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Mary Seacole

Module description

Please note that Degree Apprenticeship programmes have variable start dates and modules are taught across the full year.

The purpose of this module is to enable you to develop and enhance your managerial and leadership behaviours within the health care sector. This includes an understanding of the principles of learning and professional development, and then applying those techniques into the workplace to reflect and further conceptualise the presence and impact of management behaviours. These behaviours include but are not limited to competencies of performance, social and emotional intelligence to lead teams, active listening, coaching and influencing others, time management and stress management.

Module aims - intentions of the module

The aim of this module is to provide you with the theories and techniques to develop your reflective practice, understand learning needs, and apply your career management skills into the workplace, within the NHS and related care sector organisations.
The Mary Seacole module will prepare you for the demands of leadership in the healthcare system today and into the future. It will give you the theoretical knowledge and practical understanding needed to deliver inspiring leadership. The focus on professional development will allow you to consider and implement a range of tools and techniques to support the professional development of your team. You will also develop a data driven reflective account of your own managerial behaviours which draws on relevant module content as a tool of analysis. Finally, you will gain an understanding of how managerial knowledge, skills and behaviours can be developed and maintained as a form of long-term professional practice.

This module will prepare you to demonstrate core knowledge, skills and behaviours upon completion of your Level 6 Chartered Manager Degree Apprenticeship. This includes but is not limited to:

• Why Does Leadership Matter -Core managerial behaviours such as leadership, responsibility, inclusivity, agility and professionalism within the health care context
• Influential communication and interpersonal skills within the context of patients care
• Coaching, mentoring and people development skills to build effective teams
• Social and emotional intelligence; including but not limited to self-awareness and relationship management
• Performance and organisational culture
• Stress and wellbeing management of self and others

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Apply principles of reflective practice, including self-awareness, self-management and workplace learning
• 2. Assess principles of social and emotional intelligence when creating inclusive, high performance work culture.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 3. Demonstrate a self-awareness and growth in one’s behaviours through an integration of data and evidence from the workplace
• 4. Develop a comprehensive continuing professional development plan

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 5. Apply time management skills into professional practice
• 6. Employ principles of active listening and open questioning into developmental discussions
• 7. Apply coaching and mentoring skills into practice
• 8. Understand stress management and wellbeing techniques, including their implications in the workplace

Syllabus plan

Whilst the module’s precise content may vary from year to year, an example of the  overall structure, mapped NHS Leadership content is as follows:

• Why Does Leadership Matter – fundamentals of how the programme works, stages of personal development, and focuses on own personal values.
• Patients, Care, and Context – focusing on patient experience and their stories, patient leadership, safety and human factors.
• Myself and My Role – definitions of management and leadership, and ways of thinking about leadership
• Teams and Success – team dynamics, leadership responsibility, diversity, and inclusion
• Relationships, Influence, and your System – relationship mapping, influencing others, negotiation, and looking at the broader care system.
• Impact of Organisational Culture – what is meant by organisational culture, how it is developed, and your role as a leader
• Performance – different views on performance, and creating the climate for performance, as well as performance management.
• Leading for Improvement – the model for improvement, and how to make improvements

Additionally, the following topics will also be discussed, which are related to your knowledge, skills, and behaviours required for the standard:

• Recruitment and selection
• Appraisal
• Financial fundamentals
• HR fundamentals

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.

Failure to pass the formative assessment will not result in failure of the module, but it will result in failure of the Mary Seacole element.

Deferral – if you have been deferred for any assessment you will be expected to submit the relevant assessment. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be expected to submit the relevant assessment. The mark given for a re-assessment taken as a result of referral will be capped at 50%.

Indicative learning resources - Basic reading

• Garrick, J (eds) (1999) Understanding Learning at Work, London: Routledge.
• Eraut, M (1994) Developing Professional Knowledge and Competence, Washington DC:  Falmer Press.
• Goleman, D. (2020). Emotional Intelligence: 25th Anniversary Edition. Bloomsbury Publishing
• Knights, J., Grant, D and Young, G. (2018). Leading Beyond the Ego: How to Become a Transpersonal Leader. Routledge
• Miller, D. (2015). Brilliant Personal Effectiveness: What to know and say to make an impact at work. Pearson UK.
• Moon, J (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge/Falmer.
• Pedler, M., Burgoyne, J., & Boydell, T. (2013) A Managers Guide to Self-Development.  McGraw-Hill
• Riggio, R. E., & Tan, S. J. (Eds.). (2013). Leader interpersonal and influence skills: The soft skills of leadership. Routledge.
• Seelhofer, D. (2017). Interpersonal leadership: an applied guide. OMEGA Education.

Indicative learning resources - Web based and electronic resources

CMI - Management Direct - an online management resource portal. Management Direct allows managers at any level to learn, research and think. It offers fast, 24-hour access to the latest digital content to help overcome hundreds of managerial challenges from absence to performance to change: 5 minute, 20 minute and extended briefings; Creative tools for problem solving; Hundreds of checklists and interactive scenarios to aid self-directed learning; Self-Assessments and automatic CPD recording/reporting; Document templates and best practice guides

Key words search

Personal Development, Reflective Practice, Wellbeing, Stress Management, Teams, Management, and Leadership