These studies have revealed that providers in the ED have very high hourly task rates dominated by communication and clinical activities, and that staff members have to take control and make things happen, anticipating and preventing problems. Internationally, studies in the ED setting have mostly focused on quantification of communication patterns, description of emergency nurses’ proactive activities as well as barriers to and opportunities for proactive work, and classification of the ED physician in charge’s problem solving actions. Stanley presented CL characteristics, including clinical expertise, involvement in care, a high level of interpersonal skills, the ability to act as role model, a commitment to high quality practice and empowerment of others. Several CL researchers have focused primarily on describing various attributes and characteristics of CL and behavioural-based competency models in CL programs, yet little scientific data exists to explore the performance of actual CL activities in the ED. In conjunction with the CL course project, we redefined CL as to “take responsibility for clinical decision-making, within the scope of your role in a clinical team at any given time, with a patient-centred perspective addressing four key values: trust, quality, responsiveness, and efficiency”. In the existing literature, several definitions of CL have been formulated. Additionally, it is expected that a deeper understanding of how healthcare personal perform CL activities will have the potential to improve awareness of current processes and inform education for future healthcare personnel. Given the central role of CL in the ED, it is essential to describe participants’ activities after completion of the CL course to understand clinical leaders’ work activities, but also more specifically to increase understanding of how to improve the CL course to support the participants in achieving the course learning objectives. This study is a part of a larger trailing research study on CL where findings are systematically fed back to the course faculty to inform decisions on how to improve the CL course. Therefore, in 2013, the ED at Stavanger University Hospital (SUH) developed and implemented a clinical leadership course with the aim to reinforce core health system values and to foster an understanding of excellent day-to-day CL, and executing CL within a framework related to existing resources and organizational structure. However, healthcare education curriculum infrequently features learning about CL, and there is an absence of experienced doctors and nurses as role models in EDs for younger and less experienced doctors and nurses. The provision of safe, high quality healthcare in the ED requires frontline healthcare personnel with sufficient competence in clinical leadership (CL). Hospital emergency departments (ED) play a vital role in the acute health care system, offering care for patients with acute illnesses and injuries and access to the health care system.
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