Understanding and Developing Leadership Practice
| Module title | Understanding and Developing Leadership Practice |
|---|---|
| Module code | HPDM186DA |
| Academic year | 2025/6 |
| Credits | 10 |
| Module staff | Dr Susanne Smith (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 4 |
| Number students taking module (anticipated) | 48 |
|---|
Module description
This module sets the scene for the programme by critically evaluating your current leadership practice baseline: reflecting on how your work and that of your team affects care. You will reflect on the role of self-awareness, resilience, and self-care in developing good leadership practice. You will cover a range of leadership and management theories, investigating their evidence-base and implications for the quality of care. You will examine how your approach can positively influence care and challenge negative behaviours. This module is set against the backdrop of positive values which promote equality, diversity, and inclusion (one of the programme golden threads).
Module aims - intentions of the module
The module aims to support you in the examination and exploration of the relationship between self-awareness, reflection, and leadership theory in the UK healthcare setting. Through the development, and refinement of, reflexive practice skills and working with peer and tutor feedback, you will explore how leadership and management theory can be combined with self-reflection and applied to enhance care quality and team performance, and implement equality, diversity and inclusion to lead sustainable improvement to services. You will be supported through formative assessment and peer feedback to critically evaluate your leadership capabilities and identify your personal development needs. This exploration will illuminate how resilience, self-care and reflection can influence personal capacity for leadership in an ever-changing and demanding system.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Evidence systematic understanding of management and leadership theories and debates
- 2. Critically apply management and leadership theories to your own leadership practice
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate practical use of appropriate management and leadership skills and approaches to improve the quality of patient care
- 4. Demonstrate how your leadership practice improves and sustains care quality
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Demonstrate practical skills to embed diversity, equality and inclusion in leadership practice
Syllabus plan
Week 1 - Personal motivation and purpose: Me and My Role
Week 2 - Self Leadership and Managing Uncertainty
Week 3 - Leadership Theory and Definitions in the Healthcare Context
Week 4 - Leadership: Application and Impact
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 34 | 66 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 34 | Tutor group, Masterclasses (in person) |
| Guided independent study | 66 | Guided online materials, self-learning and work-based learning |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Draft Critical assignment | 500 words | 1-5 | Written & oral |
| Draft Work-based assignment | 500 words | 1-5 | Written & oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical assignment (patient observation) | 100 | 1500 words | 1-5 | Written |
| Work-based learning assignment (work-based evidence) (Pass/Fail grading) Must be passed for the module to be passed. | 0 | 500 words | 3-5 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical assignment (patient observation) | Critical assignment (patient observation) (100%) | 1-5 | Programme schedule dependent |
| Work-based learning assignment (work-based evidence) | Work-based learning assignment (work-based evidence) (0%, P/F) | 3-5 | Programme schedule dependent |
Re-assessment notes
All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.
Re-assessment is not available for work-based evidence assignments once Gateway deadline is passed.
Indicative learning resources - Basic reading
Alban-Metcalfe, J. and Alimo-Metcalfe, B. (2010) ‘Integrative leadership, partnership working and wicked problems: A conceptual analysis,' International Journal of Leadership in Public Services, 6(3), pp. 3–13.
Chambers, N. and Taylor, J. (2021) ‘Introduction’, in Organising care around patients: Stories from the frontline of the NHS. Manchester, England: Manchester University Press, pp. 1–27.
Coutu, D. (2002) ‘How resilience works’, Harvard Business Review, 80(5), pp. 46–56.
Dweck, C. (2014) The power of believing that you can improve. Available at: https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve (Accessed: XX August 2024)
Gibson, J.W., Greenwood, R.A. and Murphy Jr, R.F. (2009) ‘Generational differences in the workplace: Personal values, behaviours, and popular beliefs’, Journal of Diversity Management, 4(3), pp. 1–7.
Grint, K. (2005) ‘Problems, problems, problems: The social construction of leadership’, Human Relations, 58(11), pp 1467–1494.
Hardacre, J. and Keep, J. (2011) ‘When the going gets tough’, Health Service Journal, 121(6283), pp. 20–22.
Hardacre, J. et al. (2011) What’s leadership got to do with it? London: The Health Foundation. Available at: https://www.health.org.uk/sites/default/files/WhatsLeadershipGotToDoWithIt.pdf (Accessed: 12 August 2024)
Kelan, E., Gratton, L., Mah, A., Walker, L. (2009) The reflexive generation: Young professionals’ perspectives on work, career and gender. London: London Business School.
King's Fund, The (2011) No more heroes: A lesson for our future leaders? London: The King's Fund. Available at: https://www.kingsfund.org.uk/insight-and-analysis/blogs/heroes-lesson-for-future-leaders (Accessed: 12 August 2024)
NHS Leadership Academy (2012) Explore the healthcare leadership model. Available at: https://www.leadershipacademy.nhs.uk/healthcare-leadership-model/explore-the-healthcare-leadership-model/ (Accessed: 12 August 2024)
Shale, S. and Anderson-Wallace, M. (2013) How do we learn from patients’ poor experiences? Available at: http://www.patientstories.org.uk/comment/how-do-we-learn-from-patients-poor-experiences/ (Accessed: 12 August 2024)
Storey, J. and Holti, R. (2013) Towards a new model of leadership for the NHS. The Open University Business School/NHS Leadership Academy. Available at: https://www.leadershipacademy.nhs.uk/wp-content/uploads/2013/05/Towards-a-New-Model-of-Leadership-2013.pdf (Accessed: 12 August 2024)
West, M. and Dawson, J. (2012) Employee engagement and NHS performance. London: The King’s Fund. Available at: https://www.kingsfund.org.uk/insight-and-analysis/reports/leadership-engagement-for-improvement-nhs (Accessed: 12 August 2024)
Indicative learning resources - Web based and electronic resources
| Credit value | 10 |
|---|---|
| Module ECTS | 5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 07/10/2024 |
