The University of Southampton
Courses

HLTH6178 Leading policy and service design in Cancer, Palliative and End of Life Care

Module Overview

This module will help you to confidently design and transform services and lead teams to meet the needs of people affected by cancer or palliative or end of life care and to appropriately respond to policy imperatives. You will use a variety of theory and evidence to respond creatively to current challenges and drivers influencing care provision. The aspects of advanced level practice considered in this module are: improving quality and developing practice, which includes effectiveness and improvement data, tools and approaches; and collaborative practice, which includes networking and brokering (Department of Health UK 2010)

Aims and Objectives

Module Aims

On completion of the module you will demonstrate the ability to: 1. Critically analyse the structure and processes of service provision in cancer, palliative and end of life care locally and globally, the underpinning policy and critique the fitness for purpose 2. Drawing on relevant theory critically analyse the inter-relation between research, policy and service design and the implications for clinical leadership practice 3. Critically debate how clinical leadership can develop the capacity of health and social care teams to respond to policy and health initiatives 4. Critically reflect on your leadership in relation to influencing policy and designing services: • evaluate the theories and evidence underpinning this practice • debate the ethical and legal positions that influence this practice • analyse the socio-contextual factors that influence this practice • identify your learning and draw implications for your future leadership 5. Skilfully communicate in service design and team work: • present information clearly and succinctly • influence decision making • broker support and resources • manage team conflict

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Critically analyse the structure and processes of service provision in cancer, palliative and end of life care locally and globally, the underpinning policy and critique the fitness for purpose
  • Drawing on relevant theory critically analyse the inter-relation between research, policy and service design and the implications for clinical leadership practice
  • Critically debate how clinical leadership can develop the capacity of health and social care teams to respond to policy and health initiatives
  • Critically reflect on your leadership in relation to influencing policy and designing services: • evaluate the theories and evidence underpinning this practice • debate the ethical and legal positions that influence this practice • analyse the socio-contextual factors that influence this practice • identify your learning and draw implications for your future leadership
  • Skilfully communicate in service design and team work: • present information clearly and succinctly • influence decision making • broker support and resources • manage team conflict

Syllabus

Clinical acumen Learning outcomes The nature and scope of policy in cancer, palliative and end of life care and its influence on service provision and patient care – recent policies and their historical, contemporary and global context 1 4 The influence of ethical, cultural, spiritual and therapeutic intelligence on health care and the implications for own clinical leadership and for leading culturally relevant change at individual, team, organisational and system levels 1 4 Influencing the design of services – the process of making a case for service redesign and development, gathering and analysing evidence, writing and presenting business cases and plans to varying audiences, influencing organisational strategy, brokering and governing resources for patient care 2 3 Evaluating the quality of services – service level clinical governance processes, clinical audit, research evaluation – making evaluation sensitive to service users and the context, international comparisons of approaches to service evaluation 2 The influence of context on policy and clinical services (for example, political and social influences) 1 2 Communication skills – presenting information in different clinical and business situations, professional interactions, brokering and negotiation 5 Clinical relationships: Self as a team leader – leading, motivating and inspiring others, ethics of leadership, professional and cultural expectations of leadership and leadership roles 3 4 Mentorship and supervision for own development – learning from shadowing, observation, discussion; understanding the attributes in others that best foster own development; negotiating and sustaining mentorship and supervision relationships 2 4 Self as a contributor to and member of a team – understanding own talents and how to influence others to harness and broker their skills 3 4 The relationship between leadership and effective team work 4 Clinical consultancy –negotiating and influencing changes to systems of care to enhance quality 3 4 Working across organisational boundaries – networking, developing new partnerships, brokering sources of capital (professional, financial, social, political, ethical, clinical) 2 3 4 Clinical interpretation of policy and research: The nature of evidence used to support the case for service and policy change and development (e.g. demographics, epidemiology, and political ideology) 2 3 Collecting, analysing and synthesising evidence to enhance clinical practice and systems of care 1 2 3 Research approaches that attend to the experience of health care or evaluate services or policy programmes) (e.g. ethnography, RCTs, surveys, clinical audit, and practitioner-research) 1 3 Evaluation as research - historical development and debate about evaluative research and associated methodology, contemporary perspectives of evaluative research in cancer, palliative and end of life care 1 2 3 Research ‘landmarks’ in cancer, palliative and end of life care relating to service design and examples of research influencing policy and the process and implications of this influence 1 2 4 Research leadership and research governance 3

