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Learning Objective 1: To develop an understanding of simulations in the graduate education setting to build and enhance interdisciplinary leadership team training.
Learning Objective 2: To be able to describe the idea of sustainable leadership, socially constructed meaning and leading, and the notion that organizations are systems of connections.
Creating simulations in the graduate education setting to build and enhance interdisciplinary leadership team training and relationships will define a new and constructive mechanism for leadership and management training. This training is based in the notion of sustainable leadership and accountable care organization were the organization is leaderful and at every level of the organization people need to have the experience of leading and importantly sensing that their contributions matter. Thus, within the framework of sustainability, socially constructed meaning and leading, all individual decisions and actions are connected as a system of coordinated meaning.
Methods:
Designing qualitative simulations using a modified action research cycle where situations are reflected upon in the immediate time with a facilitated discussion to coordinate meaning can result in improved interactions for positive and constructive decision-making resulting in the betterment of patient outcomes. The participants design a scenario they want to role play and then as the situation unfolds the team explores the various aspects of how to mindfully reflect upon the positive and negative within the communication interaction to proceed with a coordination of meaning. As the situation unfolds the participants are encouraged to open the discussion with actual life experiences, current situations and where the new state of positive interactions could lead.
Results:
By creating leadership simulations in a graduate education program for interdisciplinary communication we will give our students a safe zone to practice collaborative interactions where they can define positive and effective communication strategies.
Conclusion:
Using the theoretical ideas from the Coordinated Management of Meaning (CMM), the concepts of sustainable leadership and the notion that we build our relationships as a social construction gives us a curriculum model and structure to practice reflective communication where conversations are defined as systems of communication to improve interdisciplinary care.