Outcomes: person-centred leadership programme

According to the PLOS ONE study (Klinga et al., published 22 July 2026), a six-month educational programme admitted 80 leaders in 2022 and, in interviews with 13 participants between 27/01/2023 and 16/03/2023, participants reported concrete changes across self-leadership, team leadership, and workforce development (PLOS ONE).

• 80 leaders were admitted to the University of Gothenburg programme in 2022, as reported in the PLOS ONE article published 22 July 2026.
• Thirteen programme completers were interviewed between 27 January 2023 and 16 March 2023, with interviews averaging 52 minutes, according to Klinga et al. (PLOS ONE, 22 July 2026).
• Participants described three development tracks (Live as you learn, Strive for equal relations, and Enable co-creation) that mapped to self-leadership, team leadership, and workforce development (PLOS ONE, 22 July 2026).
• The study emphasises that preconditions such as leadership support, time to coach teams, and workplace-based assignments are necessary for sustained change (Klinga et al., PLOS ONE, 22 July 2026).

Answer: The PLOS ONE study evaluated leader experiences after a six-month person-centred leadership programme using purposive sampling and individual interviews.

According to Klinga et al. (PLOS ONE, published 22 July 2026), the University of Gothenburg Centre for Person-Centred Care and the Swedish Association of Health Professionals delivered a blended six-module programme in 2022 that combined digital, in-person, and workplace-based activities, and 80 leaders were admitted in 2022.

According to Klinga et al. (PLOS ONE, 22 July 2026), the research team purposefully sampled participants who completed the programme and conducted 13 individual interviews between 27 January 2023 and 16 March 2023, three to five months after programme end; interviews lasted 40–65 minutes (mean 52 minutes).

According to Klinga et al. (PLOS ONE, 22 July 2026), analysis used conventional content analysis with an interpretive step that organised findings into three analytical tracks: self-leadership, team leadership, and workforce development.

Direct quotation: "You get the chance to pause and reflect in a way that you don’t usually do" (Interview 10), as reported in Klinga et al., PLOS ONE, 22 July 2026.

Answer: The PLOS ONE evaluation shows that combining workplace assignments, peer reflection, and structured routines produces observable, self-reported changes in leadership practice, and evaluators should collect time-stamped, attributable qualitative data to assess transfer to practice.

According to Klinga et al. (PLOS ONE, 22 July 2026), practical workplace assignments that engaged employees and patients early on were essential; evaluators should therefore include triangulated perspectives from leaders, staff, and service users rather than leader-only accounts.

According to Klinga et al. (PLOS ONE, 22 July 2026), preconditions such as managerial support and time for coaching determined whether learning translated into practice; evaluators should collect contextual process metrics (for example, documented coaching hours, meeting frequencies, or implementation milestones) alongside interview data.

For researchers designing mixed qualitative evaluations, the PLOS ONE study suggests capturing verbatim quotes and mapping them to analytical tracks (self, team, workforce) to make results directly actionable for stakeholders.

Answer: The PLOS ONE evaluation (Klinga et al., published 22 July 2026) shows that a structured, workplace-integrated, six-month programme can produce self-reported changes in leader behaviour when organisational preconditions are present.

For evaluators and programme designers, the study highlights three practical signals to collect: uptake of workplace assignments, evidence of coaching time, and triangulated perspectives from employees and patients (PLOS ONE, 22 July 2026).

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