Developing Practice and Managing Change

NURS60141 Developing Practice and Managing Change 15 Variable teaching patterns Postgraduate Taught Level 7 Kevin Bayley Unit coordinator Nursing & Midwifery 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 Students will be provided with an opportunity to examine a range of literature, research and policy relevant to change management and practice development within organisational contexts. Students will critically analyse core theories and strategies for change management and leadership, considering the application of these to the development and implementation of evidence based practice, service improvement/ re-design and innovation.  Students will be provided with an opportunity to examine a range of literature, research and policy relevant to change management and practice development within organisational contexts. Students will critically analyse core theories and strategies for change management and leadership, considering the application of these to the development and implementation of evidence based practice, service improvement/ re-design and innovation.  <ul> <li> Enable students to develop an in depth understanding of leadership, change management theory and strategies, and factors influencing the development and implementation of evidence based practice and service models in the context of health and social care settings.</li> <li> Equip students with the knowledge and skills to contribute to the implementation of evidence based, patient and carer focussed, service developments, change and innovation within a range of health and social care contexts.</li></ul><div>  </div> <ul> <li> Critically appraise research, policy and literature related to translation of research and evidence into routine health and social care practice.</li> <li> Critically appraise national and local policy pertaining to contemporary health and social care provision and service delivery, identifying barriers to implementation and critically appraising potential solutions to overcome them.</li> <li> Critically evaluate a range of service options and designs to promote evidence based, patient and carer centred services for individuals, families and communities.</li></ul> <ul> <li> Critically evaluate change theories and strategies to manage change within organisations and apply these to the development of health and social care services</li> <li> Critically examine a range of leadership theories and styles relevant to the implementation of organisational change, service development and innovation</li> <li> Critically appraise concepts and measures of quality and quality assurance and their links with the effective and efficient management of resources</li></ul> <ul> <li> Identify and analyse developments necessary within health and social care services to meet national and local policy directives for service development and change</li> <li> Utilise a range of tools and methods to critically analyse organisational readiness for change including the identification of driving and restraining forces and methods to overcome resistance.</li> <li> Contribute to the development and implementation of strategies for service development, change and innovation through the use of effective leadership and change management skills and the engagement of key stakeholders including patients and where appropriate their carers. </li></ul> <ul> <li> Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.</li> <li> Effectively utilise information technology/ health informatics.</li> <li> Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.</li> <li> Work co-operatively and effectively with others as a member of a team.</li> <li> Reflect on their own academic and clinical performance and utilise strategies to improve these.</li> <li> Use logical and systematic approaches to problem-solving and decision making</li></ul> This unit of learning utilises a range of learning methods to enable students to develop their knowledge and skills and meet the outcomes of the unit. These include online keynote podcasts/videos to provide an insight into key concepts and guide further study (directed study), guided discussion around practice related issues and proposed strategies for dealing with them; helping students to make the links between theory and practice (group-based/action learning sets), opportunities to discuss their own personal goals and progress (individual tutorials) and opportunities to reflect on their own skills and project development (workbooks and directed study). Whilst it is not a requirement for the unit, students are also encouraged to make contact with someone within their locality who is specifically tasked with leading particular service developments/improvements; for example a local service manager, nurse consultant or other senior member of staff. If possible, students may wish to negotiate a short placement with them in order to shadow someone who is attempting to implement change in practice or at least arrange to discuss their project(s) with them focussing particularly on understanding the nature and processes they are using to bring about change. We also offer an optional journal club to help students develop their critical appraisal skills. 7 Oral assessment/presentation 100% Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.  MSc APIMH Primary Mental Health Care PGDT Taught Component Mandatory PG Dip APIMH Primary Mental Health Care PGDT Taught Component Mandatory PGT Stand Alone Units PGT Stand Alone Units (SLA) PGDT Taught Component Optional MSc Adv Pract. Forensic MH FT MSc Adv Pract. Forensic MH FT PGDT Taught Component Mandatory MSc Adv Pract. Forensic MH PT MSc Adv Pract FMH (NW LETB) PGDT Taught Component Mandatory MSc Adv Pract. Forensic MH PT MSc Adv Prac Forensic MH PT PGDT Taught Component Mandatory PGDip Adv Pract Forensic MH PT PG Dip Adv Pract FMH (NW LETB) PGDT Taught Component Optional PGDip Adv Pract Forensic MH PT PGDip Adv Pract Forensic MH PT PGDT Taught Component Mandatory PGDip Adv Pract Forensic MH FT PGDip Adv Pract Forensic MH FT PGDT Taught Component Mandatory MSc Spec Practice (Cancer) MSc Spec Practice (Cancer) PGDT Taught Component Optional MSc Spec Practice (Cancer) MSc Spec Practice (Cancer) PGDT Taught Component Optional MSc Spec Practice (Cancer) MSc Spec Practice (Cancer) 2Yr PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP Nursing PGDT Taught Component Mandatory MSc Adv Leadership for PP MSc ALPP (Midwifery) PGDT Taught Component Mandatory MSc Adv Leadership for PP MSc ALPP (Social Work) PGDT Taught Component Mandatory MSc Adv Leadership for PP MSc ALPP SLT PGDT Taught Component Mandatory MSc Adv Leadership for PP MSc ALPP (Nursing) PGDT Taught Component Mandatory MSc Adv Leadership for PP MSc ALPP (Midwifery) PGDT Taught Component Mandatory MSc Adv Leadership for PP MSc ALPP (Social Work) PGDT Taught Component Mandatory MSc Adv Leadership for PP ALPP (SLT) PGDT Taught Component Mandatory N Lectures 8 Tutorials 2 0 140