Developing Leadership and
Professional Practice, Level 6
UNIT CODE
2CP3D086
UNIT TITLE
Developing Leadership and Professional Practice
UNIT
ABBREVIATION
DLPP
LEVEL OF
STUDY
CREDIT VALUE
6
20
ECTS
VALUE
10
HOME
DEPARTMENT
Department of Nursing
UNIT
COORDINATOR
Marilyn Fitzpatrick
KEYWORDS
Leadership, management, professional practice
UNIT LEARNING
OUTCOMES
On successful completion of this unit students will be able to:
1. Critically appraise concepts and evidence from leadership and
management theory and demonstrate how these can be applied
in the context of professional practice
2. Critically appraise conceptual and contextual processes involved
in managing and developing services and people
3. Identify barriers to practice development and suggest ways in
which these may be overcome
4. Conduct a critical analysis of their leadership skills and identify
ways in which these may be developed
SUMMATIVE
ASSESSMENT
Element
Type
(highlight
final
element)
1
Coursework
2 (final)
Coursework
Weighting
Learning
outcomes
assessed
50%
50%
1, 2, 3
1, 4
EMPLOYABILITY
AND
SUSTAINABILIT
Y OUTCOMES
ASSESSMENT
STRATEGIES
FOR EACH
ELEMENT OF
ASSESSMENT
Outcomes
Analyse real world situations critically
Element of
Assessment
1
Demonstrate professionalism and ethical
awareness
1
Communicate effectively using a range of media
1
Apply teamwork and leadership skills
1
Manage own professional development
reflectively
2
Find, evaluate, synthesise and use information
1, 2
Work within social, environmental and
community contexts
1
Use systems and scenario thinking
1
Engage with stakeholder/interdisciplinary
perspectives
1
Formative: students are offered the opportunity to discuss work in
progress and receive feedback
Summative:
Element 1: A presentation (deemed equivalent to 2,250 words) which
addresses learning outcomes 1, 2 and 3. The presentation will be linked
to a group task designed to reflect a ‘real life’ scenario which focuses on
an aspect of professional practice development
Element 2: A 2,250 word written assessment, in the format of a
reflective analysis, which addresses learning outcomes 1 and 4. This
element of assessment will build on the previous one and provide
opportunities for the student to demonstrate theory-practice integration
in relation to the development of their own leadership skills
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS
OF
ASSESSMENT
CPD unit grading criteria for level 6 apply.
If taken as part of a programme with PSRB requirements, this unit must
be passed and cannot be compensated or condoned
NON STANDARD
MINIMUM PASS
MARK
OUTLINE OF THE UNIT
BRIEF SUMMARY
The overall aims of this unit are to enable students to acquire the
necessary knowledge and skills to lead and develop professional
practice and work flexibly and collaboratively within a health/social care
environment
INDICATIVE
CONTENT
Organisational theory; creating a culture for learning and development;
accountability and quality issues; leadership theory; emotional
intelligence; developing strategic vision; service development
proposals, planning, budgets, reports; risk assessment; change theory;
project management; team working and collaboration; communication,
negotiation and conflict resolution
Teaching and learning strategies may vary according to the group size
and learning preferences of group members. They may include:
lectures; group work; seminars; e-learning; case study analysis,
reflection on practice; directed study activities; subject focused tutorials
LEARNING ACTIVITIES
BREAKDOWN OF
STUDENT
LEARNING
ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
30%
Student-centred learning
45%
MANDATORY
LEARNING &
TEACHING
REQUIREMENTS
LEARNING RESOURCES
ESSENTIAL
READING
Literature:
Jones, R. & Jenkins, F. (Eds) (2006) Managing and leading in the
allied health professions Oxford: Radcliffe
Marquis, B. & Huston, C. (2012) Leadership roles and management
functions in nursing: theory and application. 7th Edition London:
Lippincott Williams & Wilkins
Northouse, P. (2009) Leadership: theory and practice. 5th Edition
London: Sage
Wheelan, S. (2010) Creating effective teams: a guide for members
and leaders 3rd Edition London: Sage
Journals:
Journal of Health Organization and Management (Emerald)
Leadership in Health Services (Emerald)
Primary Health Care Research and Development (Arnold)
Websites:
www.improvementnetwork.gov.uk (Improvement Network)
www.institute.nhs.uk/ (NHS Institute for Innovation and
Improvement)
www.nhsleadership.org.uk/ (NHS Leadership Website)
ADDITIONAL
RESOURCES THAT
STUDENTS
SHOULD BUY
SPECIAL ICTS
REQUIREMENTS
ANY OTHER
ADDITIONAL
RESOURCES
ADMINISTRATION
JACS CODE
DATE OF
APPROVAL
DATE OF MOST
RECENT
CONSIDERATION:
UNIT EXTERNAL
EXAMINER
UNIT ASSESSMENT
BOARD
2 February 2012
Developing Leadership and
Professional Practice, Level 7
UNIT CODE
2CP3D185
UNIT TITLE
Developing Leadership and Professional Practice
