Leadership and Management for Innovation and Education

NURS44100 Leadership and Management for Innovation and Education 30 Full year Undergraduate Level 7 Gillian Singleton Unit coordinator Nursing & Midwifery 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 15.0 This unit runs across two semesters and aims to equip learners with the necessary knowledge skills and attitudes to support their transition into a newly qualified health professional. Through a series of focused lectures workshops and action learning sets learners will develop an understanding of theory and how it can be applied to practice. The assessment is a reflective patchwork text on the learner’s role in management, education and leadership which will build on their experience in practice and in action learning sets. Indicative Content<ul> <li style="margin-bottom:11px">Leading and managing people: including leadership concepts, models and theories; legal and ethical aspects; interpersonal skills; management strategies</li> <li>Managing learning in a practice setting: including building and maintaining healthy learning environments, guided preparation to apply for the Associate Fellowship of Advance Higher Education (HE) (AFHEA).</li> <li>Leading and managing change and service improvement: including change-management and service improvement concepts and theories; organizational culture and policy; service user involvement.</li> <li>Managing quality: including principles of quality assurance and clinical governance; measuring quality; health informatics.</li> <li>Managing risk: including managing a safe environment; multi-disciplinary roles in risk escalation.</li> <li>Managing resources: including managing human and non-human resource; approaches such as LEAN. </li></ul> This unit aims to:<ul> <li style="margin-bottom:11px">Equip learners with the underpinning knowledge and skills to enable them to fulfil their role in leading and managing evidence based best-practice care and to implement communication skills and approaches for working effectively as part of the interdisciplinary team.</li> <li>Reflect on and review their own role and development as a leader and educator, considering resilience, self-direction and self-awareness to recognise decision-making interventions in health and social care settings.</li> <li>Develop awareness of team working and communication within the context of multi-dimensional teams to manage risk, educate and improve care quality.</li></ul> <ul> <li style="margin-bottom: 11px; margin-left: 3px; text-indent: -2.05pt;">Demonstrate knowledge and comprehensive understanding of the nature, purpose, value and application of different approaches to leadership, education, management, innovation and change management across settings, as part of an interdisciplinary team. </li> <li style="margin-bottom: 11px; margin-left: 3px; text-indent: -2.05pt;">Demonstrate self-direction and originality in effective person and team management maintenance of appropriate relationships with people, their families and carers, and colleagues.</li> <li style="margin-bottom: 11px; margin-left: 3px; text-indent: -2.05pt;">Critically evaluate the principles and application of health economics and their relevance to resource allocation, considering the impact of health policy on the delivery and co-ordination of care. </li> <li style="margin-bottom: 11px; margin-left: 3px; text-indent: -2.05pt;"> Critically evaluate methodologies that inform your approach to evidence-informed education, teaching and coaching practices to support and underpin the learning of others. </li></ul> <ul> <li style="margin-bottom: 11px;">Critically reflect to identify abilities, limitations and opportunities to advance their knowledge, understanding and performance as practitioner, supervisor and educator in a range of practice settings.   </li> <li style="margin-bottom: 11px;">Demonstrate a systematic understanding of the mechanisms that can be used to influence organisational change and public policy, including monitoring and quality improvement processes, demonstrating critical political awareness and skills. </li> <li style="margin-bottom: 11px;">Exhibit leadership skills by demonstrating ability to guide, support and motivate individuals and interact confidently with other members of the MDT, even in complex scenarios.</li> <li style="margin-bottom: 11px;">Critically evaluate current research to develop a systematic understanding and respect for how individuals learn and the context in which they learn.</li></ul> <ul> <li>Provide, lead, and manage evidence-based, high-quality, person-centred care with confidence and compassion across a range of settings in partnership with the interdisciplinary team, service users and their carers.  </li> <li style="margin-bottom: 11px;">Demonstrate the ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.    </li> <li style="margin-bottom: 11px;">Effectively and responsibly use a range of digital technologies to access, input, share and apply information and data within teams and between agencies.</li> <li style="margin-bottom: 11px;">Facilitate others’ learning effectively. </li></ul> <ul> <li style="margin-bottom: 11px;">Enhanced IT skills and use of other technologies. </li> <li style="margin-bottom: 11px;">Enact enhanced facilitation to develop a range of skills and attributes in a team to promote safety and person-centred care. </li> <li>Work co–operatively, effectively and equally with colleagues as   a member of a team.     </li></ul> The intended  learning outcomes (ILOs) and aims are all constructively aligned to ensure the teaching and assessment methods support the learners’ achievement of these to the highest standard. The assessment ensures that all aims and ILOs can be demonstrated as met during the assessment task and in order to facilitate learners’ understanding of the ILOs the following teaching methods will be used:<ul> <li>Flipped classroom approach</li> <li>Seminars and small group work</li> <li>Practical classes and workshops</li> <li>Peer feedback (formative)</li> <li>Lectures</li> <li>Specialist speakers</li> <li>Online lectures</li> <li>Online seminars</li> <li>Directed study</li> <li>Guided reading</li> <li>Independent study</li></ul> 0 Other 100% Patchwork TextCreate a patchwork text made up of 4 separate reflective ‘patches’ built up over the course of the unit, and ‘stitched’ together with one final overarching patch. Plus additional information required for the AFHEA application. Within each patch analyse one area of practice. The stitching patch requires you to reflect on and analyse your learning experiences to articulate your personal philosophy for practice. FormativeReflective journal to be kept throughout the unit and used to facilitate peer/academic discussion and feedback. BMidwif (Non HENW) BMidwif (Hons) Non HENW Fourth Year Mandatory N <ul> <li style="margin-bottom: 11px;">Chaleff, I (2009), The Courageous Follower, (3rd Edition), San Francisco: Berrett-Koehler</li> <li style="margin-bottom: 11px;">Goleman, D (2013), Primal Leadership: Unleashing the Power of Emotional Intelligence, Harvard Business Schools Publishing: Boston MA</li> <li style="margin-bottom: 11px;">Northouse, P.G (2016), Introduction to Leadership Concepts and Practice (7th Edition), Sage: London</li> <li style="margin-bottom: 11px;">NHS Institute for Innovation and Improvement (2011), Clinical Leadership Competency Framework, NHS Institute for Innovation and Improvement: Coventry</li> <li style="margin-bottom: 11px;">Rolfe, G, Jasper, M, & Freshwater, D (2011), Critical Reflection in Practice: Generating Knowledge for Care (2nd Edition), London: Palgrave Macmillan</li> <li style="margin-bottom: 11px;">Rowland, D (2017), Still Moving: How to Lead Mindful Change, WILEY-Blackwell: Chichester</li></ul> Lectures 12 Practical classes & workshops 10 Seminars 12 Tutorials 6 0 260