capacités en matière de leadership grâce à différentes expériences et activités alignées sur les compétences de base en leadership recensées ici. Les écoles de pharmacie au Canada peuvent concevoir et offrir des stages de leadership pour aider à améliorer les compétences des étudiants en la matière. Cette étude a mis en évidence des activités qui peuvent aider à préparer les étudiants en pharmacie à des rôles de leadership dans le paysage changeant de la pratique pharmaceutique.

OBJECTIVE: Well-developed leadership skills have been associated with a better understanding of health care context, increased team performance, and improved patient outcomes. Surgeons, in particular, stand to benefit from leadership development. Although studies have focused on investigating knowledge gaps and needs of surgeons in leadership roles, there is a noticeable gap in the literature concerning leadership in vascular surgery. The goal of this study was to characterize current leadership attributes of vascular surgeons and understand demographic influences on leadership patterns.
METHODS: This retrospective cohort study was a descriptive analysis of vascular surgeons and their observers who took the Leadership Practices Inventory (LPI) from 2020 to 2023. The LPI is a 30-question inventory that measures the frequency of specific leadership behaviors across five practices of leadership.
RESULTS: A total of 110 vascular surgeons completed the LPI. The majority of participants were White (56%) and identified as male (60%). Vascular surgeons most frequently observed the \"enabling others to act\" leadership practice style (8.90 ± 0.74) by all evaluators. Vascular surgeons were most frequently above the 70th percentile in the \"challenge the process\" leadership practice style (49%) compared with the average of other leaders worldwide. Observers rated vascular surgeons as displaying significantly more frequent leadership behaviors than vascular surgeons rated themselves in every leadership practice style (P < .01). The only demographic variable associated with a significantly increased occurrence of achieving 70th percentile across all five leadership practice styles was the male gender: a multivariable model adjusting for objective experience showed that men were at least 3.5 times more likely to be rated above the 70th percentile than women.
CONCLUSIONS: Vascular surgeons under-report the frequency at which they practice leadership skills across all five leadership practice styles and should recognize their strengths of enabling others to act and challenging the process. Men are recognized as exhibiting all five leadership practices more frequently than women, regardless of current position or experience level. This observation may reflect the limited leadership positions available for women, thereby restricting their opportunities to demonstrate leadership practices as frequently or recognizably as their male counterparts.

Children and young people\'s (CYP) nursing leaders have experienced considerable challenges in the context of a complex health and social care system with rapidly changing organisational structures, including the establishment of integrated care systems in England on 1 July 2022. The CYP nursing lead at NHS England commissioned a review of CYP organisational structures in emerging integrated care systems across England. The review encompassed a vision for CYP services, leadership, governance structures and opportunities for progression. A proforma was used to collate data from CYP trusts, CYP standalone hospitals and children\'s wards in district general hospitals. Qualitative interviews were also undertaken with senior children\'s nurses. At the same time, the first author of this article interviewed senior children\'s nurses as part of a Florence Nightingale Foundation leadership scholarship. The aim was to explore how they navigated their leadership journey and understand what advice they may give to future leaders in CYP nursing. The findings in this article identify \'what good looks like\' in terms of CYP nursing leadership. Six recommendations for future development and enhancement of CYP nursing leadership are outlined.

BACKGROUND: The potential positive impact military nurse officers (MNOs) make on the nursing profession, as well as lessons learned, often is unknown beyond inner military circles.
OBJECTIVE: Describe the experiences of MNOs in the advancement of the profession of nursing and nursing education, and how military service influenced nurse leaders\' impact on civilian practice.
METHODS: A descriptive-interpretive qualitative study using semistructured interviews of MNOs (N = 21).
RESULTS: Analysis revealed three themes: Deliberately developing personal leadership capacity, Building bench strength through team investment, and Balancing people and systems to achieve the mission.
CONCLUSIONS: Leader development in the military afforded participants the necessary skills to advance the profession of nursing and nursing education in multiple ways that span individual, group/team, and organizational impact. Transferability and application of these skills to civilian settings may enhance leader development in nurses without military service.