Jane Keep has over 20 years of experience in human resources management, organizational development, and coaching. She specializes in bringing well-being and harmony to workplaces using experiential and philosophical approaches. She has coached over 500 teams and facilitated change in many organizations. Currently, she runs an esoteric coaching practice in Bristol and works as an external consultant, researcher, and lecturer.
This document discusses nursing standards and the development and importance of standards for nursing education programs. It begins by defining what standards are and their importance in nursing. It then discusses the key elements that must be addressed in nursing standards, including qualifications for nurses, nursing practice, patients, settings, and evaluation methods. The document also covers principles of standards development, frameworks, characteristics, sources, and classification of standards. Finally, it provides details on the specific standards that should be addressed for nursing education programs, including approval processes, reviews, compliance, and denial or withdrawal of approval.
This document discusses the management of nursing services through supervision and guidance. It defines supervision as working together to achieve organizational goals by appointing subordinates to efficiently and effectively utilize their abilities. The purpose of supervision includes executing work, distributing jobs, improving knowledge, working methods, training personnel, and evaluating and solving problems. Principles of supervision emphasize not putting pressure on subordinates and developing trust and coordination. Techniques include conferences and supervision of nursing procedures. Guidance involves assisting individuals in deciding goals and solving life problems. It focuses on the individual, discovery of abilities based on interests, self-development, and future planning. Educational, vocational, personal, and recreational guidance are described. Problems in student counseling can include lack of confidentiality, frustration
This document discusses various aspects of recruitment, credentialing, selection, placement, promotion and retention in healthcare organizations. It defines key terms and outlines processes. For recruitment, it covers types of recruitment, sources, principles and factors affecting recruitment. Credentialing verifies qualifications and assesses professionals. Selection involves choosing qualified candidates through various steps. Placement determines the right job for candidates. Promotion provides career growth opportunities. Retention aims to reduce staff turnover through fair policies.
This document discusses laws, ethics, and codes of ethics as they relate to nursing. It provides definitions of key terms like ethics, ethical theories, and codes of ethics. It also summarizes several nursing codes of ethics including the International Council of Nurses code, the American Nurses Association code, and the Canadian Nurses Association code. The codes of ethics outline nurses' responsibilities to patients, practice, society, and other professionals.
Practice standards for the nurse by Raj Kumar MehtaRaj Mehta
Most of the developing countries do not have their own official Practice standard for the nurse. Hence i would like to post this slide for the benefit of the nursing professionals and others too.
This document discusses the concept of a faculty supervisor position in nursing education which combines both teaching and clinical responsibilities. It provides an overview of the objectives and duties of a faculty supervisor, including recognizing the dual role concept, explaining clinical supervision, describing the qualities of a good supervisor, and identifying the roles of both nursing faculty and supervisors. The document also outlines the job description and requirements for nursing supervisors and faculty.
This document discusses the mission and vision of the nursing profession. It defines mission as the essential purpose and reason for an organization's existence, while vision describes the ideal future state. The nursing mission aims to assist individuals in maintaining or recovering health. Key elements of an effective mission include the purpose, activities, and shared values. An inspiring vision should describe the desired future outcome in 5-10 years using present tense. Together, the mission and vision provide guidance and inspiration to work towards common goals.
Vinod MK presented on nursing management to Dr. Deelip S. Natekar. The presentation covered definitions of management, levels of nursing management, principles of management, and trends in nursing administration. It discussed management as planning, organizing, staffing, directing and controlling. It described three levels of nursing management - top, middle, and lower. It also outlined Henry Fayol's 14 principles of management and 8 techniques used in nursing management. Finally, it discussed historical trends in nursing education in India and issues related to nursing education and practice.
This document discusses nursing standards and the development and importance of standards for nursing education programs. It begins by defining what standards are and their importance in nursing. It then discusses the key elements that must be addressed in nursing standards, including qualifications for nurses, nursing practice, patients, settings, and evaluation methods. The document also covers principles of standards development, frameworks, characteristics, sources, and classification of standards. Finally, it provides details on the specific standards that should be addressed for nursing education programs, including approval processes, reviews, compliance, and denial or withdrawal of approval.
This document discusses the management of nursing services through supervision and guidance. It defines supervision as working together to achieve organizational goals by appointing subordinates to efficiently and effectively utilize their abilities. The purpose of supervision includes executing work, distributing jobs, improving knowledge, working methods, training personnel, and evaluating and solving problems. Principles of supervision emphasize not putting pressure on subordinates and developing trust and coordination. Techniques include conferences and supervision of nursing procedures. Guidance involves assisting individuals in deciding goals and solving life problems. It focuses on the individual, discovery of abilities based on interests, self-development, and future planning. Educational, vocational, personal, and recreational guidance are described. Problems in student counseling can include lack of confidentiality, frustration
This document discusses various aspects of recruitment, credentialing, selection, placement, promotion and retention in healthcare organizations. It defines key terms and outlines processes. For recruitment, it covers types of recruitment, sources, principles and factors affecting recruitment. Credentialing verifies qualifications and assesses professionals. Selection involves choosing qualified candidates through various steps. Placement determines the right job for candidates. Promotion provides career growth opportunities. Retention aims to reduce staff turnover through fair policies.
This document discusses laws, ethics, and codes of ethics as they relate to nursing. It provides definitions of key terms like ethics, ethical theories, and codes of ethics. It also summarizes several nursing codes of ethics including the International Council of Nurses code, the American Nurses Association code, and the Canadian Nurses Association code. The codes of ethics outline nurses' responsibilities to patients, practice, society, and other professionals.
Practice standards for the nurse by Raj Kumar MehtaRaj Mehta
Most of the developing countries do not have their own official Practice standard for the nurse. Hence i would like to post this slide for the benefit of the nursing professionals and others too.
This document discusses the concept of a faculty supervisor position in nursing education which combines both teaching and clinical responsibilities. It provides an overview of the objectives and duties of a faculty supervisor, including recognizing the dual role concept, explaining clinical supervision, describing the qualities of a good supervisor, and identifying the roles of both nursing faculty and supervisors. The document also outlines the job description and requirements for nursing supervisors and faculty.
This document discusses the mission and vision of the nursing profession. It defines mission as the essential purpose and reason for an organization's existence, while vision describes the ideal future state. The nursing mission aims to assist individuals in maintaining or recovering health. Key elements of an effective mission include the purpose, activities, and shared values. An inspiring vision should describe the desired future outcome in 5-10 years using present tense. Together, the mission and vision provide guidance and inspiration to work towards common goals.
