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Session: 2022/23
Last modified: 20/01/2023 09:54:57
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Title of Module: PS: Leadership in Healthcare |
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Code: PARA09003 |
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: | Scott
Alexander
MacKenzie |
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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 centred approach to learning, the student will develop a theoretical underpinning of leadership and apply this to contemporary paramedic practice. Being adept in recognising leadership theories will assist students to become better leaders which will enhance inter-professional working.
This 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 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 will be explored along with development of the paramedic as a professional.
- 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 towards professional registration.
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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-centred 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 team. |
| 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. Demonstrating a critical awareness of their own leadership style and an understanding of how they influence delivery of healthcare.
Critically appraising leadership in paramedic science 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.
Applying knowledge from a variety of sources to explore the complexities of leadership within a healthcare environment. Applying relevant theories to the supervision, education and development of junior staff, carers and other stakeholders in health and social care.
Critically reviewing: clinical simulated scenarios, inclusive of patient, family and carer perspectives.
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| Generic Cognitive skills |
SCQF Level 9.
Using appropriate search strategies to review literature that explores the impact of leadership in the delivery of healthcare. Undertaking critical analysis, evaluation and synthesis of principles of professional practice, leadership, development of self and others.
Using 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.
Demonstrating a range of methods to communicate health related concepts effectively to people, their families, and carers. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
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.
Using a range of digital resources to enhance learning.
Demonstrating the ability to work within professional, legal and ethical frameworks underpinning professional practice. Critically appraising one’s own and others’ roles and responsibilities when carrying out and evaluating tasks. Taking the lead and responsibility for aspects of own practice and exercise autonomy of current professional practice.
Collaborating 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 module contribute towards the development of the UWS graduate attributes:
Universal: Analytical, collaborative, research-minded
Work-ready: Problem solver, motivated, enterprising
Successful: Autonomous, Creative, Transformational |
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 |
| Personal Development Plan | 10 |
| 400
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:
Blaber, A. (2014) Clinical Leadership for Paramedics. London: McGraw Hill
Gopee, N.; Galloway. (2014) Leadership and Management in Healthcare. 2nd edition. London: Sage Publications.
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#
Green,J; Tones,K; Cross,R;and Woodall, J. (2015) Health Promotion. Planning and Strategies (3rd ed) London: Sage
Northouse, P.G. (2015) Leadership, Theory and Practice. London: Sage
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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 | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Winnie McGarry |
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| External Examiner | M Willis |
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| Accreditation Details | HCPC |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| ePortfolio exploring professional development (60%) |
| Oral group project & presentation (40%) |
(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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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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