A presentation 20 mins (50%)
(This meets learning outcomes 2 and 3)
The student is required to develop a bid 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.
This is to be presented to the student group and module leader, critically examining your role as a leader in influencing/implementing this proposal, drawing on relevant leadership and change theories, and demonstrating your understanding of the relevant audit/benchmarks to support your proposal.

A reflective account 2500 words (50%)
(This meets learning outcomes 1 and 4)
The student is required to submit a reflective account to critically analyse the strategic and operational policies that have underpinned their bid proposal, and how this will impact on the quality and varying approaches to care of patients.
The current political and clinical governance agendas must be critically reflected upon to support the justification of your proposed bid, and how these have influenced your practice.

Both assessment components must be passed to complete the module

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

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.

Teacher / student contact hours: (30)
10 hours - Facilitated Action Learning
20 hours - A series of keynote lectures; seminars, presentations and tutorials

Independent Study Hours: (120)
100 hours- 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
20 hours - 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

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
Blackboard