Vinod MK presented on nursing management to Dr. Deelip S. Natekar. The presentation covered definitions of management, levels of nursing management, principles of management, and trends in nursing administration. It discussed management as planning, organizing, staffing, directing and controlling. It described three levels of nursing management - top, middle, and lower. It also outlined Henry Fayol's 14 principles of management and 8 techniques used in nursing management. Finally, it discussed historical trends in nursing education in India and issues related to nursing education and practice.
Henri Fayol was a French mining engineer and author who is considered the father of modern management. He developed 14 principles of management in the early 20th century that are still relevant today. The principles include division of work, authority and responsibility, discipline, unity of command, unity of direction, subordination of individual interests, remuneration, centralization, scalar chain, order, equity, stability, initiative, and esprit de corps. Effective nursing management involves applying these principles to maximize quality of care, improve communication and satisfaction, and achieve organizational goals through efficient use of resources and supervision of staff. The roles and responsibilities of a nurse manager include developing objectives, assigning patients, supervising staff, coordinating activities, evaluating performance
This document defines and discusses various types of administration including public administration, hospital administration, management, and nursing administration. It provides definitions of administration from several authors focusing on organizing human and material resources to accomplish common goals. The document also defines the roles and responsibilities of a nurse administrator which include overall responsibility for nursing care, establishing procedures, developing staff, budgeting, communicating, scheduling, supervising, analyzing treatment, troubleshooting, consulting, and team building.
Quality Assurance - Nursing Management
QA programmes in long-term care do provide a mechanism for continuously evaluating & improving nursing practice skills that ultimately make a clinical difference at the bedside. So, the professionals must assume responsibility for their professional actions and be answerable to the recipients for their care. Quality assurance program is thus the need of the hour.
This document discusses continuing education in nursing. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, and research. It describes key concepts like the lifelong nature of continuing education and how it is directed towards meeting nurses' learning needs after basic education. The document outlines characteristics of continuing nursing education programs such as content, preparation, format, delivery methods, functions, and principles. It also discusses the roles of teachers and learners and important elements and agencies involved in planning continuing nursing education.
Leadership Assignment July 29th, 2016 Lakeside Long Term CareStephanie Horner
This document provides an overview of leadership concepts in nursing. It discusses community health nursing, family nursing, nursing leadership, and entry-level nursing leadership competencies. Models of nursing leadership and the Canadian Nurses Association's position on leadership are presented. The document also outlines how the student has demonstrated leadership as a nursing student and their future leadership goals.
The document discusses the importance of staff development days for early childhood education centers. It provides examples of why regular staff development is crucial, such as improving teacher skills and morale. Specific suggestions are offered for planning a successful staff development day, including gathering staff input, addressing their concerns, and building camaraderie. The success of outdoor clothing company Patagonia is also attributed to how it empowers and listens to employees.
The document discusses professional accountability and responsibilities in nursing. It defines professional accountability as taking responsibility for one's own nursing judgments and actions rather than just following orders. Nurses are accountable to patients, management, and the medical profession. As professionals, nurses have social obligations to work for the benefit of society and help advance public health. Key responsibilities of nurses include assessing health needs, developing care plans, implementing and managing care, and advocating for patients. The document also outlines several prominent nursing organizations like the Pakistan Nursing Council (PNC) and Pakistan Nurses Federation (PNF), describing their roles in regulating nursing standards, education, and advocating for nurses' welfare.
Consultation involves a consultant, consultee, and client, with the goal of bringing about positive change in the client. The consultant works through the consultee to indirectly serve the client. There are different types of consultation including client-centered, consultee-centered, program-centered, and consultee-centered administrative consultation. Effective consultation follows phases including entry, defining the problem, analyzing alternative actions, dealing with barriers, and termination. Consultation can also involve working with groups.
This document contains lecture notes on nursing leadership and management for nursing students. It was written by Amsale Cherie and Ato Berhane Gebrekidan of Addis Ababa University in Ethiopia in 2005. The notes are organized into 14 chapters covering topics such as organizational structure, management functions, decision making, leadership theories, and managing resources. The notes are intended to provide insights and information on management topics relevant to nursing.
Staff development in nursing aims to promote the personal and professional growth of nurses through educational activities. It includes induction training for new nurses, job orientation, in-service education, continuing education, and training for specific skills. The goals are to improve job performance, assist career advancement, and ensure safe patient care. Staff development programs are assessed and evaluated using standards set by the American Nurses Association to effectively meet the learning needs of nursing staff.
Staff development refers to training and education provided by employers to improve employees' knowledge, skills, and attitudes. The primary goal of staff development in healthcare is to achieve high quality patient care. It provides nurses with continued learning opportunities to stay updated on new medical information and treatment methods. An effective staff development program consists of assessing needs, implementing training programs, and evaluating their effectiveness. It benefits both organizations and employees by improving job satisfaction and professional development.
Supervision and guidance involve constant observation, monitoring, evaluation and guidance to help workers perform effectively and efficiently according to standards. It is considered a teaching-learning process where experienced supervisors help less experienced workers. The supervisor's role is to provide direct oversight and ensure correct task performance. Effective supervision creates trust and participation, fosters autonomy, and stimulates growth while maintaining standards. It involves various evaluation and teaching methods. Qualities of a good supervisor include competence, leadership, communication skills, and creating a supportive work environment.
Aims and objectives of nursing management, vision and mission statementNursing Path
The document discusses the aims, objectives, vision, and mission of nursing management. It provides definitions of vision as the strongly felt aim or calling that defines where the profession wants to be in the future, and mission as defining where the profession is currently going and its purpose. An effective mission statement should concentrate on the present, reflect the profession's purpose for existing, and provide ongoing guidance. Developing a clear vision and mission statement can help guide nursing practice and address current problems faced by the profession.
This document discusses motivating and developing staff through transformational leadership. It emphasizes that both nurse leaders and staff members are responsible for their own development as well as developing others. Some ways to motivate staff mentioned include mentorship, preceptorship, clinical ladder programs, and nurse residency programs. Transformational leadership approaches that inspire, engage, educate, empower and encourage staff are key to motivating and developing a cohesive team focused on providing quality patient care.
This document outlines principles of administration and management presented by Mr. Naveen Jyothi including division of work, authority and responsibility, unity of command, planning, organizing, staffing, directing, controlling, reporting, and budgeting. It defines key elements and concepts such as defining planning as determining what needs to be done and how, organizing as grouping activities and assigning managers, and controlling as measuring performance against standards to ensure objectives are met. The presentation provides an introduction to core administrative and management functions.
MOTIVATION NURSING ADMINISTRATION AND MANAGEMENT
IT HAS THE PPT BASED ON THE SEMINAR AND PRESENTATION FOR THE ACADEMIC COURSES OF BASIC BSC NURSING 4 TH YEAR HOPE YOU FIND IT EFFECTIVE FOR YOUR COURSE STUDY......
