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Session: 2022/23
Last modified: 18/01/2023 11:35:39
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Title of Module: Healthcare Practice:Leadership and Management |
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Code: NURS09224 |
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: | Brian
Johnston |
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| Summary of Module |
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This module focuses on the leadership and managements skills that are essential qualities of Nursing and Midwifery (NMC) registrants in the United Kingdom. The NMC Standards of proficiency for registered nurses will be the foundation of the module content with students having the opportunity to critically appraise and analyse models of multidisciplinary teamwork in the United Kingdom. Students will develop a critical understanding of the skills for building effective teams, this will be related to the demonstration of effective professional communication, problem solving and decision making skills.
The associated skills acquisition contributes to the development of UWS Graduate Attributes: Universal – critical thinking, analytical, inquiring, culturally aware, emotionally intelligent, ethically-minded, collaborative, research-minded and socially responsible; Work –Ready – knowledgeable, digitally literate, effective communicator, motivated, potential leader; and Successful – autonomous, incisive, creative, resilient and daring.
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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.
L2.
Critically examine the range of quality improvement methodologies which are currently utilised within healthcare in the United Kingdom.
L3.
Identify and analyse models of effective multi-disciplinary teamwork.
L4.
Demonstrate personal development of skills in effective communication, problem solving and decision making.
L5.
Critically reflect on personal leadership attributes to understand how these influence healthcare delivery in the United Kingdom. |
| 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.
Demonstrating a broad and integrated knowledge of the principles of leadership and management in healthcare.
Demonstrating an integrated understanding of the principles of effective communication, problem solving and decision making. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Recognising the importance of Inter-professional, multi-agency and service user/carer working.
Using a range of specialised or advanced skills in the areas of problem solving, delegation and decision making.
Applying professional, legal and ethical sources of information to inform practice. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis, evaluation and synthesis of principles of professional practice, management, development of self and others.
Demonstrating of the ability to undertake self-directed study drawing on a range of resources to assist understanding of evidence based practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using a range of IT skills to support work.
Developing of increasing autonomy and competence in relation to role play, complex scenarios and risk management. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Taking responsibility and exercise accountability for aspects of own professional practice.
Collaborating with colleagues, peers and other healthcare professionals in accordance with professional, legal and ethical standards. |
| 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 blended approach to learning and teaching will be used in this module. Students will participate in asynchronous activities through the virtual learning environment as well as a wide range of classroom activities including lectures, tutorials and group activities to explore the key topics in depth. |
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 | 28 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 15 |
| Independent Study | 100 |
| Personal Development Plan | 25 |
| Laboratory/Practical Demonstration/Workshop | 20 |
| 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:
Bach, S. and Grant, A. (2015) Communication and interpersonal Skills in Nursing. 3rd ed. London: Learning Matters.
Barr,J. and Dowding, L. (2015) Leadership in Healthcare. 3ed ed. London: Sage.
Gopee, N. and Galloway, J. (2017) Leadership in Healthcare. 3rd ed. London: Sage
Northouse, P.G. (2015) Leadership, Theory and Practice. London: Sage
Nursing and Midwifery Council (2018) The Code. Professional standards of practice and behaviour for nurses, midwives and nursing associates. [Online] Available: https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf [Accessed: 9th March 2022].
Pears, R. & Shields, G. (2019) Cite them right; the essential referencing guide. London, Red Globe Press/ MacMillan International Higher Education (EBook).
Northouse, P.G. (2015) Leadership, Theory and Practice. London: Sage
Wheeler, N (2014) Leading and Managing in Health & Social Care. Slough: Createspace.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are expected to be regularly engaged with timetabled teaching sessions including lectures and tutorials. They should engage with course-related learning resources
including those in the Library and on VLE. Students are expected to complete module assessments on the
date and time allocated to them by the local teaching team |
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Supplemental Information
| Programme Board | Adult Nursing & Healthcare |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Nursing & ODP Programmes |
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| Moderator | Anne Marie Craig |
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| External Examiner | J Keeling |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A range of formative assessments will be included within the module. Feedback will be provided to support learning and development towards the achievement of the module learning outcomes as demonstrated through summative assessment.
Summative Assessment Component 1: Computer Based Test (80% weighting). This takes the form of a 2 hour closed book online exam related to Learning Outcomes 1,2,3 and 4. A range of questions types will be utilised to test each student's knowledge and understanding. The exam will take place in an Information Technology laboratory under supervision. |
| Summative Assessment Component 2: Professional Learning and Development Reflective Portfolio (20% weighting), relating to Learning outcome 5. |
(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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This module is appropriate for all students. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. In line with the Equality Act 2010 and UWS Refreshed Equality Outcomes 2021 - 2025 Public Sector Equality Duty Mainstreaming and Equality Outcomes Report 2021 (uws.ac.uk) (pp. 37 - 39) the School of Health and Life Sciences encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of placement, where a student has disclosed specific requirements.
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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