Expert Practice Research Articles

Sustaining our rural allied health workforce: experiences and impacts of the allied health rural generalist pathway

IntroductionRural and remote communities face significant disadvantages accessing health services and have a high risk of poor health outcomes. Workforce challenges in these areas are multifaceted, with allied health professionals requiring broad skills and knowledge to provide vital services to local communities. To develop the expertise for rural and remote practice, the allied health rural generalist pathway (AHRGP) was introduced to develop and recognise specialist skills and knowledge required for rural and remote practice, however the experiences of professionals has not been explored. This study gained the experiences and perceptions of allied health professionals undertaking the pathway as well as their clinical supervisors, line managers, profession leads and consumer representatives.MethodsA qualitative study was undertaken drawing on pragmatic approaches across four research phases. This study was one component of a larger mixed methods study investigating the experience, impact and outcomes of the AHRGP across six regional Local Health Networks in South Australia (SA). Interviews, surveys and focus groups were conducted to explore the perceptions and experiences of participants. Data was analysed thematically across participant groups and research phases.ResultsA total of 54 participants including 15 trainees, 13 line managers, nine clinical supervisors, six profession leads, four program managers and seven consumer representatives informed this study. Five themes were generated from the data; gaining broad skills and knowledge for rural practice, finding the time to manage the pathway, implementing learning into practice, the AHRGP impacts the whole team and confident, consistent, skilled allied health professionals positively impact consumers.ConclusionThe AHRGP is offering allied health professionals the opportunity to develop skills and knowledge for rural and remote practice. It is also having positive impacts on individuals’ ability to manage complexity and solve problems. Findings indicated consumers and organisations benefited through the provision of more accessible, consistent, and high quality services provided by trainees. Trainees faced challenges finding the time to manage study and to implement learning into practice. Organisations would benefit from clearer support structures and resourcing to support the pathway into the future. Incentives and career advancement opportunities for graduates would strengthen the overall value of the AHRPG.

Development of a method for Making Optimal Decisions for Intervention Flexibility during Implementation (MODIFI): a modified Delphi study

BackgroundIntervention adaptation is often necessary to improve the fit between evidence-based practices/programs and implementation contexts. Existing frameworks describe intervention adaptation processes but do not provide detailed steps for prospectively designing adaptations, are designed for researchers, and require substantial time and resources to complete. A pragmatic approach to guide implementers through developing and assessing adaptations in local contexts is needed. The goal of this project was to develop Making Optimal Decisions for Intervention Flexibility during Implementation (MODIFI), a method for intervention adaptation that leverages human centered design methods and is tailored to the needs of intervention implementers working in applied settings with limited time and resources.MethodMODIFI was iteratively developed via a mixed-methods modified Delphi process. Feedback was collected from 43 implementation research and practice experts. Two rounds of data collection gathered quantitative ratings of acceptability and inclusion (Round 1) and feasibility (Round 2), as well as qualitative feedback regarding MODIFI revisions analyzed using conventional content analysis.ResultsIn Round 1, most participants rated all proposed components as essential but identified important avenues for revision which were incorporated into MODIFI prior to Round 2. Round 2 emphasized feasibility, where ratings were generally high and fewer substantive revisions were recommended. Round 2 changes largely surrounded operationalization of terms/processes and sequencing of content. Results include a detailed presentation of the final version of the three-step MODIFI method (Step 1: Learn about the users, local context, and intervention; Step 2: Adapt the intervention; Step 3: Evaluate the adaptation) along with a case example of its application.DiscussionMODIFI is a pragmatic method that was developed to extend the contributions of other research-based adaptation theories, models, and frameworks while integrating methods that are tailored to the needs of intervention implementers. Guiding teams to tailor evidence-based interventions to their local context may extend for whom, where, and under what conditions an intervention can be effective.

