Management in Healthcare
| Module title | Management in Healthcare |
|---|---|
| Module code | HPDM081 |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Dr Andrew Griffiths (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
Module description
Starting from first principles, this module will lead you through some language, tactics, techniques and procedures you will need to operate confidently in a complex healthcare setting. Although, largely based on experience drawn from the NHS, the principles will be transferable to private healthcare and other related sectors. You and your peers will reach into the available evidence base and reflect on your Multi-Disciplinary Team to create a shared understanding from which you may manage in healthcare.
No pre-requisites or specialist knowledge are required to undertake this module, as it is well suited to multi-disciplinary learning.
Module aims - intentions of the module
In this module you will be equipped with some fundamental knowledge, understanding and skills to practice in a healthcare leadership role. Specifically, you will draw on the experiences of the multi-disciplinary team to critically analyse, evaluate, and address contemporary healthcare experiences related to financial affairs, internal and stakeholder (public) communications, stress, time and performance management. You will then develop skills in the interpretation of financial data, the creation of effective internal communications, the management of time, stress and performance within a healthcare organisation as well as improve your understanding of organisational cultures and institutional learning
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Determine common practice from within healthcare and other sectors to analyse, synthesise, evaluate and reflect on what represents best practice in healthcare management
- 2. Critically examine current healthcare management practice from your personal and professional perspective to determine its applicability to your team and healthcare organisation
- 3. Formulate approaches and techniques to improve your effectiveness in healthcare management
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Reflect on own experiences of finance within healthcare within a multi-disciplinary setting and understand how to employ the principles of NHS financial management to make more effective fiscal decisions
- 5. Recognise and debate the most effective methods of achieving good internal and external communications within a healthcare setting
- 6. Critically appraise the time, stress, performance and project management within your team identifying tools and techniques that may be employed to enhance them and monitor progress
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Create and present an independent review/report
- 8. Reflect critically on self as a healthcare provider and team member to improve the effectiveness of your management skills the workplace
- 9. Communicate effectively in both written and oral form
Syllabus plan
Whilst the precise content of the module may vary from year to year, an example of an overall structure is as follows:
Internal and external communication in healthcare
How finance works
The management and development of people within healthcare organisations
Project management within healthcare
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 24 | 126 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 12 | Online or face to face lectures, seminars, masterclasses to enhance learning through introduction to key topics, specialist areas and role models and diversity of contexts and outcomes |
| Scheduled learning and teaching | 12 | Online or face to face group discussions, practical exercises, simulated case-studies and engagement with real-world scenarios to foster experiential learning with opportunities for peer and facilitator feedback. |
| Guided independent study | 66 | Web-based learning, resource gathering, and in-depth reading during the period of module delivery. |
| Guided independent study | 44 | Preparation and writing of coursework. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Case-based discussions | Various and ongoing | 1-6 | Verbal |
| Small group projects | Various and ongoing | 1-6 | Verbal |
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 |
|---|---|---|---|---|
| Creation of personal module aide memoire-Infographic | 40 | Maximum 500 words | 1-9 | Written |
| Creation of personal module aide memoire-Blog | 60 | Maximum 2000 words | 1-9 | Written |
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 |
|---|---|---|---|
| Creation of personal module aide memoire infographic (40%) 500 words | Creation of personal module aide memoire infographic | 1-9 | Typically within six weeks of the result |
| Creation of personal module aide memoire blog (60%) 2000 words | Creation of personal module aide memoire blog | 1-9 | Typically within six weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Aarons, G. A., M. G. Ehrhart, L. R. Farahnak and M. Sklar (2014). "Aligning leadership across systems and organizations to develop a strategic climate for evidence-based practice implementation." Annu Rev Public Health 35: 255-274.
Barber, M. (2015) How to Run a Government so Citizens Benefit and Taxpayers don’t Go Crazy. Penguin UK.
Barr, J. & Dowding, L. (2016) Leadership in health care. 3rd edition. London: Sage
Chaudoir, S. R., L. G. Dugan and C. H. I. Barr (2013). "Systematic review factors affecting implementation of health innovations: a systematic review of structural, organizational, provider, patient, and innovation level measures." Implement Sci 8(22).
Christensen, C.M, Bohmer, R. & Kenagy, J. (2000) Will disruptive innovations cure health care? Harvard Business Review Sept 103-111
Coutu D.L. (2003) How resilience works. (In) Building personal and organisational resilience. Boston MA. Harvard Business School Press. p1-38
Dale, B., Van der Wiele,T., & Van Iwaarden, J. (2007) Managing Quality 5th ed FT/Prentice Hall
Francis, R (2013)Report ofthe Mid StaffordshireNHS Foundation Trust Public InquiryExecutive summary London: The Stationery Office
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/279124/0947.pdf
Gainsbury,S (2016) Feeling the crunch; NHS finances to 2020. Nuffield Trust
https://www.nuffieldtrust.org.uk/files/2017-01/feeling-the-crunch-nhs-finances-to-2020-web-final.pdf
Gopee, N. & Galloway, J. (2014) Leadership & management in healthcare. 2nd edition. London: Sage
Jacobs, S. R., B. J. Weiner and A. C. Bunger (2014). "Context matters: measuring implementation climate among individuals and groups." Implement Sci 9: 46.
Jeffcott, S.A., Ibrahim, J.E. and Cameron. (2009) Resilience in healthcare and clinical handover. Quality and Safety in Health Care 18:256-260
Johnston, R. & Clark, G. (2008) Service Operations Management, 3rd Ed., London, FT/Prentice Hall
Kotter, J.P (1995) Leading change: Why transformation efforts fail. Harvard Business Review March 59-67
Kotter, J.P (1999) What Leaders Really Do. Boston, MA: Harvard Business Review Books
Monitor (2013) Closing the NHS funding gap: how to get better value health care for patients https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/284044/ClosingTheGap091013.pdf
HAWE, P. 2015. Lessons from complex interventions to improve health. Annu Rev Public Health, 36, 307-23.
Hooper, A. & Potter, J. (2000) Intelligent Leadership. London: Random House Business Books
Robertson R, Wenzel,L James Thompson J, Charles A (2017) Understanding NHS financial pressures – how are they affecting patient care. The Kings Fund
Slack, N., Brandon-Jones, A., and Johnston R. (2011) Essentials of Operations Management, FT Prentice Hall.
Walshe, K and Smith, J (2006) Healthcare Management. Buckingham: Open University Press.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 19/04/2017 |
| Last revision date | 17/05/2021 |