The document discusses the nursing management process and provides an overview of concepts, principles, theories, and methods related to developing nursing leaders and managers in hospital and community settings. It outlines course objectives focused on utilizing the nursing process, ensuring documentation systems, demonstrating leadership competence, and observing ethical standards. The document also covers qualifications and roles for nursing administrators, managers, educators, and other positions.
The document discusses staff development programs in nursing. It defines staff development as providing opportunities for employees to improve their knowledge, skills, and performance in line with organizational goals. Effective staff development ensures organizations have capable nurses and improves the quality of nursing care. Staff development activities include various on-the-job and off-the-job training methods aimed at professional growth.
This curriculum vitae outlines the qualifications of Merete Elizabeth Houston Lund, a business psychology professional with 9 years of experience in human resources management and consulting. She has extensive experience working with both public and private sector organizations, specializing in organizational development, change management, leadership coaching, and human resources strategy. Her skills include project management, team coaching, recruiting, and developing employee training programs.
This document provides an overview of legal issues relevant to medical professionals. It begins with a brief introduction to different areas of law, including sources of law, legal systems, and branches of law. It then discusses specific legal topics of importance to medical practice, such as constitutional law and human rights, criminal law, administrative law, civil law, and European Union law. The document also covers criminal and civil procedures that doctors may encounter as defendants, experts, or witnesses. Overall, the document aims to give medical professionals a basic introduction to the types of legal issues they could face in their work.
This document is a collection of questions and answers about UFOs and extraterrestrials from "Professor Solomon". Some key points addressed include: whether smoking is allowed on flying saucers (it's not tolerated); what to expect during an alien medical examination (the table will be comfortable but cold); and that the Space People and Space Aliens have different characteristics that can help determine if an approaching saucer is friendly or not (e.g. sound, color, smell).
Henri Fayol was a French mining engineer and author who is considered the father of modern management. He developed 14 principles of management in the early 20th century that are still relevant today. The principles include division of work, authority and responsibility, discipline, unity of command, unity of direction, subordination of individual interests, remuneration, centralization, scalar chain, order, equity, stability, initiative, and esprit de corps. Effective nursing management involves applying these principles to maximize quality of care, improve communication and satisfaction, and achieve organizational goals through efficient use of resources and supervision of staff. The roles and responsibilities of a nurse manager include developing objectives, assigning patients, supervising staff, coordinating activities, evaluating performance
This document defines and discusses various types of administration including public administration, hospital administration, management, and nursing administration. It provides definitions of administration from several authors focusing on organizing human and material resources to accomplish common goals. The document also defines the roles and responsibilities of a nurse administrator which include overall responsibility for nursing care, establishing procedures, developing staff, budgeting, communicating, scheduling, supervising, analyzing treatment, troubleshooting, consulting, and team building.
Quality Assurance - Nursing Management
QA programmes in long-term care do provide a mechanism for continuously evaluating & improving nursing practice skills that ultimately make a clinical difference at the bedside. So, the professionals must assume responsibility for their professional actions and be answerable to the recipients for their care. Quality assurance program is thus the need of the hour.
This document discusses continuing education in nursing. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, and research. It describes key concepts like the lifelong nature of continuing education and how it is directed towards meeting nurses' learning needs after basic education. The document outlines characteristics of continuing nursing education programs such as content, preparation, format, delivery methods, functions, and principles. It also discusses the roles of teachers and learners and important elements and agencies involved in planning continuing nursing education.
Leadership Assignment July 29th, 2016 Lakeside Long Term CareStephanie Horner
This document provides an overview of leadership concepts in nursing. It discusses community health nursing, family nursing, nursing leadership, and entry-level nursing leadership competencies. Models of nursing leadership and the Canadian Nurses Association's position on leadership are presented. The document also outlines how the student has demonstrated leadership as a nursing student and their future leadership goals.
The document discusses the importance of staff development days for early childhood education centers. It provides examples of why regular staff development is crucial, such as improving teacher skills and morale. Specific suggestions are offered for planning a successful staff development day, including gathering staff input, addressing their concerns, and building camaraderie. The success of outdoor clothing company Patagonia is also attributed to how it empowers and listens to employees.
The document discusses professional accountability and responsibilities in nursing. It defines professional accountability as taking responsibility for one's own nursing judgments and actions rather than just following orders. Nurses are accountable to patients, management, and the medical profession. As professionals, nurses have social obligations to work for the benefit of society and help advance public health. Key responsibilities of nurses include assessing health needs, developing care plans, implementing and managing care, and advocating for patients. The document also outlines several prominent nursing organizations like the Pakistan Nursing Council (PNC) and Pakistan Nurses Federation (PNF), describing their roles in regulating nursing standards, education, and advocating for nurses' welfare.
Consultation involves a consultant, consultee, and client, with the goal of bringing about positive change in the client. The consultant works through the consultee to indirectly serve the client. There are different types of consultation including client-centered, consultee-centered, program-centered, and consultee-centered administrative consultation. Effective consultation follows phases including entry, defining the problem, analyzing alternative actions, dealing with barriers, and termination. Consultation can also involve working with groups.
This document contains lecture notes on nursing leadership and management for nursing students. It was written by Amsale Cherie and Ato Berhane Gebrekidan of Addis Ababa University in Ethiopia in 2005. The notes are organized into 14 chapters covering topics such as organizational structure, management functions, decision making, leadership theories, and managing resources. The notes are intended to provide insights and information on management topics relevant to nursing.
Staff development in nursing aims to promote the personal and professional growth of nurses through educational activities. It includes induction training for new nurses, job orientation, in-service education, continuing education, and training for specific skills. The goals are to improve job performance, assist career advancement, and ensure safe patient care. Staff development programs are assessed and evaluated using standards set by the American Nurses Association to effectively meet the learning needs of nursing staff.
Staff development refers to training and education provided by employers to improve employees' knowledge, skills, and attitudes. The primary goal of staff development in healthcare is to achieve high quality patient care. It provides nurses with continued learning opportunities to stay updated on new medical information and treatment methods. An effective staff development program consists of assessing needs, implementing training programs, and evaluating their effectiveness. It benefits both organizations and employees by improving job satisfaction and professional development.
Supervision and guidance involve constant observation, monitoring, evaluation and guidance to help workers perform effectively and efficiently according to standards. It is considered a teaching-learning process where experienced supervisors help less experienced workers. The supervisor's role is to provide direct oversight and ensure correct task performance. Effective supervision creates trust and participation, fosters autonomy, and stimulates growth while maintaining standards. It involves various evaluation and teaching methods. Qualities of a good supervisor include competence, leadership, communication skills, and creating a supportive work environment.