A streamlined approach to classifying and tailoring implementation strategies: recommendations to speed the translation of research to practice

BackgroundImplementation science emerged from the recognized need to speed the translation of effective interventions into practice. In the US, the science has evolved to place an ever-increasing focus on implementation strategies. The long list of implementation strategies, terminology used to name strategies, and time required to tailor strategies all may contribute to delays in translating evidence-based interventions (EBIs) into practice. To speed EBI translation, we propose a streamlined approach to classifying and tailoring implementation strategies.Main textA multidisciplinary team of eight scholars conducted an exercise to sort the Expert Recommendations for Implementing Change (ERIC) strategies into three classes: implementation processes (n = 25), capacity-building strategies (n = 20), and integration strategies (n = 28). Implementation processes comprise best practices that apply across EBIs and throughout the phases of implementation from exploration through sustainment (e.g., conduct local needs assessment). Capacity-building strategies target either general or EBI-specific knowledge and skills (e.g., conduct educational meetings). Integration strategies include “methods and techniques” that target barriers or facilitators to implementation of a specific EBI beyond those targeted by capacity building. Building on these three classes, the team collaboratively developed recommendations for a pragmatic, five-step approach that begins with the implementation processes and capacity-building strategies practice-settings are already using prior to tailoring integration strategies. A case study is provided to illustrate use of the five-step approach to tailor the strategies needed to implement a transitional care intervention in skilled nursing facilities.ConclusionsOur proposed approach streamlines the formative work required prior to implementing an EBI by building on practice partner preferences, expertise, and infrastructure while also making the most of prior research findings.

Translating Healthcare Simulationist Code of Ethics into Urdu: bridging gaps in Pakistani healthcare simulation

This paper detailed the translation process of the Healthcare Simulationist Code of Ethics from English to Urdu, Pakistan’s national language, addressing the need for healthcare simulation in the country’s native language. Pakistan, a lower–middle-income country, faces challenges accessing healthcare education in Urdu. The systematic translation by bilingual simulation and social sciences experts considered linguistic and cultural nuances by combining translation by committee and back-translation of selected text. Bilingual experts in linguistic research and healthcare practice verified this translation from healthcare, healthcare simulation and linguistics perspectives. This research contributes to the theoretical understanding of ethical values in healthcare simulation, positively influencing healthcare professionals and educators in Pakistan. The translation sought to enhance access to responsible healthcare training initiatives, specifically targeting remote regions and underserved rural communities. This includes health workers, who serve as the primary conduits for health-related initiatives in these areas.

Biological Sample Collection to Advance Research and Treatment: A Fight Osteosarcoma Through European Research and Euro Ewing Consortium Statement.

Osteosarcoma and Ewing sarcoma are bone tumors mostly diagnosed in children, adolescents, and young adults. Despite multimodal therapy, morbidity is high and survival rates remain low, especially in the metastatic disease setting. Trials investigating targeted therapies and immunotherapies have not been groundbreaking. Better understanding of biological subgroups, the role of the tumor immune microenvironment, factors that promote metastasis, and clinical biomarkers of prognosis and drug response are required to make progress. A prerequisite to achieve desired success is a thorough, systematic, and clinically linked biological analysis of patient samples, but disease rarity and tissue processing challenges such as logistics and infrastructure have contributed to a lack of relevant samples for clinical care and research. There is a need for a Europe-wide framework to be implemented for the adequate and minimal sampling, processing, storage, and analysis of patient samples. Two international panels of scientists, clinicians, and patient and parent advocates have formed the Fight Osteosarcoma Through European Research consortium and the Euro Ewing Consortium. The consortia shared their expertise and institutional practices to formulate new guidelines. We report new reference standards for adequate and minimally required sampling (time points, diagnostic samples, and liquid biopsy tubes), handling, and biobanking to enable advanced biological studies in bone sarcoma. We describe standards for analysis and annotation to drive collaboration and data harmonization with practical, legal, and ethical considerations. This position paper provides comprehensive guidelines that should become the new standards of care that will accelerate scientific progress, promote collaboration, and improve outcomes.

Enhancing Medical Education Through Online Technologies: Investigating Adoption, Impact, and Optimization Strategies

Online technology' inclusion into medical education has transformed teaching strategies in recent years and offers fresh chances to improve learning environments and meet the changing needs of students and teachers. This study uses a thorough evaluation of the literature and empirical data to investigate, via online medical education, adoption, impact, and optimization tactics. The aim is to find important elements influencing their adoption, study the efficacy of online technologies in teaching medical topics, and suggest ways of best using them. Data was gathered from 120 people—including lecturers and students—across several departments of Rao University using a mixed-methods methodology. The results show notable good opinions on the usage of online learning technology; among medical teachers, Google Classroom is becoming the favored platform. Still, two main shortcomings were found to be technological problems and a lack of practical expertise. The findings lead to suggestions on how to make online medical education more effective: better access to materials, interactive learning settings, and addressing of communication restrictions among other things. All things considered, this study adds to the body of knowledge already in use by shedding light on the state of online medical education presently and by making doable suggestions for future expansion and application.

