Students must be enrolled on the Shropshire and Staffordshire Clinical Leadership Programme

Students going through the APL process must have previously completed the Shropshire and Staffordshire Clinical Leadership Programme

Library and learning resources

Production of a portfolio of evidence that demonstrates meeting the learning outcomes 100%

The performance criteria for a pass grade include:
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:
A piece of work which meets all the requirements of a pass grade and in addition:
Presents arguments which have been underpinned by a thorough exploration of data and conceptual - based evidence which 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:
An outstanding piece of work which 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.

Handy, C. (1993) Understanding Organisations (4th Ed) Harmondsworth. Penguin Books ISBN:
Hanna, D. & Latchem, C. (2002) Leadership for 21st Century Learning. London. Kogan Page
ISBN: 0 7494 3205 5
Hein, E.C. (1998) Contemporary Leadership behaviour: Selected readings. Philadelphia. Lippincott ISBN:
McGill, I. & Beaty, L. (2002) Action learning: A Guide for Professional, Management and Educational Development. (2nd Ed) London. Kogan Page. ISBN: ISBN 0 7494 3453 8
Northhouse, P.G. (2001) Leadership: Theory & Practice (2nd Ed) London. Sage. ISBN: 0 7619 1925 2

Texts will also include appropriate professional and Department of Health reports and policy documents.

The philosophy underpinning the learning strategies and methods in this module will focus on the principles of independent learning, appraisal of leadership practice and action planning. Guidance will be available thorough out the module using a process of planned study days and individual and group tutorial support. Key learning strategies featured in the module are methods to develop knowledge and skills essential to become a thoughtful and reflective practitioner. To this end appraisal of practice, discourse analysis and critical incident analysis will be facilitated through Action Learning Sets (8%), mentor support (8%), workshops (8%), leadership practice
( 8% ) and Independent Learning (68%).

The following learning strategies will enable the student to fulfil the module content and learning outcomes: - Personal development planning. Values clarification. Reflective journals. Patient stories: a minimum of six hour long taped interviews, followed by cognitive mapping and ongoing action planning of outcomes.
360 leadership practice inventory with questionnaires completed by peers, managers and multi disciplinary teams. Feedback generated for personal action planning.
Peer review and action planning utilising the observing practice
Myers Briggs Type Inventory as a method of self -analysis focusing on leadership and leadership style. Belbins Team Inventory for ongoing use within the team.
A students' presentation to an appropriate forums for example the Trust Board and Clinical Governance meetings
Action learning Sets meet one day every six weeks, utilising a variety of techniques to explore issues and develop action plans, for example the facilitators 'tool kit'
Opportunities to shadowing senior trust staff followed by appraisal and action planning.
Formal mentorship support, specific to individual student leadership role, will be available on a four to six week basis.

This module will facilitate an in-depth exploration of your clinical leadership through a process of guided in-depth learning and includes the following core content focusing upon strategies to examine and analyse your self and team management, and upon broadening your leadership role/horizons:

Critical appraisal of skills of self-management in personal and professional practice, with identification of personal strengths, areas for development and leadership styles, and appropriate support strategies.
Developing practice by the ability to build, develop and manage effective relationships with the team and colleagues, will be achieved by in depth exploration of the principals that underpin effective team dynamics. Differing methodologies will be used to examine and justify personal and others approaches to patient centred care. Analysis and evaluation of patient/client feedback will be used to identify and propose change and the resolution of practice issues.
Development and expansion of inter and multi-professional networks, within and external to key organisations will be explored, and will include appraisal of the effects of expanded networks upon personal professional practice.
The impact of policies and philosophies and political agendas, for example clinical governance, National Service Frameworks, care pathways and benchmarking, on stakeholders will be examined, and will include reference to the impact upon personal professional practice and the wider organisational arena. There will be the opportunity to explore options for implementing proposals for the resolution of problems/issues.