Influencing Innovation and Change (Level 7)

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Critically apply current leadership and management theory to leading oneself and managing and influencing others
• Critically analyse key theories of change management and identify and discuss key challenges of change management in relation to service redesign and improvement.
• Demonstrate a comprehensive understanding of the key elements associated with service improvement and evaluate a variety of tools and strategies for service improvement
• Demonstrate a comprehensive understanding of principles of group and organisational dynamics and be able to critically apply this to team working in interdisciplinary teams.
• Critically evaluate and apply principles of human factors to support and promote safe improvements in healthcare practice and services.

You will explore 5 broad overlapping themes which are interwoven during delivery of the module:

Leadership: This theme will consider a range of core leadership concepts including; consideration of the distinction between leadership and management; an exploration of key leadership theories; consideration of your preferred leadership approach and an exploration of the relationship between leadership style and context to understand how this might be used to maximise your own performance and that of others. We will give you an introduction to the concepts of courageous leadership and the roles of vulnerability, clarity of values, trust and resilience. Finally, we will draw on this understanding to consider how models of leadership, team leadership and distributed leadership can help you to apply leadership in influencing change at different levels.

Teamwork: The role of group dynamics and group membership in workplace behaviour to explore issues such as diffusion of responsibility, conformity and obedience. Models of teamwork, team development and teamworking styles including an exploration of your own teamworking preferences. An exploration of how to build teams and increase their effectiveness.

Change and Innovation: Innovation and the role of creativity. An exploration of the context for innovation and change including a consideration of the drivers of health policy in the UK and globally including political, economic, social, technological, environmental and legal issues. An introduction to tools for strategic analysis. Exploration of the relationship between innovation and the leadership quality framework. Introduction to models of change processes, stakeholders resistance and motivating change.

Service Improvement: An introduction to the origins of service improvement. The relationship between clinical audit and service improvement. An introduction to the processes and tools of service improvement such as PDSA, Process mapping and lean principles. A consideration of how to measure improvement.

Risk, error and quality management: Innovation and risk. System approach to safety; error and team error. Relationship between teamwork and error – group think. Challenging poor practice. Developing patient safety cultures and the role of leadership styles. The role of teams in error management including an exploration of the role of mental models, communication, knowledge management and the use of team strategies to understand and prevent error such as After Action Reviews and Safety Huddles.

Teaching and learning methods

During this module you will have the opportunity to experience:

(a) Lectures and seminars

(b) Presentations from clinical practitioners implementing and evaluating change

(c) Work in groups with other students to practice the skills you will be learning about.

(d) Analysing case studies to apply your learning

(d) Guided reading

Resources & Reading list

Textbooks

Gopee, N. & Galloway, J (2017). Leadership and Management in Health and Social Care. London: Sage.

Hewitt-Taylor J (2013). Understanding and Managing Change in Healthcare. Bournemouth: Palgrave Macmillan.

Northouse, P.G. (2015). Leadership. Michigan: Sage.

Vincent, C. & Amalberti , R. (2015). Safer Healthcare: Strategies for the real world. Springer.

Assessment strategy

In line with the Regulations for (1) Progression, Determination

and Classification of Results: Undergraduate and Integrated Masters Programmes and the (2) Progression, Determination and Classification of Results: Standalone Masters Programmes, students taking this module as part of the MN Nursing programmes will be required to achieve a pass mark of 40%; students taking this module as part of the MSc Nursing programmes will be required to achieve a pass mark of 50%.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat Information

Repeat type: External