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Module Descriptors

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Session: 2022/23

Last modified: 15/03/2022 08:58:24

Title of Module: Quality and Leadership

Code: NURS09222 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Elaine  Gifford

Summary of Module

This is a 40 credit module that is delivered across terms 1 and 2. This module recognises the synergy between leadership, quality improvement and managing change. The module encourages critical appraisal of leadership concepts and skills together with exploring strategies, mechanisms and processes that together with leadership promote continuous quality improvement within health and social care services.

Theories of leadership will be explored with consideration given to the importance of effective leadership when developing and leading teams, motivating individuals, developing problem-solving skills and leading change for quality improvement within organisations. The contribution of effective leadership qualities are considered in order to build and sustain a positive organisational culture.

Students will be equipped with the knowledge to contribute effectively to the continuous quality improvement of services. This will be done by exploring a range of strategies, mechanisms and tools that support quality improvement within the health and social care sector.

This module will also explore the management of change and change strategies in relation to improving standards and sustaining excellence in practice recognising the key role that leadership and quality improvement play when influencing change

This module will contribute to the development of the following I am UWS graduate attributes:

UNIVERSAL: Inquiring, critical thinker, analytical, culturally aware, culturally aware, collaborative, socially responsible, research-minded

WORK-READY: Knowledgeable, problem solver, digitally literate, effective communicator, motivated, potential leader, enterprising.

SUCCESSFUL: Autonomous, incisive, innovative, creative, imaginitive


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate a critical understanding of a range of theoretical approaches to leadership and evaluate their application in practice.

L2. Critically analyse the application of approaches to developing and leading teams, motivating individuals and leading change within organisations.

L3. Critically evaluate quality improvement mechanisms and tools used to meet the needs of individuals / organisations.

L4. Critically explore the change management processes required to bring about a change in practice.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

A range of theories, principles and strategies that promote the understanding of leadership, quality improvement and change management.


Practice: Applied Knowledge and Understanding SCQF Level 9.

Students will explore to use a range of leadership skills and techniques that can contribute to continuous quality improvement and change management within organisations.



Generic Cognitive skills SCQF Level 9.

Students will be encouraged to critically identify and utilise information from a wide range of sources.

Communication, ICT and Numeracy Skills SCQF Level 9.

Communicate verbally and in writing within asynchronous group discussion and class discussion.

Prepare and deliver a presentation using ICT skills.

Analyse and use numerical, statistical and graphical data together with other research evidence to support rationales.

Autonomy, Accountability and Working with others SCQF Level 9.

Aware of one’s responsibility to promote quality improvement and to effectively lead and manage the implementation of change.

Work in ways which are critically self-reflective and evidence-based.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module will be delivered using a hybrid approach through participation in synchronous and asynchronous activities. Weekly timetabled sessions will consist of a variety of teaching approaches including: synchronous timed online workshops via MS Teams and e-learning activities via the module Virtual Learning Environment as well as timetabled on- campus groupwork, networking and support. Some ‘coffee and chat’ support sessions via MS Teams will also be available.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Asynchronous Class Activity150
Personal Development Plan25
Independent Study166
Tutorial/Synchronous Support Activity35
400 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

There are no essential core reading materials for this module. The following reading list is a list of optional texts to support the content of this module and its learning outcomes:


Barr J & Dowding L. (2019) Leadership In Health Care (4th edition)London, Sage Publications

Gopee N & Galloway J. (2017) Leadership and Management in Healthcare 3rd Edition. London,Sage Publications,

Gray I, Field R, Brown K. (2020) Effective leadership, management and supervision in health and social care. (3rd Edition) London. Sage Publications

Healthcare Quality Improvement Partnership (2017) Social Care Audit guidance. Available online: https://www.hqip.org.uk/resource/social-care-audit-guidance/#.XljuBX309S8

Hafford-Letchfield T, Gallop L(2012) How to become a better manager in social work and social care: Essential skills for managing Care London, Jessica Kingsley Publishers.

Jones L and Bennett C.L (2012) Leadership in Health and Social Care: an introduction for emerging leaders. Banbury,Lantern Publishing

McSherry, R. and Warr J. (2008) An Introduction to Excellence in Practice Development and Health Care. Berkshire: Open University Press

Pears, R & Shields, G. (2019) Cite them Right. The Essential Referencing Guide. London, MacMillan International

Stirk S and Sanderson H (2012) Creating Person-Centred Organizations. Strategies, and Tools for Managing Change in Health, Social Care and the voluntary sector. London Jessica Kingsley Publishers, London

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L9-11
ModeratorRhoda Macrae
External ExaminerA Prendergast
Accreditation Details
Version Number

1.05

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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment Component 1
Summative Assessment: Presentation (leadership). (40% weighting)
Assessment Component 2:

Summative Assessment: Online discussion forums (quality improvement mechanisms and tools) (20% weighting)
Assessment Component 3:

Summative Assessment
Essay (change management). (40% weighting)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck mark  400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral  check mark 200

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck mark  check mark400
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Equality and diversity is at the heart of the module – recognising that this is key to the student experience within the module.

Through the hybrid approach taken the module is inclusive and supports the belief of fairness and equal opportunities across the teaching and learning, assessment, and evaluation processes within the module. This is further supported by any anticipatory adjustments and additional flexibility that is required to ensure accessibility of the module.

All students are encouraged to disclose disability and any specific individual needs is given consideration by the module team.


To ensure the module is responsive to the demand for equality and diversity UWS Equality and Diversity Policy is a key driver in the ethos of teaching and learning processes within the module

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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