NPCG3133 Leadership, management and research for best practice
Aims and Objectives
To provide knowledge, understanding and preparation for transition to leadership and management roles responsive to contemporary professional practice within a dynamic health and social care environment. To provide understanding of the relationship between effective leadership and management and effective care provision. To provide you with the experience of undertaking an independent project relevant to your own field of practice that uses research and other evidence, and enables you to plan data collection and analysis with the purpose of supporting best practice. This body of work will demonstrate knowledge and appraisal of a wide range of relevant literature and show that this has been applied to the design, execution, critique/reflection recommendations, and reporting of the project.
This module is learner centred therefore students influence the content of the sessions. Content is likely to include some of the following and will be embedded within learning that occurs in other modules during the programme: • Formulating research questions • Systematic review methodology • Critically appraising literature • Research designs, methods and methodology to answer the question • Presenting results • Research governance framework • Ethical considerations in relation to research • Dissemination strategies • Project and Time management • Research for service development • Involvement of users in design, implementation and dissemination of research findings • Transdisciplinary research – working with researchers who may not be of the same profession • Translating research findings into practice Exploration of the range of settings in which care is provided: • The NHS (primary and secondary care) • Private. Voluntary and independent sector • social care The role of leader and manager: • Leadership and management theories and skills practice • Role identity • Power • Leading and managing people: • working in and with teams • managing conflict • managing ‘difficult’ people • motivation • Organisational culture • Preceptorship • Mentorship • Coaching skills • Recognising and managing poor performance • Reflective practice: self-awareness and analysis • Requirements for first post • Safeguarding and vulnerable groups – leading best practice • Monitoring and maintaining patient safety (Francis, 2013) • Team cultures: promoting open, learning cultures Leading and managing service delivery: • Change management theory and skills practice • Translating research evidence into practice – overcoming barriers to changing practice
Learning and Teaching
Teaching and learning methods
The students will have an opportunity to experience: • Lectures • Seminar groups both facilitated and student led One-to-one supervision • Podcasts • ‘Bear pit’ ethics exercise • E-Workbook to include guided reading and exercises • Research presentation from current researchers • Skills Workshops • Directed reading
|Completion of assessment task||282|
|Total study time||375|
Resources & Reading list
Burns N and Grove K (2011). Understanding nursing research: building an evidence-based practice.
Gopee N & Galloway P (2008). Leadership and Management in Healthcare..
Norman GR and Streiner DL (2008). Biostatistics: the bare essentials.
Department of Health (2009). Health Act.
Goodwin, N, Green, R. and Iles, V. (2006). Managing Health Services.
Sullivan, E. and Garland, G (2010). Practical Leadership and management in Nursing.
Brown, J. & Libberton, P., (Eds.) (2007). Principles of Professional Practice in Nursing.
Department of Health (2010). A vision for adult social care: Capable communities and active citizens.
Porter-O’Grady, T and Malloch, K (2013). Leadership in Nursing Practice.
Burgess R (2011). New principles of best practice in clinical audit.
Clinical audit in primary care: demonstrating quality and outcomes (2005). Clinical audit in primary care: demonstrating quality and outcomes.
Greenhalgh T (2010). How to read a paper: the basics of evidence-based medicine.
Marquis, B.L. and Huston, C.J. (2006). Leadership Roles and Management Functions in Nursing.
Langley GJ, Moen R, Nolan KM, Nolan TW, Norman CL and Provost LP (2009). The improvement guide: a practical approach to enhancing organizational performance.
Bowling,A., (2009). Research Methods in Health: investigating health and health services.
Department of Health (2010). Energise for Excellence, a quality framework for nursing and midwifery.
The assessment for the module takes place in two parts and focuses on the development and presentation of a final year project focused on service improvement. Part A: Formative project plan Part B: Summative written report of whole project (100% of marks) Part A: A formative PowerPoint presentation (written and verbal) of project plan (no marks attached) Part B: Project report (up to 7000 words). [Summative: comprises 100% of the mark awarded for these modules] This report will present the work from a substantial final year project focusing on service improvement that involves critical appraisal, an audit proposal and an exploration of the leadership implications for responding to clinical audit results. The project will involve four key parts: 1. DEFINE THE PROBLEM AND ASSOCIATED GUIDELINE Select a clinical issue relevant to your practice and justify choice through reference to the literature showing the nature and importance of the problem, including reference to any known variation in standards of practice and the implications for clients. Identify a guideline that addresses this clinical issue. The issue must relate to the delivery of clinical care to clients. 2. ANALYSE THE EVIDENCE Identify, outline and critically analyse the evidence underpinning the guideline and comment on its quality. 3. AUDIT PROPOSAL Set out a feasible plan to use clinical audit to establish the extent to which a team/unit/service meets the selected guideline or key elements of the selected guideline, in the context of service improvement. 4. LEADERSHIP IMPLICATIONS Drawing on theories of change and/or innovation theory, discuss the role of the newly qualified practitioner in facilitating an effective team response to clinical audit results. In particular, focus on actions that would address non-compliance with guidelines by individual practitioners (drawing on concepts such as duty to challenge, share concerns, and a professional’s role in leading high standards of care).
|Project report (7000 words)||100%|
Repeat type: Internal & External