Reflection on the Impact of the Mary Seacole Programme Assignment Sample

Introduction Of Reflection on the Impact of the Mary Seacole Programme Assignment 

This essay is a reflection on how the Mary Seacole programme helped me grow as a leader. It is divided into two sections, the first of which examines how my interaction with the program's material helped me grow personally and understand who I am as a leader. The second section will highlight one of three practice areas- improving patient experience, increasing engagement/motivation/climate or improving services- to show how I have put what I have learned into action. The Mary Seacole Program is a leadership development program for UK healthcare professionals aimed at improving patient care and leadership skills. Self-awareness, team dynamics and quality improvement are just a few of the topics covered. It is a combination of online learning and classes through MS teams.

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As a program participant, I learned important lessons about my leadership style and how to lead and inspire a team. I also learned to incorporate theories and concepts into my daily work to improve the standards of patient care. This essay critically examines the impact of the program on my practice and leadership development and my personal experience with it.

Part 1: Reflection on Leadership Development

How I engaged with the programme content

Through a combination of online learning and in-person instruction, I engaged with the content throughout my participation in the Mary Seacole programme. The program's focus on self-awareness was especially beneficial to me because it gave me the chance to consider how my leadership style affects others.

For me, the program's lesson on emotional intelligence had a significant impact. I gained a better understanding of the significance of identifying and controlling my own emotions as well as those of my team members thanks to this unit. I improved my understanding of how emotional intelligence can have a positive impact on team dynamics and overall performance by completing exercises and thinking back on my own experiences.

Discussion of my insights on my strengths and areas for growth as a leader

As a leader, I have come to understand my strengths and areas for improvement. One of my strengths is my capacity to actively listen to others. I've been able to establish trust and rapport with my team members as a result of being better able to understand their viewpoints and issues.

I have, however, also noted several rooms for improvement. One of them is my propensity to take on excessive amounts of responsibility and ineffective delegation. It helped to gain knowledge about the value of delegation through the programme, including how it can enable team members to take responsibility for their work and acquire new skills (Camp, Young and Bushardt, 2022). Since then, I've made a conscious effort to delegate tasks more skillfully and to give my team members clear direction and support. My capacity to offer helpful criticism is another area where I have identified room for improvement. The programme taught me about various feedback models and the value of giving feedback in a timely and encouraging manner (Decker et al. 2021). Since then, I've made an effort to give my team members feedback more frequently and with greater specificity, while also making sure to deliver it in a way that promotes growth and development.

My overall professional and personal growth as a leader has been greatly aided by the Mary Seacole programme. As well as giving me useful tools and techniques to improve my leadership abilities, it has helped me better understand who I am and how my actions affect other people. I look forward to putting these lessons learned to use in my everyday work and strengthening my leadership abilities.

Examples of how I acted on my insights and their impact

I took some specific actions to put my personal insights into practice and hone my management and leadership abilities. The establishment of a regular team feedback system was among the most significant. I would request candid feedback from my team members regarding my leadership style and any areas where I could make improvements during our team meetings. I also gave them a chance to express their own criticisms and ideas for strengthening the team. This system made it easier for me to remain responsible for my actions and to develop as a leader.

I also improved my delegation abilities as another action. I worked with my team to identify specific responsibilities that I could assign to them and I then worked to make sure that they were at ease and confident about taking on these duties. I was able to free up more time by delegating more tasks, giving me more time for strategic planning and staff development, two very important tasks. In order to make sure that my team members felt supported and valued, I also started making frequent check-ins with them a priority (Sull, Sull and Bersin, 2020). Additionally, I made an effort to consistently acknowledge and applaud their efforts and accomplishments. A more upbeat and effective work environment resulted from this, which also helped to raise team morale and motivation.

These decisions had a sizable effect. My team members gained confidence and appreciation by taking on more responsibilities, which in turn helped them feel more capable and competent. Our team's communication and cooperation also improved, which resulted in better patient outcomes and care (Stollings et al. 2020). We were able to put new ideas and procedures into practice, which enhanced the effectiveness and calibre of our work and received favourable comments from both patients and coworkers.