Aims and objectives of nursing management, vision and mission statementNursing Path
The document discusses the aims, objectives, vision, and mission of nursing management. It provides definitions of vision as the strongly felt aim or calling that defines where the profession wants to be in the future, and mission as defining where the profession is currently going and its purpose. An effective mission statement should concentrate on the present, reflect the profession's purpose for existing, and provide ongoing guidance. Developing a clear vision and mission statement can help guide nursing practice and address current problems faced by the profession.
This document discusses motivating and developing staff through transformational leadership. It emphasizes that both nurse leaders and staff members are responsible for their own development as well as developing others. Some ways to motivate staff mentioned include mentorship, preceptorship, clinical ladder programs, and nurse residency programs. Transformational leadership approaches that inspire, engage, educate, empower and encourage staff are key to motivating and developing a cohesive team focused on providing quality patient care.
This document outlines principles of administration and management presented by Mr. Naveen Jyothi including division of work, authority and responsibility, unity of command, planning, organizing, staffing, directing, controlling, reporting, and budgeting. It defines key elements and concepts such as defining planning as determining what needs to be done and how, organizing as grouping activities and assigning managers, and controlling as measuring performance against standards to ensure objectives are met. The presentation provides an introduction to core administrative and management functions.
MOTIVATION NURSING ADMINISTRATION AND MANAGEMENT
IT HAS THE PPT BASED ON THE SEMINAR AND PRESENTATION FOR THE ACADEMIC COURSES OF BASIC BSC NURSING 4 TH YEAR HOPE YOU FIND IT EFFECTIVE FOR YOUR COURSE STUDY......
The document discusses the nursing management process and provides an overview of concepts, principles, theories, and methods related to developing nursing leaders and managers in hospital and community settings. It outlines course objectives focused on utilizing the nursing process, ensuring documentation systems, demonstrating leadership competence, and observing ethical standards. The document also covers qualifications and roles for nursing administrators, managers, educators, and other positions.
The document discusses staff development programs in nursing. It defines staff development as providing opportunities for employees to improve their knowledge, skills, and performance in line with organizational goals. Effective staff development ensures organizations have capable nurses and improves the quality of nursing care. Staff development activities include various on-the-job and off-the-job training methods aimed at professional growth.
This curriculum vitae outlines the qualifications of Merete Elizabeth Houston Lund, a business psychology professional with 9 years of experience in human resources management and consulting. She has extensive experience working with both public and private sector organizations, specializing in organizational development, change management, leadership coaching, and human resources strategy. Her skills include project management, team coaching, recruiting, and developing employee training programs.
This document provides an overview of legal issues relevant to medical professionals. It begins with a brief introduction to different areas of law, including sources of law, legal systems, and branches of law. It then discusses specific legal topics of importance to medical practice, such as constitutional law and human rights, criminal law, administrative law, civil law, and European Union law. The document also covers criminal and civil procedures that doctors may encounter as defendants, experts, or witnesses. Overall, the document aims to give medical professionals a basic introduction to the types of legal issues they could face in their work.
This document is a collection of questions and answers about UFOs and extraterrestrials from "Professor Solomon". Some key points addressed include: whether smoking is allowed on flying saucers (it's not tolerated); what to expect during an alien medical examination (the table will be comfortable but cold); and that the Space People and Space Aliens have different characteristics that can help determine if an approaching saucer is friendly or not (e.g. sound, color, smell).
Ppe Paper For Cc Gs Towards Authorisation And Beyondjanekeep
This document provides an overview of patient and public engagement (PPE) for clinical commissioning groups (CCGs). It discusses the policy drivers behind PPE, including improving health outcomes and reducing health inequalities. The document outlines some of the potential benefits of effective PPE, such as more patient-centered care and improved healthcare based on patient needs and preferences. It also notes that while PPE is emphasized in many health policies and documents, the reality of implementation sometimes falls short of the rhetoric. The document serves as a reference for CCGs on developing approaches to PPE as they work towards authorization and beyond.
Coach Profile Jane Keep June 2011 New Photojanekeep
Jane Keep is a freelance coach and facilitator who runs her own coaching practice called the Inner-Heart Esoteric Coaching and Healing Practice. She has over 20 years of experience in human resource management, organizational development, and change management in both public and private sectors. Her coaching approach focuses on facilitating clients to gain self-awareness and build their capacity for self-coaching. She offers coaching services for individuals, teams, and leaders across various areas including life coaching, career development, and performance improvement.
3-Manna's Leadership and Development Agency was founded in 2012 to provide educational, organizational development, and research services. The agency aims to promote quality programs that balance management and leadership, develop moral and performance character, strengthen organizational elements, and implement evidence-based strategies. Services include training, counseling, research, and consulting. The director, Dr. Noncedo Khewu, leads a team of experienced consultants with diverse qualifications to deliver innovative, context-relevant solutions.
Vivienne Margaret Tegg has over 29 years of experience in human resources management in both public and private sectors. She holds a PhD in public management from Keele University and has held several national leadership roles relating to equality, diversity, and HR in Ireland's health sector. Her experience includes strategic planning, leadership, communication, change management, and developing policies around diversity, rehabilitation, and dignity at work.
Jane Keep is an organizational development interim consultant with over 20 years of experience in healthcare sectors across the UK. She specializes in leadership development, culture change programs, and coaching. Her career highlights include delivering over 500 team interventions and 50 organizational development programs in the NHS. She has led leadership programs and evaluations of national healthcare policies. Jane is available for interim consultancy positions involving organizational development, change management, and employee engagement.
Peter Gratrix is a qualified counselor-psychotherapist with experience working for the NHS and in a multicultural setting. He provides structured, personalized recovery models and assessments to help people with complex mental health issues. Gratrix uses evidenced-based therapies like CBT and person-centered counseling to address issues like anxiety, depression, relationships and more. He has worked as a volunteer counselor and gained experience through university placements.
Karthyeni Sridaran has over 25 years of experience in public, private, consulting and academic sectors. She has a PhD from Monash University and teaches subjects related to management, HR, organizational wellness and positive psychology. Her research focuses on workplace spirituality and how spiritual leadership can create trusting, collaborative work environments. She has published journal articles and book chapters on these topics and presented her research at international conferences.
The document summarizes the Leaders for European Public Health (LEPHIE) project, which developed an online problem-based blended learning leadership curriculum for public health professionals. The project was funded by the EU Lifelong Learning Program and involved partners from several European universities. It created a competency-based curriculum addressing key public health priorities. The curriculum uses interactive online materials and cases to teach leadership skills. Evaluation of pilots at the partner universities found the blended approach improved satisfaction and access to education. The project aims to strengthen public health leadership in Europe.