UNIT
ABBREVIATION
DLPP
LEVEL OF
STUDY
CREDIT VALUE
HOME
DEPARTMENT
7
ECTS
VALUE
20
10
Department of Nursing
UNIT
COORDINATOR
Marilyn Fitzpatrick
KEYWORDS
Leadership, management, professional practice
UNIT LEARNING
OUTCOMES
On successful completion of this unit students will be able to:
1. Display mastery of a complex and specialised area of
knowledge by critically analysing concepts and evidence from
leadership and management theory and demonstrate how these
can be appropriately applied in the context of professional
practice
2. Critically analyse conceptual and contextual processes involved
in managing and developing services and people
3. Identify barriers to practice development and demonstrate
originality in problem solving and solution generation
4. Conduct a critical analysis of their leadership skills and devise
strategies to address identified limitations and evaluate desired
outcomes
SUMMATIVE
ASSESSMENT
Element
Type
(highlight
final
element)
1
Coursework
2 (final)
Coursework
Weighting
Learning
outcomes
assessed
50%
50%
1, 2, 3
1, 4
EMPLOYABILITY
AND
SUSTAINABILIT
Y OUTCOMES
ASSESSMENT
STRATEGIES
FOR EACH
ELEMENT OF
ASSESSMENT
Outcomes
Analyse real world situations critically
Element of
Assessment
1
Demonstrate professionalism and ethical
awareness
1
Communicate effectively using a range of media
1
Apply teamwork and leadership skills
1
Manage own professional development
reflectively
2
Find, evaluate, synthesise and use information
1, 2
Work within social, environmental and
community contexts
1
Use systems and scenario thinking
1
Engage with stakeholder/interdisciplinary
perspectives
1
Formative: students are offered the opportunity to discuss work in
progress and receive feedback
Summative:
Element 1: A presentation (deemed equivalent to 2,250 words) which
addresses learning outcomes 1, 2 and 3. The presentation will be linked
to a group task designed to reflect a ‘real life’ scenario which focuses on
an aspect of professional practice development
Element 2: A 2,250 word written assessment, in the format of a
reflective analysis, which addresses learning outcomes 1 and 4. This
element of assessment will build on the previous one and provide
opportunities for the student to demonstrate theory-practice integration
in relation to the development of their own leadership skills
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS
OF
ASSESSMENT
NON STANDARD
MINIMUM PASS
MARK
CPD unit grading criteria for level 7 apply.
If taken as part of a PSRB programme this unit must be passed and
cannot be condoned
If taken as part of a programme with PSRB requirements this unit must
be passed and cannot be compensated or condoned
OUTLINE OF THE UNIT
BRIEF SUMMARY
The overall aims of this unit are to enable students to acquire the
necessary knowledge and skills to develop, lead and evaluate
professional practice and work flexibly and collaboratively within a
health/social care environment
INDICATIVE
CONTENT
Organisational theory; creating a culture for learning and development;
accountability and quality issues; leadership theory; emotional
intelligence; developing strategic vision; service development
proposals, planning, budgets, reports; risk assessment; change theory;
project management; team working and collaboration; communication,
negotiation and conflict resolution
Teaching and learning strategies may vary according to the group size
and learning preferences of group members. They may include:
lectures; group work; seminars; e-learning; case study analysis,
reflection on practice; directed study activities; subject focused tutorials
LEARNING ACTIVITIES
BREAKDOWN OF
STUDENT
LEARNING
ACTIVITY
Type of Activity
%
Summative assessment
25%
Directed study
30%
Student-centred learning
45%
MANDATORY
LEARNING &
TEACHING
REQUIREMENTS
LEARNING RESOURCES
ESSENTIAL
READING
Literature:
Jones, R. & Jenkins, F. (Eds) (2006) Managing and leading in the
allied health professions Oxford: Radcliffe
Marquis, B. & Huston, C. (2012) Leadership roles and management
functions in nursing: theory and application. 7th Edition London:
Lippincott Williams & Wilkins
Northouse, P. (2009) Leadership: theory and practice. 5th Edition
London: Sage
Wheelan, S. (2010) Creating effective teams: a guide for members
and leaders 3rd Edition London: Sage
Journals:
Journal of Health Organization and Management (Emerald)
Leadership in Health Services (Emerald)
Primary Health Care Research and Development (Arnold)
Websites:
www.improvementnetwork.gov.uk (Improvement Network)
www.institute.nhs.uk/ (NHS Institute for Innovation and
Improvement)
www.nhsleadership.org.uk/ (NHS Leadership Website)
ADDITIONAL
RESOURCES THAT
STUDENTS
SHOULD BUY
SPECIAL ICTS
REQUIREMENTS
ANY OTHER
ADDITIONAL
RESOURCES
ADMINISTRATION
JACS CODE
DATE OF
APPROVAL
DATE OF MOST
RECENT
CONSIDERATION:
UNIT EXTERNAL
EXAMINER
UNIT ASSESSMENT
BOARD
2 February 2012