Reflection on how the programme has contributed to my leadership development

Overall, the Mary Seacole program has been a valuable contribution to my leadership development. This program has given me a solid foundation of knowledge and practical skills that I can apply directly to my work. Reflective activities and discussions during online sessions allowed me to identify my strengths and areas of growth and develop strategies to address these areas.

In order to inform my leadership practice, I found the concepts and theories covered in the programme to be especially helpful. As an illustration, the discussion on emotional intelligence taught me how my own emotions and behaviours affect those around me and how to better control my own emotions in trying circumstances (Alzoubi and Aziz, 2021). I was given tools to effectively guide my team through change and uncertainty through the change management sessions.

In addition, the programme stressed the value of lifelong learning and development, which motivated me to keep looking for chances to advance my management and leadership abilities. In order to support my continued growth, I have since participated in other training and development programmes and sought out coaching and mentoring.

I will conclude by saying that the Mary Seacole programme has been a worthwhile experience for me in terms of growing as a leader. I have improved as a leader by actively participating in the program's content, reflecting on my own strengths and areas for development and taking deliberate action to do so (Cunningham et al. 2019). My team and I will continue to benefit in the future from the skills and knowledge I have acquired through the programme.

Part 2: Application of Leadership Learning in Practice

The rationale for focusing on the chosen area

As a leader in a healthcare organisation, I have chosen to focus on improving patient experience as the area of practice to apply my leadership learning. The rationale for focusing on improving patient experience stems from our ward's goal to provide holistic care to patients, which involves ensuring that they feel supported, cared for and satisfied with the care they receive (Abu-Rumman et al. 2022). Patient experience surveys have shown that there is room for improvement in this area and as a leader, I decided to take action to address this.

Discussion of the most influential concepts, frameworks or theories from the programme that guided my leadership practice and management actions

I started by thoroughly analysing the patient journey that is currently taking place in our department. This required identifying the various points at which patients interact with staff members, tools and procedures. In order to fully comprehend the needs, worries and expectations of the patients, I also talked to them directly.

I utilised the Service Excellence Framework to find areas where we could enhance the patient experience using the knowledge I gained from the programme. I concentrated on three crucial areas: efficiency, empathy and communication. In order to help staff interact with patients more sympathetically and educationally, I first gave them access to a communication toolkit. Second, I set up a system for patients to provide feedback on the standard of care they received and the degree of empathy they felt (Drossman et al. 2021). Finally, in order to improve our processes and shorten patient wait times, I started a process improvement programme.

The Service Excellence Framework, the Patient-Centred Care model and the Empathy Map were some of the program's most influential ideas, frameworks and theories that I used to direct my actions. The Patient-Centred Care model made sure that the patient's needs and preferences were at the heart of our actions (Hower et al. 2019). Also, Service Excellence Framework assisted me in identifying the main areas that needed improvement (Schenker and Costa, 2019). The Empathy Map was especially helpful in assisting staff in comprehending and appreciating the emotional and psychological components of patient care.

These interventions had a significant effect. After using the communication toolkit for six months, patient feedback revealed a noticeable improvement in the calibre and efficiency of communication. Staff members claimed to feel more assured and better prepared to communicate with patients in a kind and educational way (Ilardo and Speciale, 2020). We used this information to inform our ongoing improvement programme and identify areas where we could still make improvements. Finally, the process improvement programme significantly shortened the amount of time patients had to wait for care, which raised their level of satisfaction with it overall.

In general, the Mary Seacole programme has been crucial in assisting me with my efforts to apply what I've learned in a practical setting. I was able to significantly improve the patient experience in my line of work by utilising the Service Excellence Framework, the Patient-Centred Care model and the Empathy Map. With the tools, frameworks and theories it gave me to use as a healthcare manager to inform my actions and choices, I believe the programme has helped me develop as a leader.