Candidate Minimum on Scientific Specialty 5.10.4 “Library Science, Bibliography and Book Science”: Issues of Theoretical Design and Practical Implementation

The paper is devoted to the problems of improving the system of training and expertise of scientific personnel in the field of library and information sciences. The relevance is due to the decrease in the quality of dissertation research in library science, bibliography and book studies due to the insufficient readiness of young scientific personnel for research activities. The purpose of the article is to substantiate the competence–based approach as the methodological basis for the theoretical design of candidate exam programs and to offer practical tools appropriate for assessing the level of readiness of applicants for the degree of Candidate of Sciences for scientific work in the specialty 5.10.4 – Library Science, bibliography and book studies. The definition of the candidate’s exam in line with the competence approach is given, a system of competence guidelines in the training of graduate students on the specialty 5.10.4 is formed. The control and measuring materials of the candidate’s examination in the specialty 5.10.4, developed and implemented at the Moscow State Institute of Culture, are presented. They are ready for implementation into educational and expert practices of other universities and scientific organizations.

Defining Nurse Practitioner Core Entrustable Professional Activities: Essential Step Toward Competency-Based Education.

Gaps between educational preparation and clinical practice readiness have led to innovative approaches to competence assessment. Entrustable professional activities (EPAs) show promise as a competence assessment framework in graduate nursing education. This study sought to develop and validate a set of EPAs that reflect the core activities performed by all nurse practitioners (NPs). Eight EPAs were developed. A Delphi approach was used to validate the EPAs by NP practice experts located across the United States and representing most NP populations. Consensus was reached after 2 Delphi rounds. The EPAs developed and validated in this study map multiple advanced-level NP competencies to workplace expectations and provide a shared framework for competency-based workplace assessment among NP preceptors from varied health care professions.

Self‐appropriation in nurse engagement: Facilitating the development of expert nurses using Benner and Lonergan

AbstractExpert nurses, as described by the work of Patricia Benner, are at the peak of clinical nursing practice and vitally important in ensuring the best possible patient care and clinical outcomes. The development of Benner's theory and its relationship with the Dreyfus model of skill acquisition provides context for understanding the progression necessary for expert development. Contemporary healthcare challenges present implications to the development of advancing levels of nursing practice. Engagement has been identified as critical to achieving expert practice. I propose the incorporation of the philosophical framework of self‐appropriation from Benard Lonergan as a strategy to develop internal engagement in nurses to facilitate expert practice. I outline the synergy between Benner's theory and the work of Lonergan, which provide overlap and opportunity to overcome barriers to developing expert nursing practice. In the challenging climate of healthcare, there is an obligation to promote engagement and facilitate expert nurse development, necessary for patient outcomes as well as clinical role models, preceptors, and leaders to guide future nurses.

The Challenges in Electrical and Electronic Technology Courses in Vocational Colleges

This paper addresses the challenges in the teaching of electrical and electronic technology in higher vocational colleges and proposes specific countermeasures to improve teaching quality and effectiveness. The countermeasures include optimizing teaching content, emphasizing practical application and innovation, innovating teaching methods, introducing modern instructional approaches, strengthening the teaching team, enhancing teacher quality and practical expertise, upgrading experimental equipment and facilities, enriching curriculum resources, and incorporating digital teaching materials. These measures aim to cultivate high-quality skilled talents, promote social and economic development, and enhance national competitiveness. By adjusting the course structure, incorporating real-world industry cases, and fostering collaboration with enterprises, students can better understand and apply electrical and electronic technology. The introduction of project-based teaching, flipped classrooms, and multimedia technology can enhance student engagement and facilitate independent learning. Furthermore, the improvement of experimental resources and the establishment of online teaching platforms can enhance students’ practical skills and provide a variety of learning resources. These measures contribute to the overall improvement of electrical and electronic technology teaching in higher vocational colleges.

