INNOVATION & LEADERSHIP (ACCELERATED) - 2022/3
Module code: NUR3282
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
The module is based upon a philosophy of experiential learning whereby students work as inter-professional teams to develop an idea for innovation and then apply the theory to their idea and team on a weekly basis. Theoretical aspects include leadership, team working, change management, service user involvement, negotiation and influencing strategies, resource management.
School of Health Sciences
POOLE Karen (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: B700
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 123
Lecture Hours: 11
Seminar Hours: 12
Prerequisites / Co-requisites
Indicative content includes:
What is innovation
Reflection and thinking creatively to solve problems
Leadership styles and theories
Implementing & Managing Change
Influencing and Negotiating skills
Role of service users and carers in development of services
|Assessment type||Unit of assessment||Weighting|
None, as all are core to meet NMC and HCPC standards.
The assessment strategy is designed t enable students to explore some of the challenges associated with service improvement and present these as 3 guided portfolio entries. In the critical reflective analysis students will reflect upon their experiences of leadership and team working with reference to key theoretical concepts explored during the module.
The summative assessment for this module consists of:
Portfolio of evidence (100%)
Comprising of 3 guided diary entries (approx 330 words per entry) and a 1500 word critical reflective analysis on the following topic;
"Reflect upon your experiences of working within a team during this module. With reference to relevant team working theories, analyse the factors which contributed to the functioning of your team."
Formative assessment and feedback
Students will receive verbal formative feedback as they develop their innovation during weekly seminar sessions.
Students will receive verbal and peer feedback following a group presentation related to their innovation.
- The module aims to enable students to explore the concepts and challenges of leadership and team working through the process of experiential learning. The students will explore different approaches to change management whilst devising innovative service improvements in order to enhance the experience of service users and carers.
|002||Demonstrate critical thought and understanding of the evidence and body of knowledge used to inform and develop an innovative solution to an area of service improvement.||KCP|
|003||Critically analyse experiences of team working and leadership and draw appropriate conclusions to enable own development||KCT|
|004||Critically analyse performance of self and others and reflect upon own contribution and capabilities.||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to utilise innovative and creative approaches to teaching. The students remain in the same group for the duration of the module identifying an issue from practice, devising a solution and working through the crucial aspects of planning which would be required to present their idea for approval. Students have the opportunity to present their innovation at the end of the module.
The concept of inter-professional learning is integral to the teaching and learning strategy of the module and the students will be taught in multi-professional groups. Staff will be comfortable in facilitating examples and discussion across these groups.
The learning and teaching methods include:
The method of teaching and learning used will vary depending on the content of each week. However a variety of methods will be utilised across the module. Each session is designed to incorporate group work and/or discussion.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: NUR3282
Programmes this module appears in
|Nursing Studies (Registered Nurse - Adult Nursing) PGDip(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse - Mental Health) PGDip(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.