基于情境判断测验的院长领导力评价分析

目的 探索以领导权变理论为基础的情境判断测验对三级医院院长领导力现状进行评价,为今后针对院长的评价和培训以及院长职业化建设工作提供建设性思路.方法 在领导权变理论基础上开发情境判断测验,对215名三级医院院长实施了领导力评价.结果 院长以“教练型”领导风格为主,并且在与“教练型”领导风格相匹配的管理情境中,院长的领导力水平显著高于其他管理情境.结论 当前三级医院院长的领导风格以“教练型”为主,分析其管理特点与院长多来源于临床学科专家有关;而院长总体领导力处于中等水平,还要进一步通过培训手段加强院长的领导管理能力建设.     

胜任力模型及素质测评在卫生监督人力资源管理中的应用

作者简要论述了胜任力模型及素质测评体系在卫生监督人力资源管理中的应用表现为：（1）对卫生监督人员素质进行测评,从知识、技能、心理和行为等方面全面衡量卫生监督人员素质水平;（2）对卫生监督人员工作胜任情况进行科学评价,通过评价掌握工作需求与人员胜任素质之间的能力差异,有针对性的采取有效措施;（3）基于胜任力模型进行卫生监督人员培训体系设计、卫生监督人员执法行为干预、卫生监督人才管理、卫生监督人员团队建设、卫生监督机构文化建设。     

西北地区临床医师岗位胜任力自我评价影响因素分析

目的对西北地区临床医师岗位胜任力情况进行调查和分析,了解西北地区临床医师岗位胜任力的现状及差异。方法采用问卷调查法对西北地区临床医师进行调查,并对其进行初步评价。结果西北地区临床医师岗位胜任力自我评价平均分值为4.16±0.71分,大部分达到了胜任力条目的要求,胜任力情况较好。8项能力自我评价分值从高到低依次是临床基本能力、医生职业精神与素质、团队合作能力、医患沟通能力、学习与运用医学知识、基本公共卫生服务能力、信息与管理能力、学术研究能力。不同性别(P=0.649)、不同职称(P=0.102)和不同医院等级(P=0.105)的临床医师岗位胜任力自我评价分值差别无统计学意义;不同年龄段(P=0.018)和不同工作年限(P0.001)的临床医师岗位胜任力自我评价分值差别有统计学意义。结论我国西北地区临床医师岗位胜任力情况与其他地区类似,各医院在提高医疗技术水平的同时,应该以岗位胜任力为核心导向,针对不同情况的临床医师采取"阶梯式"的培养和管理模式,不断改善临床医师的培训规划。     

儿科学专业学位硕士研究生岗位胜任力自我评价及改善对策研究

目的：为了解现阶段儿科学专业学位硕士研究生岗位胜任力现状及培训需求,探讨以提高岗位胜任力为目标的儿科医学人才培养路径。方法：南京医科大学附属儿童医院儿科学专业学位硕士研究生为调查对象,以问卷调查形式对研究生八项岗位胜任力的重要性判定和所达到的水平进行自我评价。结果：儿科学专业学位硕士研究生对八项岗位胜任力重要性判定结果都在4分以上,认知程度为重要。胜任力自评均分为3.874 ± 0.439分,各维度得分从高到低依次为团队合作能力、核心价值观与医生职业素养、人际沟通能力、医学知识与终身学习能力、临床技能和医疗服务能力、科学研究能力、疾病预防与健康促进、信息与管理能力。结论：儿科学专业学位硕士研究生培养中引入“岗位胜任力”的理念具有理论意义和实践意义,可以通过线上线下创新型互动式教学模式,强化意识、增加专题培训,参加各级创新创业计划,强化临床轮转与模拟教学等途径提高其岗位胜任力,打造“全能型”儿科医学人才。     

公立医院中层干部胜任力培训体系构建与实践

目的探索将胜任力模型与重要性-可塑性矩阵相结合,建立培训体系并应用于公立医院中层干部培训中,促进干部能力提升。方法以自贡市某三甲医院108名干部为样本,用逻辑推导法、因子分析法建立胜任力模型;用重要性-可塑性矩阵筛选需要的胜任力培训方式;用柯氏模型评估反应层次、行为层次培训效果;用密切值法评估胜任力提升效果。结果实践证明,培训整体效果明显,尤其是公立医院中层干部亟需的管理能力、团队建设、统率能力三项能力提升明显。 结论基于胜任力模型的中层干部培训体系具有实用性和可操作性,可为医院干部培训提供重要参考。     