PICOT In adult oncology patients at an infusion Center.docxwrite4
The PICOT question asks if implementing a music therapy program compared to current practice impacts pain scores in adult oncology patients receiving chemotherapy over 8-10 weeks at an infusion center. The student discusses their leadership skills in interprofessional teams to support changes in nursing. They have used communication, networking, and collaboration skills to implement their DNP project and overcome challenges. The student plans to develop advocacy and public speaking skills through additional training.
Learning outcomes of programme & link to practicescphn99a
The document outlines the learning outcomes and objectives of the SCPHN (Specialist Community Public Health Nursing) programme. It aims to highlight how the learning objectives link to practice experience and ensure opportunities are available in practice learning environments. The programme consists of several modules focusing on areas like theory and practice of SCPHN, health promotion, research, and leadership. Students must demonstrate achievement of learning outcomes through both theoretical and practical aspects to reflect competencies for SCPHN qualifications.
This summary provides an overview of Brenda Côté's curriculum vitae:
Brenda Côté has over 25 years of experience in social work and management in both Canada and the UK. She currently works as the Joint Team Manager for the Northern Learning Disabilities Team in Norfolk, managing a team of 55 professionals. Previously, she held several managerial roles in adult social care and children's services in Norfolk. Brenda has extensive experience in areas such as safeguarding, quality assurance, budget management, and staff supervision and development. She has a Master's degree in Social Work and is a registered member of the Health and Care Professions Council.
Decision Making as Professional Nursing Reflection Discussion.pdfsdfghj21
1. The document discusses reflective practice in nursing, including definitions, historical context, models and processes. It recommends that reflective practice be incorporated into nursing education, clinical supervision, practice, research and leadership.
2. Key models and frameworks for reflective practice are explained, including levels of reflection. Reflective practice is seen as important for bridging theory and practice and developing nursing knowledge.
3. The document makes recommendations to promote reflective practice globally in nursing.
IntroductionIn developing a leadership.docxmariuse18nolet
Introduction
In developing a leadership progress plan, a person may require self-assessment, as well as the prerequisite knowledge and skills of a good leader. Leaders work to inspire and motivate their juniors to be innovative, learn and develop creativity. Leaders also serve as role models as they reinforce ethics and values. In developing leadership plans for career development, career goals and developmental needs should be defined (Tomlinson 2004).
Part 1
As a health service administrator, it is important to establish the short term and long term career goals. In my short term career goals, I will enhance the work experiences of my juniors and enable an accommodating working environment. I will develop measures such as ensuring employees get to work on time, increase their accuracy and speed in services, respond quickly to customer queries, and encourage development of good attitude towards clients. In my long term goals, I will make necessary steps to allow the expansion of the healthcare center to allow accommodation of more customers. I will also ensure the development of subsidiary stations to allow easy access of patients living in less developed areas in terms of infrastructure.
One of my main objectives is to ensure that the healthcare division will become a leading firm in providing quality and convenient healthcare services globally while ensuring customer satisfaction. The healthcare division will ensure that customers can access healthcare services conveniently taking into account their health conditions. The firm will also increase the range of its services significantly in the next few decades. The plan also establishes that the firm will become the country’s biggest healthcare firm used by almost two-thirds of the population. The firm hopes to contribute a significant amount of the gross national product of the country.
Even though I have managed junior employees, I never have the chance to develop directly others abilities other than in solving their problems. I believe I have the requisite ability to develop their abilities when given an opportunity that will make me utilize my skills. The development of people requires their influence. I will develop the necessary supplemental skills and strategies that will enable easy management of employees. As a good and efficient leader, I will use different traits such as mentoring, teaching, training, and coaching. As a leader, I will cultivate them into establishing a strong team that will allow effective operation of the organization.
Part 2
A degree in management or any related field is necessary in ensuring the incorporation of knowledge and also adoption of necessary skills that will ensure productivity, as well as effective results in the firm. A successful leader may require effective utilization of their authority in the workplace to enhance corporate culture(Tomlinson 2004). He or she may also need to inspire moral conduct in the workplace. The skills acquired from the s.
Question to be addressed in my 1 page assignment1. Critically app.docxssuser774ad41
Question to be addressed in my 1 page assignment:
1. Critically appraise the design of the team’s curriculum (below) by providing feedback on the structure, sequence, and design of the curriculum or program.
Reminder: Pls put citation and at least one reference (2011 - 2016) by using APA format ... Thanks
Overview
The focus of our team project is to initiate a
prelicensure
BSN program with in an institution that does not already have an existing one. Our team choose to place the program in Princeton University, as it is not only an Ivy League institution with a lengthy history of excellence, but the need and resources within the local community correlate with the outcome goals of our program.
Course Outline for Senior Year
General Nursing Practice Part 3 Care
Across the Lifespan
- 4 credits
In this course, students will focus on the application of theories, concepts, research, and issues related to the care of clients, across the lifespan with identified chronic health problems.
Nursing Care for Children and Adolescents - 4 credits
This course will cover common health problems and nursing interventions for children and adolescents.
Nursing leadership/ Professional practice course - 4 credits
In this course, students will learn the framework of
healthcare
policy, managed care, health delivery models, interdisciplinary team building, conflict resolution, performance improvement and resource management
Community/public health nursing - 4 credits
In this course students will learn the framework of community and public
healthcare
through community assessment, health indicators, epidemiology, data collection and assessment, public policy and delivery of services.
Introduction to Nursing Research - 4 credits
In this course, students will become familiar with the concept of nursing research, and its impact on nursing practice. Students will be introduced to the various types of nursing research through in class lecture.
Maternity nursing - 4 credits
In this course, students will examine women and families during the childbearing period. Individual, societal, cultural, and environmental factors as well as health care disparities related to childbearing and parenting will be identified and assessed.
Organizational framework related to start up program at Princeton University
Mission of Princeton University School of Nursing:
To improve the health of individuals through excellence in the education of nurses for leadership roles in practice, research and service.
Vision of Princeton University School of Nursing
Striving to educate
graduates to be exemplary professional nurses who will
improve public health locally and globally through research, clinical practice and advocacy.
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1. Jane Keep Full CV
Jk1@janekeep.co.uk
www.janekeep.co.uk
1. Short Summary Profile:
With a philosophical consciousness, I work as a practitioner on the processes of organisational
and personal change. My primary focus is to bring true wellbeing and harmony back into the
workplace and to individuals in every setting. I have studied, researched, presented and
practiced human resource management and organisational development and change for over
20 years at a senior level as well as at a strategic/national level in the NHS, (having been working
in and around the NHS for 31 years). I have during the last 10 years worked in the wider public
sector, voluntary and private sectors. I also run an esoteric coaching and healing practice in
Bristol (offering a range of esoteric healing therapies including esoteric massage, esoteric
chakra-puncture/esoteric acupuncture). Using my understanding of physiology and anatomy, I
am able to offer a unique approach to my work whereby individuals and teams can get a ‘felt’
sense (e.g. felt in their own body) of the impact issues and challenges are having on them, and
the way they work.