On becoming a coaching practitionerresearcher: A duoethnographic study

Using a duoethnological approach, this paper synthesises the perspectives of two coaching practitioner researchers exploring questions of the epistemological and ontological foundations of coaching as an academic discipline and domain of professional practice. Initially, focus is centred on reflecting on the authors’ responses to two questions (1) How do my research interests and questions arise from my practice experience as a reflective coach or coach educator? and (2) How can I contribute to the development and impact of the coaching profession by integrating coaching practice and research expertise? Engaging with these questions through duoethnography, understood as a collaborative research methodology that promotes introspection and critical reflexivity, six themes were conceptualised as follows: (1) Pre-commencing the duoethnography process; (2) Beginning the duoethnography process and first phase of meeting; (3) Reflections on ontology of self and development; (4) The phenomenology of emergence in the coaching context; (5) Clarifying a personal coaching research agenda; (6) Reflection and commitments to forward/future action. These themes support an argument for an existential-humanistic conceptual framework that contributes towards establishing coaching as an academic discipline and domain of professional practice. The article concludes by arguing that by personally engaging with questions of the ontology of self and ways of knowing oneself and others, duoethnography dialogue can contribute to the personal development of coaching psychologists and the professional evidence base of coaching practice.

Research on the Construction of a Risk Assessment Indicator System for Transportation Infrastructure Investment under Public–Private Partnership Model

This paper is dedicated to developing a risk assessment indicator system applicable to transportation infrastructure investment projects in the public–private partnership (PPP) model. Initially, through practical research, literature reviews, and expert interviews, key risk factors for transportation infrastructure investment projects in the PPP mode were identified. Based on these risk factors, a preliminary risk assessment indicator system was established. Subsequently, the principal component analysis (PCA) was used to reduce the dimensions of the indicators, simplify the structure of the system, and highlight key risk factors. Simultaneously, the CRITIC-EWM method was applied to calculate the weights of the indicators. Furthermore, to validate the effectiveness of the indicator system, a questionnaire survey was conducted, collecting 314 responses. Structural equation modeling was applied to validate the effectiveness of the indicator system and examine its application value in practical risk management processes. The primary contribution of this study lies in proposing a method for constructing a risk assessment indicator system that combines quantitative and qualitative analyses, providing new theoretical and practical guidance for risk management of transportation infrastructure investment projects under the PPP mode.

The establishment and value of peer group clinical supervision: A qualitative study of stakeholders' perspectives.

Explore perspectives of steering group members and external clinical supervision facilitators of developing and establishing peer group clinical supervision. The climate of healthcare is complex which can lead to staff burnout and challenges to practice. Clinical supervision is suggested as an approach to managing and leadership of such complexities. Qualitative descriptive. Focus group interviews with 19 members of the peer group clinical supervision steering groups and individual interviews with five external clinical supervision facilitators from the Western region of Ireland were conducted. Data analysis followed Elo and Kyngäs' content analysis method, involving preparation, organising and reporting, to extract meaning and identify patterns from the qualitative data collected. Developing peer group clinical supervision practice requires, clarity of purpose and function that address the pros and cons of clinical supervision. Organisational leadership is required to support and release staff for peer group clinical supervision and peer group clinical supervisors need to be credible and have a level of expertise in practice. When prepared and supported, the aspects of confidence, leadership, personal development and resilience develop. Peer group clinical supervisors need training and ongoing continual professional development for their role, scope of practice and responsibilities. Sustainability rests on staff awareness and familiarity with the purpose and format of peer group clinical supervision and the regularity of sessions. Peer group clinical supervision is a means of supporting improvement of patient care delivery while in parallel supporting personal and professional development of staff, building resilience in the workplace. This study explored the implementation of peer group clinical supervision for staff across nursing and midwifery disciplines. It found that implementing peer group clinical supervision had a positive impact on staff well-being and morality and on patient care delivery. These findings influence healthcare service providers in implementing peer group clinical supervision in a sustainable way enabling nurses to continue working in complex healthcare environments delivering safe person-centred care. The qualitative reporting guidelines Standards for Reporting Qualitative Research (SRQR) were followed. Patient/public involvement was addressed in this study by staff, managers, planners, directors, leaders and educationalists being involved at all stages of the study (concept, design, analysis and reporting).

Expert Errors Transformation in the Context of New Digital Objects Emergence

The emergence of digital traces as potentially new and complex objects in forensic expert science has led to the natural appearance of several errors made by experts in their research. The monitoring and analysis of judicial and expert practice made it possible to formulate the most obvious subjective and objective errors of judicial experts dictated by a number of both external and internal factors. The essence of each of the errors, the content, theoretical and practical significance of their identification and elimination for expert practice and forensic expert science in general are described.

