METHOD: Underpinned by the self-efficacy theory, we argue that high-quality safety leadership enhances nurses' safety knowledge and motivation and subsequently, improves their safety behavior (safety compliance and safety participation). A total of 332 questionnaire responses were gathered and analyzed using SmartPLS Version 3.2.9, revealing the direct effect of safety leadership on both safety knowledge and safety motivation.
RESULTS: Safety knowledge and safety motivation were found to directly and significantly predict nurses' safety behavior. Notably, safety knowledge and safety motivation were established as important mediators in the relationship between safety leadership and nurses' safety compliance and participation.
PRACTICAL APPLICATIONS: The findings of this study offer key guidance for safety researchers and hospital practitioners in identifying mechanisms to enhance safety behavior among nurses.
DESIGN/METHODOLOGY/APPROACH: This case study aims to share a comprehensive overview of the ideation, conceptualisation and implementation of TGP. The authors also outlined its impact from the individual and organisational perspectives, besides highlighting the lessons learned and recommendations for the way forward.
FINDINGS: TGP set out to deliver experiential learning focusing on formal training, workplace experiences, practical reflection and mentoring by supervisors and other esteemed leaders to fulfil the five competency domains of leadership, organisational governance, communication and relationship, professional values and personal values. The successes and challenges in TGP programme delivery, post-training assessment, outcome evaluation and programme sustainability were outlined.
PRACTICAL IMPLICATIONS: The authors' experience in setting up TGP provided valuable learning points for other leadership development programme providers. As for any development programme, a continuous evaluation is vital to ensure its relevance and sustainability.
ORIGINALITY/VALUE: Certain aspects of TGP establishment can be referenced and modified to adapt to country-specific settings for others to develop similar leadership programme, especially those in LMICs.
METHODS: Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.
RESULTS: Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.
CONCLUSIONS: Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.