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Student servant leadership development during IPE experiences: a qualitative analysis.

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Title: Student servant leadership development during IPE experiences: a qualitative analysis.
Authors: Williams, S. Alicia (AUTHOR), Johnson, Amy Denise (AUTHOR), Abercrombie, Caroline (AUTHOR), Paulus, Trena M. (AUTHOR)
Source: Journal of Interprofessional Care. Mar/Apr2026, Vol. 40 Issue 2, p310-319. 10p.
Subjects: Curriculum evaluation, Interdisciplinary education, Communicative competence, Patient safety, Qualitative research, Research funding, Leadership, Compassion, Questionnaires, Reflection (Philosophy), Students, Research, Ability, Student attitudes, Data analysis software, Training
Geographic Terms: Tennessee
Abstract: Models of leadership which emphasize collaboration, common goals, and fluidity rather than position are essential to interprofessional practice. Shared leadership in team-based practice helps to improve patient safety and outcomes and to enhance professionals' wellbeing. Developing future health professionals who incorporate these concepts into their work with colleagues and patients is a crucial component of interprofessional education. Assessing students' acquisition of these concepts is paramount and can be important not only in assessing student learning but also in program evaluation and improvement. The framework of our two-year longitudinal interprofessional education curriculum incorporated the seven pillars of servant leadership as a new lens for interprofessional practice. At the end of the curriculum, students from three academic health science colleges completed reflections as a summative assessment. This paper reports the results of a qualitative analysis of these students' reflections using the seven pillars as coding categories to determine the curriculum's effectiveness. All seven pillars of servant leadership were represented in the student reflections demonstrating the acquisition of shared leadership competencies. Importantly, the three pillars most frequently occurring across all reflective statements were compassionate collaborator, skilled communicator, and puts people first. Foresight was the leadership pillar that appeared the least in student reflections. Evaluation of student written reflections as a summative assessment is useful in determining students' acquisition of leadership skills and can be used as part of a continuous improvement process as well as for identifying weaker areas in the curriculum. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Student servant leadership development during IPE experiences: a qualitative analysis.
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  Data: <searchLink fieldCode="AR" term="%22Williams%2C+S%2E+Alicia%22">Williams, S. Alicia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Amy+Denise%22">Johnson, Amy Denise</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Abercrombie%2C+Caroline%22">Abercrombie, Caroline</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Paulus%2C+Trena+M%2E%22">Paulus, Trena M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar/Apr2026, Vol. 40 Issue 2, p310-319. 10p.
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  Data: Models of leadership which emphasize collaboration, common goals, and fluidity rather than position are essential to interprofessional practice. Shared leadership in team-based practice helps to improve patient safety and outcomes and to enhance professionals' wellbeing. Developing future health professionals who incorporate these concepts into their work with colleagues and patients is a crucial component of interprofessional education. Assessing students' acquisition of these concepts is paramount and can be important not only in assessing student learning but also in program evaluation and improvement. The framework of our two-year longitudinal interprofessional education curriculum incorporated the seven pillars of servant leadership as a new lens for interprofessional practice. At the end of the curriculum, students from three academic health science colleges completed reflections as a summative assessment. This paper reports the results of a qualitative analysis of these students' reflections using the seven pillars as coding categories to determine the curriculum's effectiveness. All seven pillars of servant leadership were represented in the student reflections demonstrating the acquisition of shared leadership competencies. Importantly, the three pillars most frequently occurring across all reflective statements were compassionate collaborator, skilled communicator, and puts people first. Foresight was the leadership pillar that appeared the least in student reflections. Evaluation of student written reflections as a summative assessment is useful in determining students' acquisition of leadership skills and can be used as part of a continuous improvement process as well as for identifying weaker areas in the curriculum. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192006004
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/13561820.2025.2609075
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 310
    Subjects:
      – SubjectFull: Curriculum evaluation
        Type: general
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Patient safety
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Compassion
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Reflection (Philosophy)
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      – SubjectFull: Students
        Type: general
      – SubjectFull: Research
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      – SubjectFull: Ability
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      – SubjectFull: Student attitudes
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      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Tennessee
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    Titles:
      – TitleFull: Student servant leadership development during IPE experiences: a qualitative analysis.
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              Text: Mar/Apr2026
              Type: published
              Y: 2026
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