The aim of this module is to facilitate senior practitioners working in a leadership role to work collaboratively in leading and implementing change to meet the Clinical Governance and other key quality agendas. The module will focus on direction setting and visionary thinking by encouraging students to be politically aware, gaining understanding of local and national directives and the impact they have on quality issues.
Students will be facilitated to explore and evaluate audit outcomes, standards, benchmarks and patient experiences and the impact on resource management. Analysis and evaluation of patient/client feedback will be used to identify and propose change and the resolution of practice issues.Principles of change management and risk management strategies will be critically analysed.

Formative Feedback on a group presentation based on analysis and evaluation of one patient story and one patient observation

Bid Proposal (3,000 words) (100%)

Nature of the Bid Proposal

The student is required to develop a proposal to support a bid for resources to improve the quality of care. The chosen resource could be for an item of equipment, monies to fund a project, additional staff or other service to improve the patient experience and quality of care. The proposal must include: a detailed plan of need, costing, anticipated quality improvements and methods of dissemination and evaluation. The proposal will be informed by evidence/information about similar initiatives, advantages to healthcare provision and the relationship to political agendas. It is anticipated that the process and outcome of this summative piece of work will enable the student to demonstrate leadership qualities in decision making, problem solving, networking, negotiating, communicating and disseminating information.

Assessment meets all the Learning Outcomes

The performance criteria for a pass grade includes the following:
Proficient, fluently, presented arguments that demonstrate understanding of theoretical issues in the application of knowledge.
Work includes critical analysis that demonstrates breadth and depth of literature and knowledge in the subject area, and originality in presentation.
The use of evidence demonstrates an understanding of the advancement of the boundaries of knowledge and is used as a basis for problem - solving.
Referencing is complete and accurate.

The performance criteria for a merit grade includes the above and the following:
A piece of work that meets all the requirements of a pass grade and in addition:
Presents arguments that have been underpinned by a thorough exploration of data and conceptual - based evidence that may go beyond the boundaries of the discipline. Discussion communicates ideas and arguments logically, concisely, clearly and effectively.

The performance criteria for a distinction grade include the above and the following:
An outstanding piece of work that meets all of the requirements of a merit grade and in addition:
Demonstrates creativity and innovation.
There is substantial evidence of critique, challenge and original thought.
The arguments presented are compelling and authoritative and demonstrate synthesis to support new ideas

Teacher / student contact hours:
Facilitated Action Learning (50%)
A series of keynote lectures; seminars, presentations and tutorials (50%)

Independent Learning
Independent learning activities based on critical reflection of the students own needs. This might include shadowing and visits to alternative practice settings, reflective writing/journals, learning contracts, preparation for action learning (50%)
The importance of the patient experience and patient empowerment and involvement will be achieved through the series of patient observations and stories followed by analysis and feedback in a group setting (50%)

Professional registration in a health care discipline

Broome, A (1998) Managing Change. New York, Palgrave Macmillan ISBN 0-333-67736-6.
Cripps, M, Stuttard A & Woodall G (2005) Financial Management Budgeting in Hospitals and in Primary Care Trusts (2nd Ed) New York, Palgrave Macmillan ISBN 1-4039-4530-6
Jennings, D & Wattam (1998) Decision Making: An Integrated Approach. (2nd Ed) Harlow, Prentice Hall ISBN 0-273-62859-3
Moullin, M (2002) Delivering Excellence in Health and Social Care. Buckinghamshire, Open University Press ISBN 0-335-20888-6.
Sale, D (2000) Quality Assurance: a pathway to excellence. London, Macmillan Press ISBN 0-333-74992-8

A mentor within an advanced leadership role (e.g. Nursing Director, Professional Development Officer. Professional Executive Committee Board member) who is willing to take part in discussions with the student, offer guidance/direction on leadership issues and facilitate action planning and goal setting. They will form an integrated part of the students development in their leadership role.
Peers; practice colleagues.
Computer hardware and software, Internet access.
Printer
Audio tape, OHP, Flipcharts, pens, `Power point' projector.
Room conducive to small group work
Library resources