The Healthcare Professional Credo
TEN COMMITMENTS. EVERYDAY LEADERSHIP.
From “I Will” to I do.
Teach the commitment. Observe the behavior. Sustain the practice.
Explore all ten leadership lessons. Saved learner records are available only to authorized administrators and Credo Coaches. Sign in.
Teach values through observable action.
The original Credo supplies the ten commitments. Each lesson connects the commitment to a healthcare leadership decision, observable behavior, and a follow-up conversation.
Use the rubric fairly
Discuss expectations before observing. Invite the learner’s reflection, record a separate self rating if useful, and choose the coach level supported by evidence. Missing observations are not low scores. Repeated observations across situations support a stronger developmental judgment.
- Beginning: Recognizes the expectation and requires prompting.
- Developing: Applies part of the behavior with guidance.
- Consistent: Demonstrates the behavior independently in observed practice.
- Sustaining: Maintains the behavior, improves the system, and develops others.
This rubric has not undergone psychometric validation. Use it for coaching and local improvement, not as a stand-alone credentialing, disciplinary, or patient-outcome measure. Immediate safety concerns require local escalation procedures.
How progress is measured
- Learning complete: a correct scenario response and saved reflection.
- Demonstrated practice: the latest saved coach rating is 3 or 4.
- Coaching priorities: the latest coach rating is 1 or 2.
- Overdue actions: incomplete actions with a due date before today, for the selected learner or the program.
Ratings are ordinal, so no overall average is calculated. First and latest assessments follow save order. Process-measure suggestions require local data collection; no patient outcomes are automatically measured.
Evidence and attribution
The scenarios, behavioral anchors, and implementation cadence are design recommendations. These sources inform the teaching approach; they do not validate this particular instrument.
[1] Audit and feedback: effects on professional practice
Ivers, N., et al. (2026). Audit and feedback: effects on professional practice. Cochrane Database of Systematic Reviews, 6, CD000259.
Supports actionable feedback grounded in observed practice. Effects vary; this review does not validate the Credo rubric. The review’s evidence search was through June 2020, with a 2022 update awaiting classification.
[2] Psychological safety and speaking up
O’Donovan, R., & McAuliffe, E. (2020). A systematic review exploring the content and outcomes of interventions to improve psychological safety, speaking up and voice behaviour. BMC Health Services Research, 20, 101.
Provides a rationale for supportive leadership, practice, and follow-up. Intervention findings were mixed; education alone should not be assumed to change organizational culture.
[3] TeamSTEPPS tools
Agency for Healthcare Research and Quality. (n.d.). TeamSTEPPS tools.
Practical tools for communication, team leadership, situation monitoring, and mutual support. This is authoritative implementation guidance, not a peer-reviewed validation of this dashboard.