Leadership and Clinical Education
Welcome to the Leadership and Clinical Education (LaCE) Website. Real world practice that enables students to develop the knowledge, attitudes and skills required of them as new graduates is essential to students' development of competence and confidence for practice. Within this context, the importance of the role played by clinical teachers is clearly identified both nationally and internationally.
The Leadership and Clinical Education (LaCE) initiative has been developed to assist clinical teachers to advance their knowledge and skills through the incorporation of leadership perspectives within their role. Leadership can be simply defined as "the process of influencing others toward a common goal" (Barnes, 2006). What has this to do with learning and teaching? At its most fundamental level, learning involves the acquisition of new knowledge, behaviors, skills, values, preferences and/or understanding.
The role of teaching can be understood simply as making it possible for students to learn (Ramsden, 2003). Good teaching involves the capacity to interact effectively with learners and learning environments in order to facilitate high-quality learning outcomes. As stated by Ellis (2000), "learning arises not through interaction, but in interaction" (p. 209). The clinical teacher's role is pivotal in influencing, or leading, these processes within clinical education settings.
The LaCE initiative was part of a 2-year Australian Learning and Teaching Council (ALTC)-funded project, Enhancing student learning in the workplace through developing the leadership capabilities of clinical supervisors in the nursing discipline, involving a joint academic-industry project team from the Faculty of Health (QUT), the Royal Brisbane and Women's Hospital, The Prince Charles Hospital and Mater Health Services. However, the project has since evolved to include health professionals in a variety of clinical education leadership roles.