Module NHS-4226:
Work based learning

Module Facts

Run by School of Health Sciences

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr David Evans

Overall aims and purpose

The overall aim of the module is personal and professional development. The module gives recognition to those employees who are undertaking significant levels of innovative work-based practice in order to improve and enhance service user care. It can be accessed by health and social care professionals from any discipline including the independent sector. Work based learning is designed to develop high level skills and expertise in adults at work, learning either as part of a group or as an individual.

Course content

The content and supporting literature will be determined by the work based learning activity selected by the student and his/her manager, and expertise within the School will be utilised accordingly. The remaining content will be adapted to the work based learning activity identified by the student and may include some or all of the following:

  • Project management – including time and resource management
  • Change management – including negotiation and communication skills
  • Clinical governance - Clinical effectiveness
  • Decision making process and models
  • Approaches to quality, including continuous quality improvement , tools and techniques.
  • Health Care Management and Modernisation
  • Presentation skills
  • Leadership capability

Assessment Criteria

good

Good Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade B- in the Grading Criteria.

threshold

Threshold Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of professional accountability issues. Students will be required to achieve a minimum of C- grade in the assignment to in order to pass the theory component of the module.

excellent

Excellent Very good understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of professional accountability issues. This equates to a minimum mark of Grade A- in the Grading Criteria

Learning outcomes

  1. Foster a critical understanding of the current policies and/or evidence based practice to determine their influence on the development of the work based learning activity;

  2. Demonstrate the deployment of the necessary advanced skills required to achieve the implementation of their work based learning project or their part of the work based learning activity;

  3. Critically assess the rationale and the methods used for the work based learning activity;

  4. Demonstrate a comprehensive understanding of the potential or actual problems that may or have inhibited their work based learning activity and identify possible realistic strategies for over coming these

  5. Demonstrate the deployment of the necessary advanced skills required to achieve the implementation of their work based learning project or their part of the work based learning activity;

  6. Critically evaluate any ethical implications arising from the work placed activity.

  7. Demonstrate a critical awareness of current issues and/or new insights to identify an aspect of practice in need of change or development

  8. Analyse and reflect on current practice in order to make positive original changes within their specific work area and improve patient/client care;

  9. Develop leadership skills and demonstrate a systematic understanding of the importance of team work and communication skills required for the implementation of the work based learning activity;

Assessment Methods

Type Name Description Weight
ESSAY REFLECTIVE ESSAY

The assessment is a written reflective assignment (3000 words) recording the work based learning activity and presenting the rationale for the decisions made in consideration of current evidence. The reflective assignment must clearly demonstrate a systematic understanding of the essential skills and knowledge required to achieve the practical implementation of the activity.

The student is also required to reflect on his/her management of the activity including response to problems and awareness of potential problems. The reflective assignment should also indicate how the student managed his/her own learning throughout the activity and the implications for future practice.

70
WRITTEN PLAN Written Plan

The first part of the assessment requires the student to produce a comprehensive plan, including the rationale for their choice of Work Based Learning activity, demonstrating an understanding of the main practical implications of implementing this activity within the social & health care setting (1,000 words).

30

Teaching and Learning Strategy

Hours
Work-based learning

Work based learning - observation and workplace learning

75
Tutorial

Use of electronic resources such as discussion boards.

20
Private study

Self-directed learning and literature review.

99
Seminar

Group sessions.

6

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Resources

Resource implications for students

Time personal study time and protected time within working environment, There is a need to negotiate and formally agree the protected time with the manager/employer.

Reading list

Bach, S. & Ellis, P. (2015). Leadership, management and team working in nursing. (2nd ed.) London: Sage.

Barr, J. & Lesley Dowding, L. (2015). Leadership in health care. (3rd ed.). Los Angeles: Sage.

Berends, L. & Crinall, K. (2014). Management and practice in health and human service organisations. Melbourne : Oxford University Press.

Bulman, C. (2013). Reflective practice in nursing. (5th ed.). Hoboken: Blackwell.

Burnes, B. (2014). Managing change (6th ed.) Harlow: Pearson.

Cottrell, S. (2013). The study skills handbook. (4th ed.). Basingstoke: Palgrave Macmillan.

Duffy, J. (2013). Quality caring in nursing and health systems: implications for clinicians, educators and leaders.(2nd ed.). New York: Springer.

Dwyer, J., Stanton, P. & Thiessen, V. (2013). Project management in health and community services. Abingdon: Taylor & Francis.

Fitzpatrick, J. (2013). Nursing leadership from the outside in. New York: Springer.

Gopee, N. & Galloway, J. (2014). Leadership and management in healthcare. (2nd ed.). London: Sage.

Hewitt-Taylor, J. (2013). Understanding and managing change in healthcare: a step by step guide. Basingstoke: Palgrave Macmillan.

Huber, D. (2014). Leadership and nursing care management.(5th ed.). Maryland Heights, Mo: Saunders.

Iles, V. (2007). Really managing healthcare. Maidenhead: McGraw-Hill Education.

Klein, R. (2013). The new politics of the NHS: from creation to reinvention. (7th rev. ed.). Milton Keynes: Radcliffe.

Kotter J P (2012). Leading change. Boston: Harvard Business.

Laskowski, L. (2012). Painless presentations: the proven stress-free way to successful public speaking. Chichester, West Sussex: Wiley.

Marshall, E. (2010). Transformational leadership in nursing: from expert to clinician to influential leader.New York: Springer.

Martin, V. (2010). Managing in health and social care. (2nd ed.). New York: Routledge.

Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing : theory and application. (8th ed.). Philadelphia: Lippincott Wilkins & Williams.

McSherry, R. & Pearce, P. (2011). Clinical governance: a guide to implementation for health care professionals. (3rd ed.). Chichester; Blackwell.

Mullins, L. (2013) Management and organisational behaviour (10th ed.) Harlow: Pearson education Ltd

Northouse, P. G. (2012). Leadership, theory and practice. (6th ed.).Thousand Oaks: Sage.

Rigolosi, E. (2012). Management and leadership in nursing and health care: an experiential approach. New York: Springer.

Stirk, S. & Sanderson, Helen (2012). Creating person-centred organisations: strategies and tools for for managing change in health, social care and the voluntary sector. London: Jessica Kingsley.

Storey, J., Bullivant, J. & Corbett-Nolan, A. (2012). Governing the new NHS; issues and tensions in health service management. Abingdon: Taylor & Francis.

Walshe, K. & Smith, J. (2011). Healthcare management. (2nd ed.).Maidenhead: Open University Press.

Yoder-Wise, P. S. (2015). Leading and managing in nursing. St Louis: Mosby.

Yukl, G. (2013). Leadership in organizations.(8th ed.). Harlow: Pearson.

Courses including this module

Optional in courses: