The Effectiveness of a Leadership Development Program on Self-awareness in Practice

Abstract

Seven themes describing leadership behaviors were identified. These self-reported behaviors were present 5 to 9 months after completion of the LDP.

An Integrative Literature Review on Self-awareness Education/Training Programs in the Nursing Area

“…Additionally, several studies did not describe the specific contents of the intervention. 27,28,30) Therefore, these interventions leave the question about how to perform the same intervention in other populations. The types of approaches were varied with different names of interventions.…”

“…For nurses, most interventions were provided with specific topics presented. 3,4,30) Additionally, recent self-awareness interventions have used student nurses as participants. A wider variety of types of interventions were provided to student nurses.…”

“…However, in the studies reviewed, only one study mentioned the professional growth of nurses. 30) Since self-awareness affects interpersonal relationships, competency, satisfaction, feelings and emotions, communication, holistic manner, professional level, quality of patient care, etc., 12) the outcome measures of future studies are recommended to include more factors when evaluating the effects of self-awareness interventions. This paper has certain limitations.…”

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

“…However, it became clear that cultivating individuals who have the ability to self-reflect is considered essential within a number of disciplines in addition to health care, including management and organisational research, 11,12 accountancy, 13 the ministry, 14 teaching within primary or secondary education, 15,16 social work, 17 higher education 18,19 and leadership. 20,21 There was broad agreement across disciplines that self-reflection is an important skill which is difficult to observe and complex to assess. [22][23][24][25] Current approaches to reflective practice in the education of healthcare professionals have been challenged as being out of step with the theory of reflection, 10 with there being a trend towards ritualistic or utilitarian written reflection.…”

“…20 (reflect* adj2 critical).tw. 21 ((reflect* or self-regu* or insight*) adj5 (self-assess* or assess* or measure*)).tw. 22 1 or 2 or 3 or 4 or 5 or 6 or 7 or 8 or 9 or 10 or 11 or 12 or 13 23 14 or 15 24 16 or 17 or 18 or 19 or 20 or 21 25 (schizophren* or depress* or alcohol* or cancer* or dement* or injur* or addict*).mp.…”