I have worked with individuals, teams, leaders and Boards and organizations in many locations
and work in ‘real-time’ using real issues or real ‘in-tray’ challenges. I have coached over 500
teams in a variety of workplace settings, in addition to facilitating 40 workplace
departments/functions towards a greater clarity and sense of purpose as well as from
disharmony to more harmonious working practices. I regularly facilitate small and large group or
team meetings. I work simply and clearly with the ability to connect up the seemingly disparate
elements, projects, issues or challenges so that they become more focused with greater clarity.
As an external consultant for the last 11 years I have also undertaken a number of research
projects, and published papers in journals and books. I have also worked on particular issues of
HR policy such as work-life balance, occupational health, or other related ‘well-being’ services
for staff. I have worked overseas in Hong Kong, and briefly in Africa and Europe (recently in
Holland) and fairly extensively in Ireland, as well as all over England and Wales. I have an MPhil
in Critical Management where I studied ethics and values, and a Masters degree in strategic
human resource development.
2. In recent years I have also coached many organisational or independent coaches and facilitators
or trainers, as well as offering them supervision, and supervision groups to enable them to take
a deeper responsibility for their work and a greater sense of personal well being and balance. I
also run a coaching faculty at CIHM, Leeds University Business School. I am in the completion
phase of a PhD which is based on self care for coaches.
2. Approach & style of working:
I work philosophically, and practically, experientially and based on real live issues. My work is
client led, and facilitative, providing a mirror for client/s enabling clients (whether whole
organizations or individuals, or teams) to realize patterns and behaviours that can impede
productivity, and affect the health and wellbeing individuals and organizations. My work
encourages clients/organizations to take a deeper responsibility for themselves in discerning
daily work choices, and choices about work and the organization, enabling clarity and focus. I
work to capacity build so that clients can in the end self –coach, or self facilitate to avoid any
dependency upon needing a continuous coach or external facilitative support. I ensure my own
personal quality of wellbeing, authenticity and integrity so as to allow the client/organization a
clear, steady and confidential support whatever the issues or challenges they face. My work is
based on the teachings of esoteric psychology and esoteric medicine as taught by Serge
Benhayon, the School of Universal Medicine (www.universalmedicine.co.uk)
3. Key experience in coaching
Through my PhD studies in the last 5 years I have studied and researched coaching extensively
as a coach practitioner, and as a researcher looking at coaching, and studying a cohort of 35
coaches across England. The focus of the study deepening practical self care as a coach, and the
impact this has on practice.
I have been offering coaching services for over 20 years to many different professions, at all
levels from Chief executive to service delivery team members. I offer around 100 hours of
coaching per annum currently. I regularly coach CE’s and board teams in all healthcare settings.
I have facilitated coaching, facilitation and mentoring workshops for aspirant coaches, mentors
and facilitators. I also offer supervision for coaches, mentors and facilitators.
I have run a coaching faculty – and looked at quality, and evaluation for coaching for 30 coaches
at CIHM, University of Leeds for the last few years.
I work regularly in Holland with a large coaching company offering supervision for groups of
coaches.
I am a member of two coaching research networks which offer peer learning, and development
for coaches.
I have recently led a highly successful talent management programme in the NW of England for
30 participants, deploying 10 coaches, and co-designing the tools and processes for this.
3. I myself have regular coaching, supervision and support from a number of coaches and
practitioners to enable the ongoing quality of my services, and to continue to develop my own
relationship with myself.
I have attended various workshops, and development courses on coaching, mentoring, and
facilitation during the last 15 years.
4. Key roles and experience in Organisational Development and Human Resources:
Pioneered and ran the largest network for organisational development (including HR)
specialists in the NHS across the UK – leading to 450 members,
Facilitated numerous action learning sets within development programmes and stand
alone forums for managers and clinicians/professionals.
Regularly facilitate, HR, OD, learning specialists and manager’s action learning skills to
enable them to develop their own action learning practices for work within healthcare
settings.
20 years mostly within NHS/education senior strategic HR/OD practitioner in
community, nurse education and acute and acute/teaching trusts in England, working to
and at Board level, and at National Policy level.
Team development - over 500+ team development interventions/conflict resolution
across for instance, all NHS professions at all levels in the NHS including board level and
many different ward and service delivery teams as well as in the voluntary sector/wider
public sector.
Worked as an ‘expert’ contractor to the Department of Health NHS Foundation Trust
Implementation Team since the introduction of NHSFTs in the NHS, facilitating, and
assessing the HR/OD aspect of the NHSFT submissions and changes required prior to
authorisation. Also worked with the Department of Health as an OD advisor for the pilot
year of the ‘Community Foundation Trusts’ programme.
Set up and led 4 HR/OD departments, reviewed and audited effectiveness of 3 HR
departments and teams, evaluated and researched of models of HR service delivery
within healthcare settings.
Developed and lead OD and change strategies in 15 healthcare organisations including
management structure reviews, service changes, implementing values, communication
and involvement strategies.
Worked with trade unions in partnership nationally and locally (and for the TUC
partnership institute as a consultant with their team) – was an early member of the NHS
Social Partnership Forum. Worked on 3 local Joint Negotiating Committees, so have an
understanding of work based employee relations, and engaging staff/social partnership
in the workplace as part of an approach to change management.
Written, led and implemented personal and professional development strategies within
4 large NHS organisations (including managing 2 training functions, an IT training facility,
project managing Investors in People x 2, managing professional development, Clinical
Directors and Medical Director Development, Board and Executive Development).
Developed and evaluated National and local HR policy and practice across the whole
ambit of HR management within large NHS organisations, and other public sector
organisations.
4. Pioneered first ‘expert patient’ for staff programme in two pilot sites for staff with
chronic disease/long term conditions or disabilities to improve their working lives
(sponsored by Chief Medical Officer’s office/occupational health – NHS Plus), in addition
to pioneering a new decision making framework for ageing staff with chronic conditions.
Previously worked nationally and locally on pay in the NHS including working with the
Pay Review Bodies (with the NHS Confederation)
5. Key experience in Leadership, Management and Learning Development:
Co-led and designed a successful large scale Board Level Leadership Development
Programme which included a 2 day module (on systems), and four communities of
practice (on Resilience, Partnership, Difficult Conversations, and Design) in the NHS for
CIHM – which ran 5 parallel cohorts.
Designed and delivered a successfully evaluated Systems Leadership Development
Programme for Middle Managers for a PCT in England to enable a clear transition for
the provider arm/services changes during 2010.
