Transversal leadership education for health information management (HIM) in Australia

<p dir="ltr">Health Information Management (HIM) professionals are required to achieve collaborative outcomes across the health system as a core work output. To execute this, leadership capability is essential but currently lacking in the HIM profession. Specifically, a unique type of leadership that is relationship based rather than hierarchical is needed, as HIM may not have positional authority over the very diverse range of individuals and groups they work with in practice.<br>The purpose of this study was to explore whether transversal competencies could be employed as a paradigm to develop the relational leadership capability required in HIM professionals. This involved developing and delivering an online course for participants from the HIM profession and to research their understanding and application of TL in the context of their work environment. The findings pragmatically responded to the overarching research question of whether TL education equipped HIM professionals with the capabilities to function effectively in their workplace.<br>Convergent parallel mixed methods were adopted in this study using an abductive approach to pragmatically answer the research questions. Two published systematic scoping literature reviews were conducted to establish the conceptual framework of TL and the educational methods employed. Both quantitative data and qualitative participant perspectives from questionnaires and course assessments were statistically and thematically analysed then triangulated to enhance robustness and support the real-world generalisability of the findings.<br>The epistemological foundation for this study was informed by internationally published workplace capability models, adult education paradigms and principles, and health leadership frameworks were specifically selected to support the objective of the research study. The objective was to establish a comprehensive understanding of the relationship between TL education and capability in the HIM profession. The TL course delivered as part of this study was designed based on the published international best-practice guidelines (FlipCurric) specifically aimed at developing work ready graduates. This involved the constructive alignment and scaffolding of course and unit outcomes to learning content, assessment rubrics and instructional strategies.<br>This study established TL and the course was delivered as a pragmatic avenue for developing the relational leadership capability critical in the HIM workforce. The findings indicated the constructive alignment between the learning outcomes, content and instructional strategies were effective in improving participant knowledge of TL. Further, the heutagogical aspects of the online course delivery with minimal facilitation, shifted the focus to learner self-realisation supported transformative learning. Participants described double-loop learning facilitated by reflective assessments, changing prior beliefs and establishing action plans for handling future situations in the workplace using TL.<br>The findings indicated that TL training is relevant throughout a HIM professional’s lifelong learning journey (undergraduate, within five years of graduation and as professional development). However, a key finding was that undergraduate students with less professional experience found it challenging to contribute and apply their learning to workplace scenarios. Barriers that prevented participants from completing the course were primarily related to available study time and digital literacy and support.<br>In summary, the study confirmed that HIM professionals faced challenges in the workplace that required them to employ transversal competencies. Through the course, participants were inspired and enabled to lead in the workplace in terms of implementing change, modelling inclusivity and fostering resilience to handle stressful and uncertain situations.<br>HIM professionals are capable of independent learning. As such, TL training should be guided by the andragogical and heutagogical instructional strategies best suited to each stage of the learner’s professional maturity. This involves the constructive alignment of course objectives, learning content and assessments to appropriate learning platforms and levels of instruction and facilitation. Reflection and social learning are acutely aligned with the nature of a health professional’s practice. Learning resources that support self-reflection and discourse offer a pathway for HIM professionals to develop new perspectives to improve the way they handle life and workplace challenges. Activities such as reflective journalling and peer discussion are effective in supporting transformative learning, and noteworthy where educational programs are intended to motivate societal improvement. Although this study is contextualised to the HIM profession, the findings will be of interest to policy makers, educators, working professionals and all learners interested in developing leadership capabilities for success in professional practice in any occupation.</p>