Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 02/03/2022 13:21:18

Title of Module: Leading and Transforming Together

Code: NURS11144 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Raymond  Duffy

Summary of Module

Through supported cross sectoral and inter-professional learning, this module will build on students existing leadership knowledge and skills in order for them to critically examine the constructs and contexts of leadership within people-centred integrated care, recognising the principles of team work.

Students will contextualise and reflect on the assets within their own workplace and teams in order to appreciate the skills within the workforce, as well as explore wider networks for new roles. Through this, they will examine leadership opportunities and challenges associated with transforming people-centred integrated care from a global, cross sectoral and inter-professional perspective.

During this module students will focus on building their resilience, managing conflict within the workplace and across sectors, and further develop skills in leading sustainable change. Through exploring the literature, the experiences of others and their own role and development, students will critically review, consolidate and extend the leadership attributes necessary for the courageous leadership required to aid in transforming health and social care services.

As a result, the module will support students to extend and enhance a number of characteristics which contribute to the UWS Graduate Attributes of 'UNIVERSAL'- critical thinking, analytical, emotionally-intelligent, culturally aware and collaborative 'WORK-READY'- influential, motivated, potential leader and ambitious; and 'SUCCESSFUL' - autonomous, resilient, driven, daring and transformational.

The learning from this module will allow students to demonstrate the following Mastersness Skills - Abstraction, Autonomy, Complexity and Professionalism.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check mark

Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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:






check mark


Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3


[Top of Page]

Learning Outcomes: (maximum of 5 statements)

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

L1. Critically examine the constructs and contexts of leadership for people-centred integrated care.

L2. Explore leadership opportunities and challenges associated with transforming health and social care services contextualising into their own field of practice.

L3. Examine the contemporary discourse related to leadership models and styles.

L4. Demonstrate a critical understanding of the role leadership plays in managing change and transformation within integrated care.

L5. Through portfolio development, critically review, consolidate and extend their own leadership attributes necessary for transforming services to deliver people-centred integrated care.

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 11.

Raising critical awareness of courageous leadership for people centred integrated care.

Comprehensive understanding of the leadership opportunities and challenges associated with transforming health and social care services.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Contextualising the constructs and concepts of leadership and transformation to a variety of settings, involving a range of stakeholders.

Synthesis of the key concepts that underpin leadership and transformative people-centred integrated care recognising the principles of team working.

Developing and building on existing resilience skills and managing conflict skills to promote team working.

Generic Cognitive skills SCQF Level 11.

Critically reflecting, reviewing and extending knowledge of principles of courageous leadership and transformation of health and social care services.

Making use of a variety of evidence-based resources that will assist in decision making in the workplace.

Communication, ICT and Numeracy Skills SCQF Level 11.

Utilising a variety of techniques to promote discourse in relation to the communication skills required to facilitate courageous leadership and transforming health and care services.

Developing further library, e-library and online searching and retrieval skills

Utilising a range of software for example word processing and spreadsheet usage skills.

Autonomy, Accountability and Working with others SCQF Level 11.

Critically reflecting on own leadership qualities and their impact on team work and transforming health and care services through cross sectoral and interprofessional learning.

Working effectively in teams with others to provide transformative people-centred integrated care.

Critically reflecting on, identifying and addressing their own learning needs and the needs of others within their workplace

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

* Indicates that module descriptor is not published.

[Top of Page]

Learning and Teaching
This module is delivered as fully distance learning via a Virtual Learning Environment (VLE). Students will take part in a range of on-line student centred activities with the lecturer and student peers, via the VLE. They will have access to direct synchronous individual and tutorial support from their tutors and directed learning via the VLE system. This will be aided by asynchronous online discussion; virtual learning activities; tutorials; directed wider reading, including access to electronic library, e-books and links to external documents, government reports, international and national research, policies and protocols.

Participants will be encouraged to take control of their own learning and become self-motivated learners. This approach recognises the wealth of knowledge and richness of experience students may already have at their disposal. They will be expected to work through the module materials independently. This will assist in enhancing their collaboration, communication, presentation, problem-solving and critical reflection skills.
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)
Asynchronous Class Activity48
Tutorial/Synchronous Support Activity6
Personal Development Plan6
Independent Study140
200 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 recommended to support the content of this module and its learning outcomes:

Amelung, V. Stein, V., Goodwin, N., Balicer, R., Nolte, E. and Suter, E. (2017) Handbook Integrated Care. Springer: London.

Goleman, D., Boyatzis, R. and McKee, A. (2002) The New Leaders. Transforming the art of leadership into the science of results. London, Little, Brown

Griffin, R. W (2016) The Fundamentals of Management (8th edition), Boston MA, Cengage Learning.

Jones, B., Horton, T. and Warburton, W.(2019)The improvement journey Why organisation-wide improvement in health care matters, and how to get started. London, The Health Foundation. Available at:

Kotter, J. P. (2001). What Leaders Really Do. Harvard Business Review, 79, pp.85-98

Marquis, B.E. and Huston, C.J. (2017) Leadership Roles and Management Functions in Nursing. Philadelphia: Wolters Kluwer and Lippincott, Williams and Wilkins.

Miller,R., Brown,H. and Managhan,C. (2016) Integrated Care in Action. A practical guide for health, social care and housing support. London, Jessica Kingsley Publishers.

National Skills Academy (2014) The Leadership Qualities Framework for Adult Social Care. Leeds: Skills for Care Ltd.

Northouse, P, G (2018) Leadership, Theory and Practice (8th Edition), Thousand Oaks Ca., Sage.

Woodman, R. W., Sawyer, J. E. and Griffin, R. W. (1993) Toward a Theory of Organisational Creativity. Academy of Management Review. Vol 18. no 2

Information provided on the websites of the following organisations may also prove useful:

The Health Foundation:

Scottish Social Services Council – Step into Leadership. Available:

The Kings Fund – System Leadership. Available:

(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Regular interaction with the University VLE to access learning resources, and completion and submission of the module assessments on time (or at a specified time agreed with the Module coordinator). If submission proves not to be feasible then use of the extenuating circumstances procedure would be expected.

[Top of Page]

Supplemental Information

Programme BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L9-11
ModeratorBryan Mitchell
External ExaminerL Macaden
Accreditation Details
Version Number


[Top of Page]

Assessment: (also refer to Assessment Outcomes Grids below)
Written Assignment 100%
Reflective Portfolio related to module learning outcomes, leadership skills and their role in transforming services.
(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) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

[Top of Page]

  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 to the deliveery of this module it is inclusive and supports the belief of fairness and equal opportunities across the teaching and learning, assessment, and its evaluation processes. This is further supported by any anticipatory adjustments and additional flexibility that is required to ensure the accessibility of the module.

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

To ensure the module is responsive to the demand for equality and diversity the UWS Equality and Diversity Policy, see, 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.