Co-designed and delivered for CIHM a number of SHA based Leadership
Development/’stretch’ programmes for Aspirant CEOs and aspirant directors between
2008 and 2010.
Co-designed and delivered a successful aspirant CEO development programme with
CIHM for NHS London in 2009
Co-designed and delivered a highly successful programme in London supporting ‘Darzi
Fellows’ (doctors) to take a year working as leaders in the healthcare system in London
with CIHM.
Co-designed and delivered a highly successful talent management leadership
programme for aspirant Public Health Consultants and aspirant CEOs/Leaders in the NW
in 2010. This was a programme offering coaching in 1:1 with talent aspirants, and in 2:1
with their CEOs.
Co-designed and co-delivered a highly successful ‘Leading as Peers’ programme for a
whole system in England – working with CEs/Leaders of Health, and social services.
Co-designed and delivered a national leadership development programme in Eire for
healthcare clinicians.
Led many leadership programmes in Welsh and English healthcare organisations, and
action learning, mentoring and coaching advice for leaders in healthcare including:
Lead a successful development programme for Assistant General Managers in the
South West.
Lead a successful development programme between doctors and managers in a
Primary Care Trust to look at working together – catalyst to working in practice
differently and appreciating the diversity of roles, and team based working.
Co-lead a successful leadership development programme for General Managers in
Wales (which evaluated positively),
Led an OD team review in Eire profiling the team, developing personal and team
development plans
Presented and facilitated at many large and small management development,
leadership and team events as a process facilitator – or a content presenter on a
wide range of topics related to learning.
5. Co-led the largest learning network, with a complex knowledge management
infrastructure, for 380+ Primary Care Trust’s in England with a membership of over
2,000 managers, clinicians, and associates (from policy, or other voluntary/public sector
organisations) working on engaging and involving communities/social partnership,
chronic disease management, tackling health inequalities/public health issues,
6. Career Summary:
May 2009 – Current
Proprietor, and practitioner – the Inner-Heart Esoteric healing and coaching practice,
Avonmouth, Bristol. As well as overseeing the practice (as other practitioners work there) Jane
offers coaching, and esoteric chakra-puncture (esoteric acupuncture), esoteric healing and
massage.
April 2,000 – Current
Freelance consultant, coach, facilitator, writer and researcher across the NHS/wider public
sector and voluntary sector in leadership, strategic human resources, organisational
development, and change management, a wide range of learning interventions, values
implementation, social partnership/participatory work places and healthy workplaces - working
on a wide range of projects with a wide range of clients. In addition work to evaluating the
impact of others work in these areas, and also work to coach others to achieve their own work
in these areas from a variety of settings. This includes work in the UK, and Europe/Ireland.
2006 - Current
Associate of CIHM, Leeds University Business School, working on a variety of NHS programmes,
and pieces of work across England, offering coaching, facilitation, and organisational change and
development – as well as running the coaching faculty of 30 coaches, and co-ordinating the
evaluation and quality assurance of coaching and facilitation on CIHM’s programmes.
2008 – 2009 Sub-contractor to Department of Health as OD advisor to the pilot ‘Community
Foundation Trusts’ programme.
April 2003 – April 2006
Sub-contractor to Dept Of Health as External HR Implementation Adviser for the NHS
Foundation Trust Implementation Team at DOH on developing the HR aspect of Foundation
Trusts with NHSFT applicant organisations.
2002 – 2003
Associate of the TUC partnership Institute, TUC, London
1995 – 1999
Fellow, (1999-2007 Associate) Health Services Management Centre, University of Birmingham
Undertook teaching, research, writing and consultancy in HR and OD/Leadership in healthcare.
.
1997 – 1999
2.5 days a week working as NHS Confederation National HR Policy Advisor, London (included
being a member of the Health and Safety Executive on H&S national policy development group
across the NHS, and providing evidence for the working time directive, the minimum pay
6. legislation, and for reviews in the Equality, Diversity legislation), additional to setting national
policy, worked on supporting parliamentary health select committees, and other national
working forums to set new HR policy and practice for the NHS.
Previous to April 2,000 employed mostly by the NHS in Human Resources/Organisational
Development roles:
1995 – 1997 Head of Organisation Development, Northern Birmingham Community NHS Trust
(NB whilst 50% working for HSMC as above)
1992 – 1995 Head of Organisation Development/assistant director of HR, Oxford Radcliffe NHS
Trust
1991 – 1992 Head of Human Resources for Birmingham College of Nurse Education
(education/NHS establishment)
1990 – 1991 Divisional head of Human Resources for specialist services – United Bristol
Healthcare Trust
1984 – 1990 – Personnel Assistant, Personnel Officer, Training officer, Senior Personnel Officer –
in various services including Bristol Eye Hospital, Bristol Oncology Centre, Bristol Children’s and
Maternity Services, Bristol & District HR & Training Department
Administrative roles:
1979 – 1984 Medical Secretary, Administrative Secretary at Frenchay Hospital, National Hospital
for Nervous Disease, London, and Bristol Royal Infirmary.
7. Qualifications & membership:
Currently in the write up phase of a PhD on Self Care in coaching – University West of
England
MPhil in Critical Management, Lancaster University 1999
MSc. in Organisational Development & Strategic HRD, University of Wolverhampton 1995
Diploma in personnel management (IPD) parts 1 & 2 1992, University of West of England,
Certificate in Personnel Practice 1989 (Bath College of Technology)
Fellow of the Chartered Institute of Personnel & Development - FCIPD
Fellow of the Chartered Management Institute – FCMI, and a Chartered Manager (July 2005
Member of the Institute of Management Consultancy (MIMC)
Member of the EMCC (European Mentoring and Coaching Council)
Member of HPMA ( healthcare people management association)
Affiliate of the Association for Coaching
8. Research Projects undertaken in the last 20 years:
Predominantly via action research, collaborative based research, or evaluation during the past
20 years:
7. Co-lead for evaluating the effectiveness of the junior doctor’s new deal, (the outcome of
which was a methodology for evaluating the effectiveness of the implementation of the
junior doctors’ new deal (For Department Of Health/Women’s Unit/Walsgrave Hospital).
Co-developed a (research) validated training needs assessment tool for clinical
professionals to become more research active, (the outcome was a TNA tool,
successfully used, and peer reviewed article in an academic journal) (for Department Of
Health/University of Birmingham).
Research lead for development of benchmarking human resource management (the
outcome of which was a still used benchmarking tool for HR professionals and teams
used nationally) (for Department of Health, England & Wales).
Undertook review of effectiveness communications of strategic HRM with the
Department Of Health (the outcome of which was the development of the NHS strategic
HR information networks - SHRINE).