护士岗位胜任力的分层次培训效果分析

目的探讨分层次培训在护士岗位胜任力培训中的应用效果。方法按照护理相关管理方案以及培训胜任力的理念,选择中山大学孙逸仙纪念医院风湿科25名护士进行与岗位胜任力相匹配的分层培训和考核,比较培训前后风湿科护士岗位胜任力的差异,分析分层次培训的效果。结果培训后25名护士的各项护理技能均优于培训前,差异有统计学意义(P0.05),其中基础知识与技能为(28.9±13.1)分,明显优于培训前的(22.1±11.2)分;专科知识与技能(17.6±5.5)分,明显优于培训前的(13.0±3.9)分;中医知识与技能(9.7±2.2)分,明显优于培训前的(7.5±1.8)分;沟通能力(8.6±3.6)分,明显优于培训前的(6.4±3.3)分;管理教育能力(2.5±2.2)分,明显优于培训前的(5.8±2.1)分;患者满意度(8.3±2.5)分,明显优于培训前的(5.8±2.1)分。差异均有统计学意义(P0.05)。结论基于岗位胜任力的护士分层培训,不仅能有效提高各级护士的岗位胜任能力,而且明显提高了病区的护理质量,患者的满意度上升,值得大力推广应用。     

岗位胜任力管理模式对护理人员工作满意度的影响

目的探讨岗位胜任力管理模式对护理人员工作满意度影响,为合理配置手术室人力资源提供参考。方法分别采用护士工作满意度量表、自我设计调查问卷,评价岗位胜任力培训前的护理人员工作满意度和岗位胜任能力;按护理人员职称类别及工作年限,分层次对324名护士进行岗位胜任力培训,采用自我设计调查问卷评价岗位胜任力;对不符合岗位胜任能力要求的人员进行分工调整,采用护士工作满意度量表评价调整后的护士满意度状况,比较采用岗位胜任力管理模式前后护士工作满意度变化。结果岗位能力培训后21人（占6.48%）无法胜任现岗位工作;岗位胜任力管理模式实施后护理人员在工作总体满意度、个人及专业发展机会、被认可与表扬、成就感、排班安排与工作条件、管理与医院政策、家庭与工作间的平衡等均高于实施前,差异有统计学意义（P＜0.05）。结论应积极提倡岗位胜任能力管理模式,提高护理人员工作满意度。     

阶段性目标管理在新护士规范化培训中的应用研究

目的探讨阶段性目标管理在新护士规范化培训中的应用效果。方法选取2019年招聘到医院的65名护士,按随机数字表法将研究对象分为两组,干预组33例,对照组32例。采用理论考试、技能考核和自评"注册护士核心能力量表"比较两组护士理论、技能和岗位胜任能力得分。结果对照组护士规范化培训后理论(84.34±6.90)分、技能(80.50±7.89)分和岗位胜任能力(136.80±21.61)分,均高于规范化培训前理论(64.66±6.42)分、技能(72.34±6.43)分和岗位胜任能力(105.78±8.05)分,差异有统计学意义(P<0.05);干预组护士规范化培训后理论(84.33±7.27)分、技能(86.67±6.79)分和岗位胜任能力(171.80±35.10)分,均高于规范化培训前理论(65.52±6.98)分、技能(72.64±6.91)分和岗位胜任能力(106.61±8.45)分,差异有统计学意义(P<0.05);应用阶段性目标管理进行培训的干预组护士技能和岗位胜任能力得分显著高于接受常规培训的对照组,差异有统计学意义(P<0.05)。结论应用阶段性目标管理的规范化培训有助于改善新入职护士的操作技能和岗位胜任能力,并促进其职业认同感的形成。     

基于公文筐测试的护士长胜任力评价

目的采用公文筐测试的方式, 对护士长胜任力进行评价, 为护士长分层培训体系构建提供依据。方法自行编制公文筐测试题, 于2021年9月对某三级甲等医院的护士长进行测评。选取主动性、协调沟通能力、统率作用、问题解决能力、激励、授权、关注质量与秩序等14项胜任力指标, 分析公文筐测试答案确定其所体现出的胜任力并进行评分。计量资料采用±s和M(IQR)描述, 计数资料采用率及百分比描述。采用秩和检验和多元线性回归分析护士长胜任力得分的影响因素。结果共有133名护士长接受测试, 其胜任力总得分为30.0(5.5)分;得分较高的指标为培养人才3.0(2.0)分、主动性3.0(1.0)分和协调沟通能力3.0(1.0)分;得分较低的指标为授权1.0(1.0)分和激励1.5(1.5)分。秩和检验结果显示, 年龄、职务、岗位性质、工作时间是胜任力得分的影响因素(P<0.05);多元线性回归分析结果显示, 工作时间16～20年(β=0.583, P=0.013)、21～25年(β=0.732, P=0.008)、26～30年(β=0.632, P=0.026)是护士长胜任力得分的影响因素。结论采用公文...     

