Leadership and Management in Healthcare
| Module title | Leadership and Management in Healthcare |
|---|---|
| Module code | HPDM113DA |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 16 |
| Number students taking module (anticipated) | 38 |
|---|
Module description
During this module, you will draw from your own experience, and that of your peers, to explore the fundamentals of patient centred operational and tactical healthcare leadership and management. This will include a consideration of the concepts, challenges, context, characteristics, capabilities, and the consequences of leadership as well as connectedness, problem solving and decision making. It will also cover aspects of integrated governance, communication, project management, self-management and the management of people.
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. You will examine internal and stakeholder, patient and public engagement as well as explore the principles of organisational culture and institutional learning. You will be introduced to the principles of general management and reflect on its practice in relation to stress, time and development and management of people as well as considering the tensions between clinical corporate using an Integrated Governance approach. You will also critically review the practice of project management, procurement, the supply chain and contract management in healthcare.
Then you will move on to explore and critically appraise the fundamental elements of Leadership and be introduced to the concept of followership and how it relates to leadership and critique ways in which it is possible to establish and positively influence a team. Before critically reflecting on the theory of problem solving and decision making and how you make good decisions. Finally you will explore how to develop healthy relationships in the workplace and motivate and negotiate with teams to improve healthcare.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically apply learning from social, psychological, health, and organisational sciences to understand the most effective way you can lead in a complex organisation.
- 2. Critically examine current practice in the engagement of diverse stakeholders to achieve consensus and deliver on a collaboratively agreed task
- 3. Determine common practice from within healthcare and other sectors to analyse, synthesise, evaluate and reflect on what represents best practice in healthcare management.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Recognise and debate the most effective methods of achieving good internal and external communications within a healthcare setting
- 5. Critically appraise the time, stress, performance and project management within your organisation identifying tools and techniques that may be employed to enhance them and monitor progress.
- 6. Understand the importance of influence in achieving your healthcare goals and improve your ability to have positive influence on your patients, your team and the environment in which you care.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Reflect critically on self as a healthcare provider and team member to improve the effectiveness of your management skills in the workplace
- 8. Demonstrate the ability to communicate effectively in both written and oral form commensurate with that expected of a senior leader
Syllabus plan
Whilst the precise content of the module may vary from year to year, an example of an overall structure is as follows:
- An introduction to the fundamentals of leadership
- The theory and current frameworks of leadership
- Understanding the healthcare leadership context
- The art of the decision: How to make collective decisions.
- How to secure conformity once a decision is made
- Some practical exposure to decision making and negotiation
- internal and stakeholder (public) communications
- Stress, time and performance management
- Understanding of organisational cultures and institutional learning
To accommodate current teaching restrictions:
Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.
Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion.
Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 44 | 136 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching | 42 | Online or face-to-face faculty-led workshops and seminars. Practical exercises, simulated case-studies and engagement with real-world scenarios to foster experiential learning with opportunities for peer and facilitator feedback. |
| Learning and teaching | 2 | Webinar discussions and action learning |
| Guided Independent Study | 136 | Web-based learning, in work application resource gathering, and in-depth reading during the period of module delivery. Preparation and writing of academic digests and workplace reflection |
| These 180 hours make up the Off-the-Job learning element mandated by the ESFA guidance. To accommodate current teaching restrictions: Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities. Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion. Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflective logs | Various and ongoing | 1-8 | Oral |
| Case-based discussions | Various and ongoing | 1-8 | Oral |
| Small group discussions | Various and ongoing | 1-8 | 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 |
|---|---|---|---|---|
| Academic blog | 25 | 2000 words | 1-8 | Written |
| Reflective workplace logs | 10 | 2000 words | 1-8 | Written |
| Illustrative Infographic | 25 | 500 words | 3,5,7,8 | Written |
| Leadership presentation and referenced script | 40 | 10 minute narrated PowerPoint with referenced script annotated in the notes section. | 1-8 | Oral and Written |
| 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 |
|---|---|---|---|
| Academic blog (25%) | Academic blog (2000 words) | 1-8 | Within 6 weeks |
| Reflective workplace logs (10%) | Reflective workplace logs (2000 words) | 1-8 | Within 6 weeks |
| Illustrative Infographic (25%) | Illustrative Infographic (500 words) | 1-8 | Within 6 weeks |
| Leadership presentation and referenced script (40%) | 10 minute narrated PowerPoint with referenced script annotated in the notes section. | 1-8 | Within 6 weeks |
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
Basic reading:
Begun JW, Thygeson M, (2015) 'Managing complex healthcare organization' in Handbook of Healthcare Management
Burgoyne, J (2010) An Overview and History of Leadership and Leadership Development. Audio-visual document
Choo G, (2009) 'Audiences, stakeholders and publics' [in] Public Relations Digest: A Collection of Leading Works for Students of CIPR Qualifications in Public Relations Digest: A Collection of Leading Works for Students of CIPR Qualifications
Cornelissen J (2017) 'Crisis communication' [in] Corporate Communication: A Guide to Theory and Practice in Corporate Communication.
Cornelissen J (2017) 'Leadership and change communication' Corporate Communication: A Guide to Theory and Practice
Culture change in the NHS: Applying the lessons of the Francis Inquiries 2015
Darr K, (2011) 'Introduction to Management and Leadership Concepts, Principles and Practices' [in] Essentials of Management and Leadership in Public Health in Essentials of Management and Leadership in Public Health.
Edwards L, (2014) 'Public relations theories: an overview' [in] Exploring Public Relations in Exploring Public Relations
Ferlie E, et al. (2016) The Oxford Handbook of Health Care Management
Glasper A, 2016 'Moving from a blame culture to a learning culture in the NHS' British Journal of Nursing
Grunig JE, (1992) Excellence in Public Relations and Communication Management
Hepp SL, et al. (2015) 'Using an interprofessional competency framework to examine collaborative practice' Journal of Interprofessional Care
Hutchinson S, (2017) What is “first line management”? Audio-visual document
Institute of Healthcare Management (2015) Creating stronger relationships between managers and clinicians
Kotter J, (2001) 'What Leaders Really Do' Harvard Business Review
Lees C, Slack M, (2013) Clinical Governance: is it really embedded in the NHS?
Scally L, Donaldson L (1998) 'Clinical Governance and the Drive for Quality Improvement in the New NHS in England' British Medical Journal
Smith E, (2017) 'Manager vs Leader: The difference between them and how to be both' LinkedIn
Stanley D, (2006) Role Conflict: Leaders and Managers' in Nursing Management
Stonehouse, D (2013) 'Clinical governance: it's all about quality' British Journal of Healthcare Assistants
Toussaint J, (2016) 'How Health Care Systems Can Effectively Manage Process' NEJM Catalyst
Veenstra GL, et al. (2017) 'Rethinking clinical governance: healthcare professionals’ views: a Delphi study' BMJ Open
Zaleznik A, (2004) 'Managers and Leaders: Are They Different?' [Harvard Business Review
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/11/2019 |
| Last revision date | 9/9/2021 |