Reviewed effectiveness of models of HR provision in the NHS and wider – the outcome
was a report that was widely disseminated with a checklist for HR professionals.
Reviewed shared services, particularly those for HRM and related (the outcome of which
was a review of shared services, presented at the Association of Healthcare Human
Resource Managers (AHHRM now HPMA) conference used by Shared Service leads for
Human Resources and Organisation Development in the NHS).
Reviewed HR strategies in the NHS/wider public sector for HR directors (the outcome of
which was a checklist and criteria for developing good HR strategies in the NHS).
Evaluated the initial impact of a new national Human Resources strategy for Wales (the
outcome of which was used to determine development needs in Wales for Human
Resources and NHS organisations to implement the new Human Resources
strategy/policy) (for Welsh Assembly).
Co-Evaluated the effectiveness of an National English organisational development
programme for Walk-In Centre’s (the outcome of which led to the second phase of WIC
creation/new WICs having an inbuilt set-up Organisational Development programme)
(for Department Of Health/NaTPaCT).
Evaluated the effectiveness of Organisation Development support to the Coronary Heart
Disease Collaborative for the Department Of Health/Modernisation Agency and
NPAT/NaTPaCT (the outcome of which led to inbuilt OD and development support
during ongoing CHD collaboratives).
Short evaluations on the impact of pilot learning forums for Lay chairs in Primary care
organisations for (the outcomes enabled specifically tailored, successful forums to be
sponsored and replicated throughout England).
Led the audit/evaluation of an Human Resources function/Department in a large NHS
Trust in Dorset in terms of effectiveness, and restructuring to provide a more effective
HR service. (The outcome was to enable the HR team to look at the options for
restructuring their function).
Researcher/Organisational Development facilitator on the implementing Organisational
Values Network Project with 6 healthcare organisations across the UK for the Kings
Fund, London Values work with Julia Neuberger, Bill New et al. (see chapter in book on
values listed below).
Research for MSc in OD/Strategic Human Resource Development reviewed methods of
evaluating organisational development interventions using action research (the
outcome was also part of the Book co-written with Hamlin and Ash highlighted below).
8. MPhil thesis investigated ethical and moral philosophical human resource management
and organisational change.
Short evaluations of a number of national and local (leadership, and management)
development programmes.
Undertook two evaluation action research projects – one in London and one in Galway,
Eire within healthcare settings to look at the impact of leadership and management
programmes.
Acted as evaluator for the Department of Health for a policy led national network.
5 years through a PhD study looking at self care of coaches with a cohort of 35
participants using an inquiry group, and auto-ethnography.
9. Human Resources/Organizational Development Teaching Activities during last 20 years:
Teaching (a lot of this for the University of Birmingham, HSMC) has comprised mostly of
postgraduate diplomas and Masters Programmes, working in England, Hong Kong,
Kenya, (Masters in Public Health, Masters in Quality, Masters in Healthcare Policy and
Management). Teaching inputs are on Human Resource Management, Organisation
Development, Change, Ethics in HRM/Organisational Development and change,
evaluating effectiveness, using action learning and research, and research into practice
for managers.
Supervision of PhD and masters research students has been undertaken on
management and HRM related topic areas.
Taught on Chartered Institute of Personnel and Development Programmes, and
presented to CIPD networks on Human Resources, and Organisational change and
related topics.
Taught on organisational development programme for Trinity College, Dublin.
10. Selected Publications:
1. J Keep, J Smith 1997. Taking the temperature of the New Deal – Fever or Equilibrium.
British Journal of Healthcare management 3,2 February. 103-105.
2. J Keep. 1998 Change Management (In Evidence Based Healthcare: a practical guide for
Therapists. Bury T & Mead J Eds. London Butterworth & Heinemann).
3. J Keep, J Smith, 1999 beyond the primary care led NHS: reflecting on an island of
stability? British Journal of Healthcare Management 5, 1 p16 – 19
4. J Keep 1999 Securing a Quality Workforce in the NHS. (In NHS Confederation Handbook
14th Edition P Merry Eds.)
5. J Keep 2000. Putting HR research into mainstream practice. British Jnl of Healthcare
Management. Vol 6 No2 74-79.
6. Co-editor of Book Organizational Change & Development: A reflective Guide for
Managers, Trainers & Developers. Hamlin, B, Keep, J, Ash, K (2,000) Prentice Hall
Financial Times. (Now even published/translated in Chinese for China!)
7. Jane Keep & John McLenahan (2002) Organisational Values : a case study in the NHS. (In
Hidden Assets: Values and decision-making in the NHS Edited by Bill New and Julia
Neuberger, Kings Fund).
9. 8. Jane Keep and Jeanne Hardacre (2003) From Intention to impact: developing clinical
leaders for service improvement, learning in Health and Social Care Volume 2, Issue 3,
September.
9. Cowper (A), Keep (J), & Sang (B) (2004) Opening our eyes to choice, risk and
accountability British Journal of Healthcare Management. Vol 10 No 11 pp 329 - 333
10. Jane Keep (2004/5) How to manage change in your practice (Dec/Jan) Practice
management Update issue 19 pp 2 – 5 (Optimus Publishing)
11. Jane Keep (2005) chapter ‘systems theories and their applications' pp 127 – 142 in
Edward Peck (2005) Organisational Development in Healthcare: approaches,
innovations, achievements (Radcliffe Publishing Limited)
12. Keep J (2005) Physician, manage thyself? PPI monitor March 2005 p 13
13. Sang B & Keep J (2005) Moving from involvement to engagement PPI Monitor
14. Hardacre J & Keep J (2005) Eight Years on: long march or road to discovery? British
Journal of Healthcare Management Vol 11 no 5 p 154 -155
15. Keep J & Sang B (2005) Engaging the intermediate tier in ‘a patient-led NHS’ British
Journal of Healthcare Management vol 11 number 7, July p204-208
16. Hardacre J & Keep J (2005) A thoroughly modern sense and sensibility (2005) British
Journal of Healthcare Management vol 11 no 8 p 249 - 250
17. Cowper, A, Foster, A and Keep J (2005) Health Service Journal Debate – Human
Resources Must become less ‘touchy-feely’ 1st September
18. Keep J (2007) Making an Impact through integrating learning methodologies - a large
scale, collaborative, systems-based learning network in the British National Health
Service. p386 - 407. Chapter in book Human Resource Development in the Public Sector
: the case of health and social care. Eds Sambrook S, & Stewart J (2007). Routledge
19. Keep J, (2007) Fitness to Practice: Can well-balanced, supported HRD practitioners
better deal with ethical and moral conundrums? p 465-475 Human Resource
Development International Journal Vol 10, No 4, December. Routledge.