Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606322
Title: An exploration of Change Management: an innovative new Preregistration programme: the Primary Care Pathway
Author: Chowthi-Williams, Annette
Awarding Body: London South Bank University
Current Institution: London South Bank University
Date of Award: 2012
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Abstract:
Change was introduced in the form of a new programme for pre- registration nurses. The Primary Care Pathway was the first of its kind nationally and had not featured in higher education until now, and thus involved major organisational change. A study was undertaken to explore how this change was managed throughout the organisation. Interviews took place with the senior management teams both at the strategic and operational level in an HE institution, with academic colleagues and learners undertaking the PCP. Documents relevant to the development and subsequent implementation of the PCP were also used for documentary analysis. Findings reveal that there were differences in how this change was managed. Whilst there was empowerment, engagement, commitment and ‘Buy In’ to the new PCP programme at the strategic level both in academia and the PCT, the same could not be said for the frontline. Leadership was a critical factor in gaining the support of strategic managers in the relevant organisations for this new programme. Many issues arose in the frontline. In particular, communication failed to get ‘Buy In’ from most mentors in the clinical setting. The vision was not shared by all across the academic and clinical setting, and the conception of nurse education was perceived as acute based and acute skills focused. In academia there was a culture of resistance to change, and the concept of the new PCP did not appear to embed in that setting. There was a lack of empowerment during the curriculum planning of the PCP and managers simply managed the change instead of leading and managing. Short term wins were not used to keep the momentum of change and the credibility of the change in relation to the conception of nurse education was under challenge. The approach to managing change was a top down approach. Change was envisioned and planned and managers were directed to implement the new programme. The need to take due account of the emotional aspects of change did not seem to be accorded sufficient importance by those leading this change.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.606322  DOI: Not available
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