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Session: 2022/23
Last modified: 12/08/2022 10:46:35
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Title of Module: Leadership in Dental Practice |
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Code: VHNM09005 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Kate
Wilson |
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| Summary of Module |
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The effectiveness of the graduate dental nurse will be measured by their contribution to the team at a higher level of autonomy and responsibility particularly in respect of their ability to lead within their scope of practice.The Scottish Government have made participation in Dental Clinical Audit a responsibility for all General Dental Practitioners who wish to participate in delivering NHS dental care. Practical clinical dental audit experience will enhance the course participant’s ability to support dental practices to deliver this responsibility.
This module will develop the skills, knowledge and expertise of General Dental Council registered dental nurses to enable them to perform effective leadership, teamworking and management skills to foster creativity, innovation and change to make a difference within the dental care environment.
The aim of this module is to encourage critical appraisal of leadership concepts and skills, includinf clinical audit, within the dental health setting. Specifically this module examines traditional and contemporary theories of leadership, teamworking and practice management. Consideration is given to the importance of effective leadership when developing and leading teams, motivating individuals, developing problem solving skills and leading change within organisations including clinical audit. The contribution of effective leadership qualities are considered in order to build and sustain a positive organisational culture.
The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes/
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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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, teamworking and management and critically analyse the effectiveness of a team approach to problem solving.
L2.
Critically analyse the application of theoretical approaches to developing and leading teams, motivating individuals and leading change within the students’ own organisation.
L3.
Demonstrate and critically evaluate the application of transformational approaches which contribute to building and sustaining positive leadership culture in the students’ organisation.
L4.
Appraise the mechanisms of audit and its impact on maintaining standards, benchmarking and improving practice within the workplace setting. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate a critical understanding of theory, principles and concepts in relation to leadership, professional development, team dynamics and organisational effectiveness. Demonstrate a critical understanding of the audit process and its application to practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate application of theoretical concepts to enhance team effectiveness within dental care contexts. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and synthesis of principles of professional practice, management development of self and others.
Reflect and evaluate own responses to differing problems & issues with varying levels of complexity.
Demonstrate the ability to make safe informed, care management decisions.
Develop analytical skills required for problem solving and decision making that underpins dental nursing practice
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Demonstrate effective communication, numeracy and IT skills that supports safe and effective dental nursing practice. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Appraise the complexities of partnership working with users, dental staff and other agencies.
Demonstrate leadership in relation to the promotion of clinical effectiveness in the dental care context.
During the module, students will be able to develop self -confidence to enhance graduate attributes.
Plan, carryout and review an audit activity
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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A variety of learning and teaching strategies will be utilised including lectures, workshops, tutorials, enquiry based learning and group activities. Support and guidance will be available from the module team. Additional support for teaching and learning can be individualised for those students with enabling support needs. The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes/
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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 Delivery | 14 |
| Tutorial/Synchronous Support Activity | 18 |
| Personal Development Plan | 4 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Brooks, J. & Caton Hughes, H. (2021) Practical Applications of Coaching and Mentoring in Dentistry. Oxford: Wiley Blackwell
Burgess, R. (2011) New Principles of Best Practice in Clinical Audit. London: Radcliffe Publishing Ltd.
Finkbeiner, B. and Finkbeiner, C. (2019). Practice Management for the Dental Team. 9th ed. Missouri: Mosby.
Goppe, N. (2018). Supervision and Mentoring in Healthcare. 4th ed. London: SAGE publications Ltd
Gopee, N. and Galloway, J. (2017) Leadership and Management in Healthcare. 3rd ed. London: Sage Publications
Graskemper, J.P. (2019) Leadership and Communication in Dentistry New York: Wiley Blackwell
NortHouse, P.G. (2021) Leadership, Theory and Practice 8th ed.London: Sage Publications
Wilkes, Z. Lesley, J. and Edmond, L. (2013). Nursing and Health Mentorship. Survival Guide Oxon: Routledge.
http://www.nes.scot.nhs.uk/education-and-training/by-discipline/dentistry/areas-of-education/professional-development/clinical-audit-activity.aspx
www.gdc-uk.org/
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(**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)
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| Engagement Requirements |
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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 Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery & Specialist Nursing DAB |
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| Moderator | Claire Manning |
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| External Examiner | V Hewson |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment. |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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Please see NCL's equality and diversity policy:
http://www.nclanarkshire.ac.uk/us/media-centre/downloads/equality-diversity-downloads
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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