第13期医院管理人员能力建设培训班在京举办

本刊讯6月14～17日,由北京卫生人才培训中心主办的第13期医院管理人员能力建设培训班在北京大学光华管理学院举办。医院管理人员能力建设培训班旨在加强医院管理人员的管理能力建设,搭建医院中层管理人员与专家、同行沟通与交流的平台。本期培训班围绕医院管理经济学、管理沟通与团队建设、非财务人员的财务管理、战略思维与战略实施及卫生相关政策解析     

Currently employed public health administrators: are they prepared?

Challenges to the public health system come from shifting expectations of government, economic cycles, and demographic changes. Public health administrators, charged with the responsibility of both leading and managing their agencies, those who are recognized as having significant management responsibility and influence over programs and hold positions of leadership, must be prepared. The skills needed by administrators were identified using a focus group approach. The critical skills identified include public health values, epidemiology and advocacy, organizational management, cultural competency, coalition building, communications, managing change, strategic thinking and planning, Informatics, and team building. Potential action steps were also identified.     

Developing effective written communication and advocacy skills in entry-level health educators through writing-intensive program planning methods courses

Written communication is a requisite skill for practitioners in the field of health education. Advocacy skills are now considered to be both a professional competency and an ethical responsibility. Given that many advocacy strategies involve written communication, it makes sense that the skills of writing and advocacy be developed concomitantly and within a writing-intensive class. The purposes of this article are twofold: (a) to describe the role of writing-intensive program planning methods courses in the development of written communication and advocacy skills in entry-level health educators and (b) to suggest strategies for planning, implementing, and assessing writing-intensive assignments and instructional activities designed to develop students' written communication and advocacy skills. Multiple examples of writing assignments are presented that can be used in helping students in developing their critical thinking, writing, and advocacy skills.     

Continuing-education needs of the currently employed public health education workforce

OBJECTIVES: This study examined the continuing-education needs of the currently employed public health education workforce. METHODS: A national consensus panel of leading health educators from public health agencies, academic institutions, and professional organizations was convened to examine the forces creating the context for the work of public health educators and the competencies they need to practice effectively. RESULTS: Advocacy; business management and finance; communication; community health planning and development, coalition building, and leadership; computing and technology; cultural competency; evaluation; and strategic planning were identified as areas of critical competence. CONCLUSIONS: Continuing education must strengthen a broad range of critical competencies and skills if we are to ensure the further development and effectiveness of the public health education workforce.     

Self-perceived competence of Canadian public health nutritionists

This study investigated the self-perceived competence of public health nutritionists employed in provincial and municipal/regional departments of health in Canada. One hundred and fifty-three (78%) of all eligible Canadian public health nutritionists responded to a mailed questionnaire. Nutritionists were asked to rate their level of competence on 10 competency scales and to indicate sources of their knowledge and skill development. Respondents gave the highest ratings to their interpersonal and communication skills and the lowest ratings to their research and information management abilities. T-tests showed that nutritionists who had completed a postgraduate degree felt significantly more competent in their managerial and administrative (p less than .05), organizational (p less than .01), program planning/evaluation (p less than .001), research (p less than .001), and supervisory/leadership/facilitating skills (p less than .05) than those with only a bachelor's degree. One-way ANOVA revealed significant effects of geographical location for eight competency scales. The results of this study identify continuing education needs and have implications for the graduate education of public health nutritionists.     

Approaches to leadership development used by deans of allied health

Deans and directors of allied health units in member institutions of the Association of Schools of Allied Health Professions (ASAHP) were surveyed to determine their approaches to leadership development. Of 99 deans and directors surveyed, 75 (76%) responded. All respondents had held at least one academic administrative position before their current position; assistant or associate dean were the most common positions. The respondents' leadership development included participation in service to the ASAHP or another health or allied health association. More female respondents (67%) than male respondents (47%) reported being mentored. Most frequently listed programs, workshops, and activities for leadership development were Harvard University's Management Development Program, regional allied health deans groups, and institutional leadership programs. Of respondents, 60% viewed professional experience as being more beneficial in leadership development than formal programs, workshops, and activities. The most important skills directly developed from such activities were strategic planning and forecasting, having a vision, and team or collaboration building.     

