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graduate programs often emphasize important leadership skills such as effective
communication, interpersonal skills, managing healthcare resources, and measuring and
managing quality data and activities (Brooke, Hudak, Finstuen, & Trounson, 1998).
Thus, Master’s, doctoral, and other advanced graduate degrees have been acknowledged
in the literature as important factors predictive of better workplace environments and care
delivery systems that are associated with better pain management practices, lower
medical/administrative errors, reduced adverse occurrences, lower mortality rates, and
other quality performance outcomes (Aiken, Clarke, Cheung, Sloane, & Silber, 2003;
Blegen, Vaughn, & Goode, 2001; Garman, Goebel, Gentry, Butler, & Fine, 2010;
Gillespie, Chaboyer, Wallis, & Werder, 2011; Kim, 2014; Trinkoffa et al., 2014).
Consistent with this thinking, Garman et al. (2006, 2010) illustrated that
leadership competencies are typically taught at the graduate/post graduate level.
Healthcare Leadership Alliance (HLA) is a leadership model with a “cluster of
knowledge, skills and attitudes related to role and performance,” that is taught at a
graduate level ( Garman et al., 2006; Shewchuk, O’Connor, & Fine, 2005, p. 33). HLA is
a framework developed by the consortium of the six largest healthcare associations
(ACHE, ACPE, AONE, HFMA, HIMSS, MGMA, ACMPE) that allows leaders to
establish vision, enhance organizational goals, build trust and motivation, encourage
teamwork, support diversity, promote environments where employees contribute to their
full potential, and achieve higher levels of performance and quality outcomes (Garman et
al., 2006). HLA competencies include effective communication, stakeholder relationship
management, professionalism, leadership knowledge, business management, healthcare
systems understanding, resources management, governance, strategic planning, risk
management, quality/safety management, and more (Stefl, 2008).