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Locke R., Leach C., Kitsell F. & Griffith J. (2011) Journal of Nursing Management19, 177–185 The impact on the workload of the Ward Manager with the introduction of administrative assistants Aim To evaluate the impact on the workload of the Ward Manager (WM) with the introduction of administrative assistants into eight trusts in the South of England in a year-long pilot. Background Ward Managers are nurse leaders who are responsible for ward management and delivering expert clinical care to patients. They have traditionally been expected to achieve this role without administrative assistance. Meeting the workload demands of multiple roles and overload has meant the leadership and clinical role has suffered, presenting issues of low morale among existing WMs and issues of recruiting the next generation of WMs. Method Sixty qualitative interviews were carried out with 16 WMs, 12 Ward Manager Assistants (WMAs), and six senior nurse executives about the impact of the introduction of the WMA post. Quantitative data to measure change in WM workload and ward activity was supplied by 24 wards. Results Ward Managers reported spending reduced time on administrative tasks and having increased time available to spend on the ward with patients and leading staff. With the introduction of WMAs, there was also improvement in key performance measures (the maintenance of quality under service pressures) and increased staff motivation. Conclusions There was overwhelming support for the introduction of administrative assistants from participating WMs. The WMAs enabled WMs to spend more time with patients and, more widely, to provide greater support to ward teams. The success of the pilot is reflected in wards working hard to be able to extend contracts of WMAs. The extent of the success is reflected in wards that were not participants in the pilot, observing the benefits of the post, having worked to secure funding to recruit their own WMAs. Implications for nursing management The widespread introduction of administrative assistance could increase ward productivity and provide support for clinical leaders. Continuing professional development for WMs needs to incorporate training about management responsibilities and how to best use administrative support.

PurposeThe purpose of this paper is to describe a novel approach to leadership development for UK healthcare workers, while contributing to health service improvement in a developing country.Design/methodology/approachA quality improvement faculty are used to teach and mentor National Health Service (NHS) International Development Clinical Fellows in quality improvement (QI) methods. Using accepted QI methods, sensitive and practical improvement projects are selected in partnership with local people in Cambodia in order to start achieving United Nations Millennium Development Goals related to child and maternal health. Simultaneously, NHS International Fellows gain an unparalleled opportunity to develop their leadership skills, which should benefit the NHS on their return to the UK.FindingsHealthcare quality improvement methods, developed in First World countries, are transferable to the developing world and also function as a vehicle for developing leadership skills in experienced healthcare workers.Practical implicationsThis leadership development programme fits with the stated aims of the Global Health Partnerships report, which encourages the NHS to play a global role in healthcare development in the developing world. Other First World healthcare systems could adopt this leadership development method to both improve the leadership capability of their own staff while also making a significant contribution to less well‐developed healthcare systems.Originality/valueThe combination of leadership development through quality improvement is novel – promising to benefit both providers and recipients.

Abstract Following the United Kingdom Clinical Research Collaboration’s (UKCRC) (2007) recommendations on careers in clinical research, there has been growing anticipation in the United Kingdom about the real potential for establishing career pathways for nurses and allied health professionals that will enable them to combine a focus on both clinical and academic roles. However, it is recognized that the implementation of this initiative will require charting largely untested waters, with issues ranging from establishing joint University: health service employment contracts, to harmonizing clinical and research roles and ensuring sustainability of funding for clinical academic posts. This paper will outline the implementation of a pilot clinical academic career initiative, which has been modelled on the UKCRC framework. We will illuminate the processes and structures employed and reflect on the factors that appear critical to the successful establishment of a clinical academic career pathway. Additionally, our experience has enabled us to identify challenges that will need to be addressed by a range of stakeholders if clinical academic careers are to flourish and deliver their potential at a national level as a modern career option for nurses and allied health professionals.