Overview

This faculty-wide module is designed to enable you to develop your understanding and awareness of advanced health care leadership and management to support the complex, demanding needs of current and future health sector environments. You will learn through a range of flexible blended learning modalities, within a supportive community of practice. 

Module aims

Students who successfully complete this module will be able to: 

• Critically appraise leadership and management theories in the context of contemporary healthcare, including interprofessional working and managing conflict.
• Critically explore the complex nature that power, politics and culture play in shaping healthcare.
• Employ critical evaluation of leadership approaches in relation to one's own current leadership style within the context current healthcare policy and drivers.
• Critically reflect on the influence of feedback, continuous professional development and resilience in shaping future team priorities. 

Entry requirements

All applicants will normally hold a professional registration with an appropriate regulatory body and working within a care setting relevant to the module. Provision of qualification (such as an undergraduate degree) and a CV is compulsory. Please upload this evidence as part of your online application form. 

All applicants ideally demonstrate previous successful study at level 6. 

Module content

• Context of contemporary leadership theory and policy. 
• The management of others: performance, theory and practice of positive, strengths-based leadership; 
• An appreciation of the distinction between leadership and management; 
• Contemporary clinical leadership strategies and innovations, models and supportive initiatives; 
• Contemporary vision of healthcare professionals as practitioners, leaders and partners in care. 
• Developing the roles and responsibilities of practitioners at all levels of practice, leading and directing quality healthcare delivery and effective clinical leadership. 
• Organisational theories and organisational cultures. 
• Becoming an effective and reflexive leader: building creativity, critical thinking, team working skills, communication, motivating others, inspiring and empowering your team, values and behaviours and acting upon feedback. 
• Team working diagnostic tools, e.g. SWOT analysis, stakeholder analysis etc. Power, influence and conflict. 
• The use of project management tools; how to manage meetings and group decision-making; building effective teams. 

Teaching and assessment

The principal learning and teaching methods used in the module may include: lectures, seminars and workshops. 

The module delivery mode is a series of tutor-led and student group-led seminars or workshops which will be delivered via an online format. 
As a 15-credit Level 7 Module, there are 150 hours of study, equating to 25 hours of active learning and 125 hours of independent study. There are 5 taught sessions via MS Teams all learners are expected to attend during the module. As learners are required to be active participants during these sessions, they will need internet access with a working camera and microphone.  

The principal learning and teaching methods used in the module may include: 

• Web-based learning using the Keele Learning Environment (KLE), Blackboard. 
• Group work and peer support. The module uses focused group work and class discussion facilitated by online platforms such as Microsoft Teams, Padlet etc. 
• Directed independent study. Most of the study hours of the module comprise independent learning by expecting participants to add depth and breadth to their knowledge of leadership and management and to reflect on their professional healthcare experience. 
• The endpoint summative assessment is a case study analysis, identifying opportunities and challenges required to improve performance.  Students will select one of a choice of two assessment options.  
  
  Either a case study analysis (3000 words inclusive of 1000-word reflection)  
  OR  
  an oral presentation (20 mins + 5 mins Q&A) and 1000-word reflection, critically reflecting on lessons learnt and underpinning theory.