Evidence-based healthcare management competency evaluation: alumni perceptions

An ongoing concern of healthcare educators is how well students are prepared for practice after they are graduated. Curriculum design and pedagogical methods are central components for developing healthcare management and leadership competencies. Various stakeholders have identified competency domains and typologies that outline the requisite skills and expertise to manage and lead healthcare organizations. This study analyzes survey data over a ten-year period from alumni one-year post graduation to compare self-reported assessment of competency development. Trends across two graduate professional programs tailored to different students of healthcare administration are compared. A total of 302 alumni responded to the survey. A factor analysis is performed to evaluate how the skills, knowledge, and abilities of graduates fit into identified competency domains. Fourteen competencies on the survey load into four factor domains: leadership, communication, business skills, and technology.     

A comparison of career-entry administrative competencies with skills required in practice: implications for continuing education

Dietitians, advancing in practice, are often required to fill expanding administrative roles without the benefit of additional formal preparation. A study was conducted to compare career-entry administrative competence with competence needed for current practice. The survey instrument contained 59 generic administrative competency statements categorized under the headings of organization and administration; leadership and supervision; personnel management; space, equipment, and materials management; communications; financial management; and quality assurance of services. The questionnaire was sent to the 138 administrative dietitians practicing in Nebraska. Completed questionnaires were returned from 50 dietitians, a 35% response rate. Results of a Student t-test analysis indicated a statistically significant difference between the two competency levels for each major category of administrative skills. The data support the need for multiple continuing education opportunities for dietitians to develop skills needed for their expanding managerial responsibilities.     

Developing leaders in public health: the role of executive training programs

The growing complexity of the nation's health care system is creating new challenges and opportunities for public health officials, and a renewed concern for leadership training among these officials. A focus group conducted with public health officials at local, state, and national levels reveals perceptions about the predominant trends effecting public health practice, the leadership skills required for effective public health practice, and the strategies that are needed for providing appropriate leadership training to public health executives. Officials indicate that public health practice is undergoing substantial changes in response to the growth of managed care and integrated delivery systems, changes in public health funding sources and levels, and efforts to privatize the delivery of public health services. The skills identified as critical for effective leadership in this environment include the ability to guide organizational behavior and cultivate interorganizational relationships; apply scientific knowledge to public health problems, and build and sustain community coalitions. In light of these skills, public health officials identify four essential components of an optimally effective executive training program in public health leadership: exposure to the core scientific disciplines within public health; exposure to organization theory and management science; training in community development and empowerment; and training in ethics and social justice. All of the officials agree with the need for distance learning programs for executives in public health leadership, and most officials also support the need for doctoral-level training in public health practice.     

Specialist public health capacity in England: working in the new primary care organizations

OBJECTIVES: To determine the capacity and development needs, in relation to key areas of competency and skills, of the specialist public health workforce based in primary care organizations following the 2001 restructuring of the UK National Health Service. STUDY DESIGN: Questionnaire survey to all consultants and specialists in public health (including directors of public health) based in primary care trusts (PCTs) and strategic health authorities (SHAs) in England. RESULTS: Participants reported a high degree of competency. However, skill gaps were evident in some areas of public health practice, most notably "developing quality and risk management" and in relation to media communication, computing, management and leadership. In general, medically qualified individuals were weaker on community development than non-medically qualified specialists, and non-medically qualified specialists were less able to perform tasks that require epidemiological or clinical expertise than medically qualified specialists. Less than 50% of specialists felt that their links to external organizations, including public health networks, were strong. Twenty-nine percent of respondents felt professionally isolated and 22% reported inadequate team working within their PCT or SHA. Approximately 21% of respondents expressed concerns that they did not have access to enough expertise to fulfil their tasks and that their skills were not being adequately utilized. CONCLUSIONS: Some important skill gaps are evident among the specialist public health workforce although, in general, a high degree of competency was reported. This suggests that the capacity deficit is a problem of numbers of specialists rather than an overall lack of appropriate skills. Professional isolation must be addressed by encouraging greater partnership working across teams.