Establishing consensus on nutrition competencies for medicine: a Delphi study

BackgroundSignificant research, regulatory bodies and even governmental resolutions have identified meaningful nutrition education for medical and other healthcare professionals as a priority. Doctors are well placed to provide nutrition care,...

Evaluating the process of practice enhancement for exclusive breastfeeding (PEEB): a participatory action research approach for clinical innovation

BackgroundDespite the known benefits of exclusive breastfeeding, global rates remain below recommended targets, with Ireland having one of the lowest rates in the world. This study explores the efficacy of Participatory Action Research (PAR) and Work-Based Learning Groups (WBLGs) to enhance breastfeeding practices within Irish healthcare settings from the perspective of WBLG participants and facilitators.MethodsEmploying a PAR approach, interdisciplinary healthcare professionals across maternity, primary, and community care settings (n = 94) participated in monthly WBLGs facilitated by three research and practice experts. These sessions, conducted over nine months (November 2021 – July 2022), focused on critical reflective and experiential learning to identify and understand existing breastfeeding culture and practices. Data were collected through participant feedback, facilitator notes, and reflective exercises, with analysis centered on participant engagement and the effectiveness of WBLGs. This approach facilitated a comprehensive understanding of breastfeeding support challenges and opportunities, leading to the development of actionable themes and strategies for practice improvement.ResultsData analysis from WBLG participants led to the identification of five key themes: Empowerment, Ethos, Journey, Vision, and Personal Experience. These themes shaped the participants’ meta-narrative, emphasising a journey of knowledge-building and empowerment for breastfeeding women and supporting staff, underlining the importance of teamwork and multidisciplinary approaches. The project team’s evaluation highlighted four additional themes: Building Momentum, Balancing, Space Matters, and Being Present. These themes reflect the dynamics of the PAR process, highlighting the significance of creating a conducive environment for discussion, ensuring diverse engagement, and maintaining energy and focus to foster meaningful practice changes in breastfeeding support.ConclusionThis study highlights the potential of WBLGs and PAR to enhance the understanding and approach of healthcare professionals towards breastfeeding support. By fostering reflective and collaborative learning environments, the study has contributed to a deeper understanding of the challenges in breastfeeding support and identified key areas for improvement. The methodologies and themes identified hold promise to inform future practice and policy development in maternal and child health.

Criminalized for Surviving: A Call for Legal Relief for Survivors of Human Trafficking

ABSTRACT The passing of the Trafficking Victims Protection Act (TVPA) of 2000 triggered an uprising of individuals interested in joining the anti-trafficking movement. Since then, public policy, awareness, fundraising, and short-term rescue and restore efforts have increased across the United States. However, it is questionable whether such efforts improved the well-being of those victimized by and/or who have survived trafficking. Despite rallies, chants, and social media posts of #TimesUp and #BelieveSurvivors amidst our nation’s #MeToo movement, minors who have been traded, sold, and bought by adults for commercial sexual exploitation continue to be prosecuted for the crimes of which they are victims—prostitution or even worse, human trafficking. Utilizing the authors’ personal as well as professional direct practice, advocacy, and research expertise in the anti-trafficking movement, and through the sharing of a case of trafficking in which a survivor, despite her victimization, faced criminalization, this article illuminates the [said unintentional] harm that is far too frequently facilitated by the very systems set-up to assist vulnerable and marginalized individuals. A second follow-up article, Criminalized for Surviving: A Call for Social Justice Advocacy in Anti-Trafficking Efforts, will detail the experiences and lessons learned while advocating for survivors harmed by our criminal legal systems.

How consistent are the key recommendations, and what is the quality of guidelines and expert consensus regarding paediatric cow's milk protein allergy?

