Skills for Leadership

PCHN30382 Skills for Leadership 10 Semester 2 Undergraduate Level 6 Stephanie Greenwood-Davie Unit coordinator Division of Psychology Communication and Human Neu 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 Skills for Leadership is a 3rd year unit designed to prepare speech and language therapy students for the workplace. It explores the leadership skills needed to drive innovation, influence service development, and respond proactively to changes in clinical and professional practice throughout their career.Through a combination of exploration of core leadership theories and strategies, reflective practice and group work, students will develop confidence in leading teams, advocating for service users, and implementing evidence-based improvements in service delivery. This unit will also support learners in building resilience, adaptability, and a lifelong learning mindset, ensuring they are equipped to inspire and support others as future leaders in the field.  Skills for Leadership is a 3rd year unit designed to prepare speech and language therapy students for the workplace. It explores the leadership skills needed to drive innovation, influence service development, and respond proactively to changes in clinical and professional practice throughout their career.Through a combination of exploration of core leadership theories and strategies, reflective practice and group work, students will develop confidence in leading teams, advocating for service users, and implementing evidence-based improvements in service delivery. This unit will also support learners in building resilience, adaptability, and a lifelong learning mindset, ensuring they are equipped to inspire and support others as future leaders in the field.  The unit aims to:<ul><li>Equip learners with the foundational leadership skills necessary to drive innovation and improvements in speech and language therapy (SLT) practice.</li><li>Develop confidence in leading within clinical practice, responding proactively to emerging challenges and opportunities in the field.</li><li>Build resilience, adaptability, and reflective practice; empowering students to navigate complex healthcare environments and inspire others in their professional journey. </li></ul> <ul><li>Relate leadership principles and practices (including the difference between leadership and management) to the role of a student and qualified speech and language therapist throughout their career.  </li><li>Be aware of the limits of knowledge gained in undergraduate training and the additional training that is required to become a specialist therapist. </li></ul> <ul><li>Use feedback to evaluate and reflect on personal performance and use this evaluation to enhance the effectiveness and efficiency of clinical practice</li><li>Demonstrate an awareness of legal and professional responsibilities when working in the NHS, supporting vulnerable people as an autonomous healthcare professional with emerging leadership responsibilities</li><li>Demonstrate awareness of the contemporary issues affecting speech and language therapy, including expectations of transformational leadership, and have clear expectations of an employer in terms of service delivery, clinical support and continuing professional development</li><li>Describe the political, social, economic and institutional drivers shaping the health and wellbeing economy, and how they inform the delivery of speech and language therapy </li></ul> <ul><li>Apply professional standards for a speech and language therapist, including conduct, ethics and performance to prepare the student for the workplace</li><li>Contribute to the development of the speech and language therapy knowledge and practice of others </li></ul> <ul><li>Work effectively as part of a team, including influencing with integrity, delegating tasks and activities to others and resolving conflict</li><li>Demonstrate ability to exercise professional autonomy and accountability as emerging leaders in sound healthcare practice</li><li>Provide constructive, objective and timely feedback to peers </li></ul> Workshops, small group work, directed e-learning content relevant for SLTs, opportunities for applied self-reflection based on theoretical models 0 Other 100% <figure class="table"><table><tbody><tr><td>Assessment task</td><td>Length</td><td>Weighting</td><td>ILO's assessed</td></tr><tr><td>Coursework</td><td>n/a</td><td>100%</td><td>a-j</td></tr><tr><td colspan="4">Students will receive detailed feedback on their coursework project from tutors.Students will also have the opportunity to give, receive and reflect on peer feedback.eLearning materials will include formative quizzes to check their own knowledge and understanding of the relevant topics.</td></tr></tbody></table></figure> <ul><li>Students will receive detailed feedback on their poster presentation from tutors.  </li><li>Students will also have the opportunity to give, receive and reflect on peer feedback.  </li><li>eLearning materials will include formative quizzes to check their own knowledge and understanding of the relevant topics.  </li></ul> N <ul><li>Last, R., & Lillyman, S. (2023). Reflective Leadership in Healthcare: a practical guide. Routledge. https://doi.org/10.4324/9781003324560</li><li>West, M. A. (2021). Compassionate leadership : sustaining wisdom, humanity and presence in health and social care / Michael A. West. The Swirling Leaf Press.</li></ul> Lectures 18 0 82