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Session: 2022/23
Last modified: 18/01/2023 11:37:26
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Title of Module: Leadership in Healthcare |
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Code: NURS09232 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Lynne
Carmichael |
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| Summary of Module |
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This leadership module commits the student to working in partnership with a range of communities of practice that meet the needs of the local, national and international populations. Using a student centered approach to learning, the student will develop a theoretical underpinning of leadership and apply this to contemporary nursing practice. Being adept in recognising leadership theories will assist students to become better leaders which will enhance inter-professional working.
This long thin module will also explore the nature of leadership inclusive of autonomous practice, self-awareness, emotional intelligence, delegation, managing conflict and the leadership and development of others. Consideration will also be be given to preparing students with fundamental knowledge and skills required to develop clinical leadership that will contribute to developing future health services. The application of these skills will develop students' confidence in communicating for influence and accountability to deliver positive outcomes. The aim of this module is to prepare the student to become a safe, competent and evidence-based practitioner at the point of registration.
- Leadership in nursing will be explored along with development of the nurse as a professional.
- Students will develop skills in supervision of others including more junior students in preparation for their role as Practice Supervisors on registration.
- Policies (Local to National) related to Leadership will be examined including the differences between management and leadership and current theories of leadership and transformational practice.
- Students will explore strategies for change and quality improvement in preparation for their transition to registrants.
- Programme threads of Learning Disability, Digital Health Technology and Compassion will inform module content. Specifically, Examine the principles and provisions of legislation to protect and improve the experiences for people with learning disabilities, including making reasonable adjustments; TEC Scotland systems work; understand self-compassion and appreciate the impact this can have on the care being delivered and self-compassion and compassionate care with fatigue and burnout and understand the impact of this on healthcare.
- Specific Annexe A & B skills for this module are detailed in the programme skills schedule and preload is related to communication skills for assessing, planning, providing and managing best practice, evidence-based nursing care. Evidence-based, best practice communication skills and approaches for providing therapeutic interventions and approaches for working with people in professional teams
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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.
Apply knowledge of effective health leadership and its impact at local, national and international levels
L2.
Critically appraise approaches to lead person-centered health and social care for adults who have a variety of healthcare needs.
L3.
Critically reflect and evaluate the support and supervision of others delivering care.
L4.
Demonstrate the ability to work autonomously and lead a care team.
L5.
Demonstrate evidence of achievement of the required standards of proficiency associated with your professional discipline. |
| 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.
Developing a broad knowledge and understanding of local, national and international leadership strategies/theories.
Demonstrate an awareness of their own leadership style and an understanding of how they influence delivery of healthcare.
Critically appraise leadership in nursing within the boundaries of the module, including: leadership skills, decision-making, delegation and prioritisation of care.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge from a variety of sources to explore the complexities of leadership within a healthcare environment.
Application of relevant theories to the supervision, education and development of junior staff, carers and other stakeholders in health and social care.
Critically review by application of: clinical simulated scenarios, inclusive of patient, family and carer perspectives.
Working towards completion of the NMC (2018) Standards for Pre-registration Nurse Education.
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| Generic Cognitive skills |
SCQF Level 9.
Use appropriate search strategies to review literature that explores the impact of leadership in the delivery of healthcare.
Undertake critical analysis, evaluation and synthesis of principles of professional practice, leadership, development of self and others.
Uses a range of resources to reflect on the complexities of leadership and evaluate responses to make safe informed, evidence based care management decisions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Demonstrate safe and effective professional communication with an inter-professional and multidisciplinary teams.
Demonstrate a range of methods to communicate health related concepts effectively to people, their families, and carers.
Development of increasing autonomy and competence in relation to engaging in difficult conversations, including breaking bad news and support people who are feeling emotionally or physically vulnerable or in distress.
Use a range of digital resources to enhance learning.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Demonstrate the ability to work within professional, legal and ethical frameworks underpinning nursing practice.
Critically appraisal of own and others’ roles and responsibilities when carrying out and evaluating tasks.
Take the lead and responsibility for aspects of own practice and exercise autonomy of current professional practice.
Collaborate with a variety of healthcare professionals, families and carers in accordance with professional frameworks to inform clinical practice.
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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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| The learning and teaching strategies applied to this long thin module contribute towards the development of UWS graduate attributes as outlined in “I am UWS” See link: https://www.uws.ac.uk/current-students/your-graduate-attributes/ Specifically, critical thinker, ethically minded, collaboration, effective communicator, potential leader, autonomous, resilient and transformational. Module hours exceed the norm because of the practice learning element. |
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 | 10 |
| Tutorial/Synchronous Support Activity | 20 |
| Laboratory/Practical Demonstration/Workshop | 30 |
| Asynchronous Class Activity | 30 |
| Independent Study | 300 |
| Work Based Learning/Placement | 480 |
| Personal Development Plan | 10 |
| 880
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:
Barr, J & Dowding, L (2019) Leadership in Health Care, 4th ed. SAGE, London https://uk.sagepub.com/en-gb/eur/leadership-in-health-care/book261742#contents
Elcock. K, Wright. W, Newcombe. P, Everett. F (2019) Essentials of Nursing Adults. SAGE, London https://uk.sagepub.com/en-gb/eur/essentials-of-nursing-adults/book252097 [Core text]
Green,J; Tones,K; Cross,R;and Woodall, J. (2015) Health Promotion. Planning and Strategies (3rd ed) London: Sage
McSherry, W., McSherry, R, and Watson, R.(eds) (2012) Care in Nursing. Principles, Values and Skills. Oxford: Oxford University Press.
Northouse, P.G. (2015) Leadership, Theory and Practice. London: Sage
Pears, R., Shields, G. (2019) Cite Them Right, The Essential Referencing Guide. (11th ed) London: Red Globe Press
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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:
100% attendance in Practice Placement areas is required by the end of the programme to meet NMC requirements. In this module students may be assessed if at least 70% of the practice learning experience is met. |
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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 | BSc Pre-registration Adult Nursing Programme |
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| Moderator | Cate O'Kane |
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| External Examiner | K Norman |
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| Accreditation Details | NMC |
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| Version Number | 1.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| ePortfolio exploring professional development in line with NMC revalidation requirements. |
| Oral presentation. |
Fulfilment of all NMC Standards. This module contains a pass/fail component to ensure clinical proficiencies are met in practice. This will not contribute to the grading of the module but a pass is essential for module success. Each component of assessment must be passed at 40%. This is to comply with NMC Standards for Nursing and Midwifery Education (2018) which state that in relation to the SFNME R5.16 no compensation is permitted in modules where there are multiple assessments and where the aggregate mark meets 40%. The NMC requires all elements to be passed at 40%. This is an exception to the UWS Regulatory Framework.
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(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.
This module has a practice element and takes account of the Nursing and Midwifery Council's statement on reasonable adjustments (NMC 2019) (https://www.nmc.org.uk/globalassets/sitedocuments/eandd/reasonable-adjustments-policy.pdf). In particular section 23:
"The (Equality) Act 2010 makes it clear that it is not discriminatory to apply competence standards (which include our Code, our revalidation and our education standards) to a disabled person. As a professional regulator responsible for protecting the public, it would not be right for us to adjust these standards. However, we can make reasonable adjustments to assist nurses, midwives and nursing associates in meeting our standards".
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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