The objective of this study was to assess the quality and consistency of recommendations in clinical practice guidelines (CPGs) and expert consensus on paediatric cow's milk protein allergy (CMPA) to serve as a foundation for future revisions and enhancements of clinical guidelines and consensus documents. We conducted a comprehensive literature search across several databases, including the Chinese Biomedical Literature Database (CBM), PubMed, Embase, Web of Science, UpToDate, ClinicalKey, DynaMed Plus and BMJ Best Practice. We spanned the search period from the inception of each database through October 1, 2023. We integrated subject headings (MeSH/Emtree) and keywords into the search strategy, used the search methodologies of existing literature and developed it in collaboration with a librarian. Two trained researchers independently conducted the literature screening and data extraction. We evaluated methodological quality and recommendations by using the Appraisal of Guidelines for Research & Evaluation II (AGREE II) and AGREE-Recommendations for Excellence (AGREE-REX) tools. Moreover, we compared and summarized key recommendations from high-quality CPGs. Our study included 27 CPGs and expert consensus documents on CMPA. Only four CPGs (14.8%) achieved a high-quality AGREE II rating. The four high-quality CPGs consistently provided recommendations for CMPA. The highest scoring domains for AGREE II were 'scope and purpose' (77 ± 12%) and 'clarity of presentation' (75 ± 22%). The lowest scoring domains were 'stakeholder involvement' (49 ± 21%), 'rigor of development' (34 ± 20%) and 'applicability' (12 ± 20%). Evaluation with AGREE-REX generally demonstrated low scores across its domains. Conclusion: Recommendations within high-quality CPGs for the paediatric CMPA showed fundamental consistency. Nevertheless, the methodology and recommendation content of CPGs and the expert consensus exhibited low quality, thus indicating a substantial scope for enhancement. Guideline developers should rigorously follow the AGREE II and AGREE-REX standards in creating CPGs or expert consensuses to guarantee their clinical efficacy in managing paediatric CMPA. What is Known: • The quality of clinical practice guidelines and expert consensus on paediatric cow's milk protein allergy (CMPA) remains uncertain. • There is a lack of clarity regarding the consistency of crucial recommendations for CMPA management. What is New: • Improving the methodological quality of guidelines and consensus on CMPA requires greater emphasis on stakeholder engagement, rigorous development processes, and practical applicability. • The recommendations from four high-quality guidelines align. However, addressing clinical applicability, integrating values and preferences, and ensuring actionable implementation are critical to improving the quality of all guidelines.

Neural Networks in Forensic Expertology and Expert Practice: Problems and Prospects

The article, from the perspective of the theory the forensic activity digitalization as a particular theory of forensic expertise, examines the prospects for the introduction of neural networks in forensic examination and the current problems arising in this case. The author notes changes in the methodology and technologies for developing expert techniques in connection with the introduction of artificial intelligence algorithms — neural networks. The areas neural networks’ application for solving various problems of science and practical activity are outlined. Specific examples demonstrate the possibilities of using supervised learning algorithms for neural networks in forensic practice. A detailed analysis of the reasons why the use of neural networks in forensic science can lead to erroneous conclusions is given. Particular attention is paid to hallucinations of deep learning neural networks on large language models. There is a danger that an expert, relying entirely on a neural network, may give the wrong conclusion, since self-learning generative neural networks do not provide an explanation for why they made a particular decision. To develop expert methods for solving typical expert problems based on neural networks, it is proposed to create databases (Dataset) for various forensic objects for analysis and machine learning. To store the Dataset, it is necessary to organize repositories that can contain data sets on types (kinds) of forensic examinations. Dataset and repositories will provide data quality control and model verification. The article substantiates the need for new competencies of a Data Scientist — a specialist who develops tools for solving forensic problems when introducing neural networks and other artificial intelligence algorithms into forensic science, as well as a machine learning engineer working in contact with him.

Leadership in intellectual disability practice: design, development, and evaluation of a programme to support practice

BackgroundIntellectual disability services have and continue to experience changes in service provision. This has an implication for leadership in practice as the quality of leadership has a direct influence on staff practice and care provided.AimTo design, deliver, and evaluate a leadership programme for nurse and social care managers in Ireland.DesignAn accredited programme was designed based on evidence from literature, practice, and national expertise. A cross-sectional survey was used to collect information on the attitudes and behaviour of participants before commencing and after completing the programme. Data from the questionnaires were analysed using SPSS and open-ended questions were analysed using content analysis.SettingIntellectual disability services.Participants102 participants completed the programme and survey.MethodsPre-post survey and reported using the CROSS guidelines.ResultsParticipants’ expectations were rated highly, and all items scored higher in the post-survey. Qualitative data was overall positive regarding opportunities for more time to work through each aspect of the programme. The key learning was through the forum day where participants shared their group projects.ConclusionsOverall, the programme was positively evaluated and through engaging with the programme participants’ perceptions moved from seeing leadership as mostly task-oriented to realising that qualities such as good communication, person-centredness, advocacy, supporting, role modelling, and empowering are key to leadership.