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sentiment is also found in Athletic Training literature as surveyed Athletic Trainersfrom different settings agree that leadership skills should be displayed by all recentgraduates and that practitioners’ leadership skills should increase throughout theircareer (Kutz, 2010b).Within healthcare, one definition of clinical leadership that parallelsNorthouse’s definition is “the act of any person or group to influence others toimprove patient care” (Van Hoff, Bisognano, Reinersten, & Meehan, 2012, p. 869).The definitions of leadership within Athletic Training literature are varied as well, butfollow the theme of influence. “The ability to influence others toward theachievement of goals” is used by Rankin and Ingersoll (2006, p. 5), while Kutz(2010a) defines leadership as “the ability to facilitate and influence superiors, peers,and subordinates to make recognizable strides toward shared or unshared visions” (p.58).Leadership and managerial competencies overlap and a successfulorganization cannot be efficient and effective without both (Comer, Haden, Taylor, &Thomas, 2002). Kotter (2001) describes managerial skills as the ability to organize“complexity” and leadership skills are those used to orchestrate “change.” Managingcomplexity and directing change are both vitally important in health careorganizations, thus Blumenthal et al. (2012) defined the term “clinical leadership” asthe “ability to serve as both a manager and a leader of diverse teams in pursuit ofmaximally effective patient care” (p. 514). Indeed, leadership skill sets identified byPhysical Therapy and Athletic Training professions reflect both managerial and
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