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The authors, all senior partners at McKinsey & Company, concluded in working with many leaders that there was a need for greater self‐awareness and self‐reflection. The article, and a recent book from which it is adapted, is based on “a step‐by‐step approach for leaders to reinvent themselves both professionally and personally.” The starting point revolves around “three dimensions: leading yourself, leading individuals and teams, and leading organizations.” Each dimension lists and describes various “micro‐practices.” Within the first dimension, in their words, are, in their words, put being before doing; pause for productive reflection and solitude; seek and embrace feedback from others; keep learning; and embrace optimism; in dimension two; be attentive; foster learning and growth; give feedback; build confidence and an ownership mindset on your team; and celebrate the big things and little things; in dimension three; reinforce values and purpose; master clear communication; be a role model for the rest of the organization; build capabilities and promote continuous learning; and engage stakeholders. “Leadership is now all about personal change,” they conclude, “about being the change you want to see in the world, and then inspiring others to follow.” [ABSTRACT FROM AUTHOR]

The Nursing and Midwifery Council (NMC) requires that nurses and midwives use feedback as an opportunity for reflection and learning, to improve practice. The NMC revalidation process stipulates that practitioners provide examples of how they have achieved this. To reflect in a meaningful way, it is important to understand what is meant by reflection, the skills required, and how reflection can be undertaken successfully. Traditionally, reflection occurs after an event encountered in practice. The authors challenge this perception, suggesting that reflection should be undertaken before, during and after an event. This article provides practical guidance to help practitioners use reflective models to write reflective accounts. It also outlines how the reflective process can be used as a valuable learning tool in preparation for revalidation. [ABSTRACT FROM AUTHOR]

Over the past decade, emotional intelligence has been a popular topic of research and debate in the business psychology literature. Emotional intelligence is concerned with an individual's capacity to recognise emotions (their own and those of others) and to understand and regulate emotions across social situations. Interventions designed to develop skills associated with emotional intelligence can be beneficial in understanding and improving areas of job performance; thereby helping individuals to develop confidence and competence to deal with emotionally charged situations. This article presents an overview of academic models of emotional intelligence, followed by discussion of its relevance to GPs. A case study shows how emotional intelligence has been used to develop feedback skills in Home Office employees, and the authors comment on how GPs could develop their emotional intelligence to benefit themselves, their patients and the wider practice team. [ABSTRACT FROM AUTHOR]

This article explores the concept of self-awareness and describes how it can be beneficial to nurses on a personal and professional level. Practical tools such as the Johari Window are presented to assist the reader in this process. The authors discuss portfolio development, which provides the opportunity to document personal and professional growth. [ABSTRACT FROM AUTHOR]

A ‘spiritual director’ may be able to help practitioners become more insightful, rounded nurses. [ABSTRACT FROM AUTHOR]