Special Features

A particular feature of this module is the way is which it integrates learning from work-based experiences with the taught and student-directed activities in order to be relevant to your practice, the needs of the practice area and the development of academic skills commensurate with the module and programme learning outcomes. The clinical development features of the module will be facilitated by a module team who have extensive clinical experience in cancer, palliative and end of life care. The communication skills development of the module will be addressed through performative strategies such as forum theatre, rehearsals and simulated practice examples. This will be followed by group generated reflection in the classroom that is posted within the virtual learning environment. The module also provides you with the opportunity to be exposed to practitioners working in a range of disciplines, with a range of conditions or age groups. This opportunity will be capitalised upon in discussions about the specialist nature of cancer, palliative and end of life care, the nature of clinical leadership and of research in these specialties. There will also be opportunities for you to focus on your particular discipline, specialty and the needs of your client age-group with field and discipline experts

Learning and Teaching

Teaching and learning methods

The module will be taught in two small blocks of two days, separated by four weeks in which students will undertake negotiated work-based experience with reflection. The taught programme will consist of: key-note papers, workshops, case-discussions, master-classes, tutorials and student-led seminars. The negotiated work-based experience and reflection will consist of: Four days of observation activities in practice designed to enhance your clinical leadership skills, such as: observing service improvement activities; reflecting on your team work, consultancy and leadership; negotiating, observing and discussing the practice of service design and implementation within your organisation and clinical network and without, through web based resources; working with or observing services designed to enhance inclusion, for example, advocacy services, interpretation services, user groups; connecting with international networks in cancer, or palliative and end of life care; participating in research group activities Reflection on & analysis of work based experience (4 days), including generation of an action plan to inform your future development. Your self-directed activities will be supported by web-based and library resources, e-learning resources and tutorials with your academic tutor.

TypeHours
Wider reading or practice150
Teaching30
Independent Study195
Total study time375

Resources & Reading list

NICE (2014). NICE support for commissioning for children and young people with cancer. 

Nancarrow S & Borthwick A. (2005). Dynamic professional boundaries in the healthcare workforce. Sociology of Health and Illness. ,0 , pp. 897-919.

Donetto S, Robert G, Tsianakas V (2014). Using the Experience-based CO-design (EBCD) to improve the quality of healthcare: mapping where we are now and establishing future directions. 

O’Connor M, Gwyther L (2014). Strengthening International Networks to Advance Global. Palliative Care. Illness, Crisis & Loss. ,0 , pp. pp3-10.

Department of Health (2009). Inspiring leaders: leadership for quality: Guidance for NHS Talent and leadership plans. 

Department of Health (2015). One Chance to Get it Right: One Year On Report An overview of progress on commitments made in One Chance to Get it Right: the system-wide response to the Independent Review of the Liverpool Care Pathway. 

Waller S (2010). Enhancing the Healing Environment. 

Kings Fund (2010). How to deliver high-quality, patient-centred, cost-effective care Consensus solutions from the voluntary sector. 

May C, Finch T (2009). Implementing, Embedding, and Integrating Practices: An Outline of Normalization Process Theory. Sociology. ,0 , pp. 535-554.

NHS Scotland (2008). Better cancer care, an action plan. 

World Health Organisation (2007). The World Health Organisation’s fight against cancer: Strategies that prevent, cure and care. 

Addicott R and Ross S (2010). Implementing the end of life care strategy: Lessons from good practice. 

NHS Leadership Academy (2013). Healthcare Leadership Model: The nine dimensions of leadership behaviour. 

Turnbull James K (2011). Leadership in context: Lessons from new leadership theory and current leadership development practice. 

Fineman S, Gabriel Y, and Sims D (2010). Organizing and organizations. 

Taylor C, Munro A, Glynne-Jones R (2010). Multidisciplinary team working in cancer: What is the evidence?. BMJ. ,340 , pp. 743-745.

Fradd L (2004). Political leadership in action. Journal of Nursing Management 12(2):42-245. ,0 , pp. 42-245.

Department of Health (2011). Improving outcomes: A strategy for cancer. 

Nilsen ES, Myrhaug HT, Johansen M, Oliver S, Oxman AD (2006). Methods of consumer involvement in developing healthcare policy and research, clinical practice guidelines and patient information material. Cochrane Database of Systematic Reviews. ,CD004563.pub2 , pp. 0.

Recent trends in leadership: Thinking and action in the public and voluntary service sectors.

The Budapest commitments – a framework for palliative care development.

College of Occupational Therapists and HOPE (2004). Occupational Therapy intervention in cancer. Guidance for professionals managers and decision makers. 

Assessment

Assessment Strategy

The final assessment of the module is a negotiated assignment that meets the learning outcomes but will also be of benefit to your workplace

Formative

Learning plan

Summative

MethodPercentage contribution
Assignment 100%

Repeat Information

Repeat type: Internal & External

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