Discussion of the actions I took to make a change and their impact

I chose to concentrate on fostering communication with patients and their families to enhance the patient experience. I decided to include patients and their families in decision-making processes based on what I learned from the programme, which included the value of active listening, empathy and these skills. I started by assembling a group of medical specialists who were committed to the same ideals. Staff members participated in training sessions to hone communication skills like active listening, clever questioning and sympathetic responses (McKenna et al. 2020). Furthermore, we created guidelines for including patients' families in decision-making procedures.

We saw a big improvement in patient satisfaction scores as a result of our work. Patients and their families reported feeling heard and understood as well as more involved in their care. Additionally, staff members expressed greater confidence in their communication abilities and appreciation for the chance to advance their professional abilities.

Reflection on what I learned from the process

I gained knowledge about the value of group problem-solving and the necessity of involving others in the change process throughout the process. I also discovered that even minor adjustments in communication can have a significant impact on the patient experience and that continuous observation and assessment are essential to guaranteeing long-lasting improvements.

Conclusion

In conclusion, the Mary Seacole programme has helped me reflect on my strengths and areas for improvement by giving me insightful information about leadership development. I was able to put my learning into practice and improve the patient experience because I actively engaged with the program's content. My understanding of effective leadership has improved as a result of this reflective process and I look forward to continuing to grow as a leader.

References:

Abu-Rumman, A., Al Shraah, A., Al-Madi, F. and Alfalah, T., 2022. The impact of quality framework application on patients’ satisfaction. International Journal of Human Rights in Healthcare, 15(2), pp.151-165.

Alzoubi, H.M. and Aziz, R., 2021. Does emotional intelligence contribute to quality of strategic decisions? The mediating role of open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(2), p.130.

Camp, K.M., Young, M. and Bushardt, S.C., 2022. A millennial manager skills model for the new remote work environment. Management Research Review, 45(5), pp.635-648.

Cunningham, K.M., VanGronigen, B.A., Tucker, P.D. and Young, M.D., 2019. Using powerful learning experiences to prepare school leaders. Journal of Research on Leadership Education, 14(1), pp.74-97.

Decker, S., Alinier, G., Crawford, S.B., Gordon, R.M., Jenkins, D. and Wilson, C., 2021. Healthcare simulation standards of Best PracticeTM The debriefing process. Clinical Simulation in Nursing, 58, pp.27-32.

Drossman, D.A., Chang, L., Deutsch, J.K., Ford, A.C., Halpert, A., Kroenke, K., Nurko, S., Ruddy, J., Snyder, J. and Sperber, A., 2021. A review of the evidence and recommendations on communication skills and the patient–provider relationship: a Rome foundation working team report. Gastroenterology, 161(5), pp.1670-1688.

Hower, K.I., Vennedey, V., Hillen, H.A., Kuntz, L., Stock, S., Pfaff, H. and Ansmann, L., 2019. Implementation of patient-centred care: which organisational determinants matter from decision maker’s perspective? Results from a qualitative interview study across various health and social care organisations. BMJ open, 9(4), p.e027591.

Ilardo, M.L. and Speciale, A., 2020. The community pharmacist: perceived barriers and patient-centered care communication. International journal of environmental research and public health, 17(2), p.536.

McKenna, L., Brown, T., Oliaro, L., Williams, B. and Williams, A., 2020. Listening in health care. The handbook of listening, pp.373-383.

Schenker, M. and Costa, D.H.D., 2019. Advances and challenges of health care of the elderly population with chronic diseases in Primary Health Care. Ciencia & saude coletiva, 24, pp.1369-1380.

Stollings, J.L., Devlin, J.W., Lin, J.C., Pun, B.T., Byrum, D. and Barr, J., 2020. Best practices for conducting interprofessional team rounds to facilitate performance of the ICU liberation (ABCDEF) bundle. Critical care medicine, 48(4), pp.562-570.

Sull, D., Sull, C. and Bersin, J., 2020. Five ways leaders can support remote work. MIT Sloan Management Review.