|Students will be assessed using the Knowledge and Skills Framework (KSF) / Leadership and Quality Framework (LQF). This approach will support the examiners in recommending the student to enter the gateway to the Leadership programme.
There are three parts to the assessment. Both parts are compulsory elements must be passed
Part A. 30% of total mark
The students will attend an OSME (Objective Structured Management Examination) assessment centre.
The assessment process will include:
• A case study analysis
• A short focused interview
• A presentation of the students service development project report
Part B. 70% of total mark
The submission of a 1500 word Level 3 project report.
(This may be a joint project report to encourage partnership working).
Students will be required to formulate a project report should be based on an area of service that requires development. To enable this to be developed, a task should be identified within the workplace, in discussion with the coach/ tutor / programme leader who will support the student in developing an outline proposal and project plan.
Both parts of the assessment will be marked against the following KSF / LQF / NOS outcomes and development steps:
• Setting direction
• Personal qualities
• Delivering the service
The pass mark is 40%
The successful completion of a practice development portfolio underpinned by the KSF / LQF/ NOS and Skills for Health competences. The student will have the opportunity to undertake visits and will be formatively and summatively assessed by their mentor.
This will be marked as a Pass / Refer
|The aims of the modules are to provide innovative learning opportunities for first line managers to explore and develop their management skills within the complexities of modern health and social care policy and provision.
The specific aim of this module is to enable students to effectively develop their first line management skills in preparation for entry through the gateway to a Leadership programme.
|On completing this programme, the practitioner should be able to:
Subject Knowledge and Understanding
1. Identify learning needs and formulate an individualised, self-directed program of learning through the use of learning agreements and a personal development plan
2. Analyse and evalaute the principles of the Trust’s vision and values
3. Analyse and evalute the principles of management and how they can help the individual to work more effectively.
4. Evaluate and develop their professional knowledge through ongoing reflection in and on practice.
5. Critically analyse the validity of management theories that impact on own and relevant others management capability.
6. Demonstrate a good ability to link theory to practice in managing and developing service delivery.
7. Be able to propose and defend solutions to problems in the workplace
8. Demonstrate the ability to undertake a service development project.
Key transferable skills
9. Critically analyse the soci-political climate impacting on the Service User’s journey
|The content of the module concentrates on integrating theoretical and practical knowledge in order to enable the practitioner to develop their management skills to a higher level that is relevant to their professional role. A learning agreement will be negotiated between the student and their mentor / coach.
Key themes in each module to be covered in relation to the student’s development journey are:
Introduction to the module and assessment of learning needs
Context of the Trust’s Vision and Values
Context of the bigger picture
The service users journey in relation to our customer promise
Theme 2 Part 1
Attributes of a Good Manager
Equality and Diversity
Linking values and Vision
Managing and implementing change
Day to day operational management
Fundamentals of project management
Theme 2 Part 2
Understanding the organisation
What is leadership?
What is management?
Self image and mindsets
Stepping up to the role
Attributes of a Good Manager
Must Do’s of a good manager
The function of HR
Recruitment and Retention
The safe environment H/S
Developing audit skills
Finance and budgeting
Management of information systems
Developing IT skills
|Methods of Teaching/Learning
The student will work through several self-analysis exercises to explore personal styles of management and roles in teams.
Coaches, peers and tutors will be involved in helping the student to develop and improve their management skills focusing around the content of the modules to develop the individual.
The context of health provision
Relevant legislation, drivers of policy and local vision and values will be explored to determine what is required for successful management
Quality and evidence based practice
Theories and the context of management capabilities will be explored, and how this affects the delivery of services.
Classroom Based Activities
• Lectures / tutorials
• Role play / Scenarios
• OSME formative assessments
• Action Learning sets
• Self Directed Learning
Overall Student Workload 200 hours total:
78 contact hours
122 work based / self-directed
In order to demonstrate achievement of learning for each module within the programme, it is expected that each student will attend all of the taught component. However, it is acknowledged that difficulties may arise preventing an individual’s attendance. Therefore the minimum attendance required will be 80% of the taught component of each module. This includes allowing for annual leave. Any absence should be discussed in advance, with the module organiser. Any students failing to meet the attendance criteria for a module will be unable to submit their assessment
|This reading list will enhance understanding of concepts/issues in the field of management and leadership.
Clarke A, Dooher J, Fowler J (eds) 2001 Case Studies on Practice Development, Quay Books, London
Crookes P, Davies S, (eds) 2004 Research into Practice, 2nd Edition, Baillière Tindall, Edinburgh
Davies C, Finlay L, Bullman A 2000 Changing Practice in Health and Social Care, Sage, London
Garbett R, Manley K, McCormack B 2004 Practice Development in Nursing, Blackwell Science, London
Manley K, Hardy S, Titchen A, Garbett R, McCormack B 2005 Changing Patients’ Worlds through Nursing Practice Expertise, RCN, London
http://www2.rcn.org.uk/__data/assets/pdf_file/7472/Nursing_expertise.pdf last accessed 22 January 2007
Moullin M 2002 Delivering Excellence in Health and Social Care: Quality, Excellence and Performance Measurement, Open University Press, Milton Keynes
Mullins L J 2005 Management and Organisational Behaviour, Prentice Hall Pearson Education
Richardson B, Dahlgren MA, Higgs J 2004 Developing Practice Knowledge for Health Professionals, Butterworth Heinemann, Oxford
Rolfe G 1998 Expanding Nursing Knowledge: Understanding and Researching Your Own Practice, Butterworth Heinemann, Oxford
Tomey A M 2000 Guide to Nursing Management and Leadership Mosby London
Young T 2003 The Handbook of Project Management: A Practical Guide to Effective Policies and Procedures, Sage London and Sterling
Books and Publications
Eraut, M (1994) Professional Knowledge and Competence. Basingstoke.
Hendrick. J (2001) Law and Ethics in Nursing and Health Care Nelson Thornes
Johns, C. 2000) Becoming a Reflective Practitioner Blackwell Science Ltd. Oxford
Nurse Researcher - RCN Publishing Company
Research in Nursing and Health – Wiley Publishing Company
British Journal of Clinical Governance
British Journal of Nursing Clinical Risk
Evidence Based Nursing
Health Service Journal
|30TH JULY 2010