EFFECTIVE LEADERSHIP IN PROFESSIONAL PRACTICE - 2025/6
Module code: NURM199
Module Overview
This module encourages learners to reflect on their own practice and development to consider leadership theories and literature in response to a changing healthcare landscape. To cultivate healthcare leaders who possess a comprehensive critical understanding of ethical leadership, using advanced cognitive and practical skills to promote equitable practice, demonstrating the ability to create positive learning cultures within interdisciplinary teams, fostering a commitment to equity, diversity, and inclusion in healthcare settings.
Module provider
School of Health Sciences
Module Leader
LANE Heather (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 102
Lecture Hours: 40
Tutorial Hours: 1
Guided Learning: 3
Captured Content: 4
Module Availability
Semester 2
Prerequisites / Co-requisites
N/A
Module content
Module content includes: Tools for self-assessment to support development of leadership skills.
Leadership and management theories and principles.
Change management
Delegation
Motivational team management
Effective team working
Understanding organisational and learning culture and its impact on service delivery
Application of leadership practices to different situations
Impact of leadership on healthcare policy
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Coursework | Presentation | 100 |
Alternative Assessment
N/A
Assessment Strategy
The assessment strategy is designed to provide students with the opportunity to demonstrate the student's in-depth knowledge and skills required to critically reflect on their own practice and development alongside their application and acquisition of theoretical frameworks and critical understanding of ethical leadership essential to become an effective ambassador and role model able to promote holistic equitable healthcare practice to all.
Summative assessment:
A 15 minute recorded presentation of a critical reflection of an area for personal development in relation to leadership in your practice area. This should critically analyse and illustrate your in-depth knowledge, skills and insight of the attributes required for effective leadership, both now and in your future practice.
In line with Professional and Regulatory body, Codes of Practice/Standards of Proficiency, if there is evidence of unsafe practice or any breach of confidentiality, the assessment will not meet the criteria to achieve a pass.
Formative assessment: Action Learning group reflecting on the student¿s self-assessments of leadership skills to enable the formulation of a leadership development plan.
Feedback: Continuous feedback from lecturers within module
Peer feedback within module (action learning group) Online feedback Tutorials
Module aims
- Facilitate you to reflect critically on your current knowledge, skills, and attitudes to leadership and management, exploring current theory.
- Contemplate your role in leading practice for the future.
- Critically identify and appraise current leadership styles, utilising theoretical concepts and research within the political agenda of wider health and social care context of partnership working.
- Critically analyse your current leadership style and identify areas of development within your practice, whilst critically evaluating leadership approaches to influence policy, service design and delivery.
- This module is designed to empower students to reflect on their current leadership style, develop leadership skills further and critically evaluate leadership approaches.
Learning outcomes
| Attributes Developed | ||
| 001 | Apply systematic understanding of stigma and bias to demonstrate how proactive measures can be used to resolve inequalities and educate others to promote equity in healthcare. | KPT |
| 002 | Critically evaluate principles of courage, transparency and the professional duty of candour, acting autonomously to address poor practice and ensure ethical leadership in unpredictable and complex contexts. | KPT |
| 003 | Critically reflect on their own personal values and beliefs and systematically apply relevant principles and theoretical frameworks to demonstrate how this may impact on their behaviour and practice in healthcare settings. | KCPT |
| 004 | Investigate and critically evaluate opportunities, risks and demands, within healthcare that enable them to maintain their own mental and physical wellbeing and set an example for others, applying an in-depth understanding of their professional standards. | KCPT |
| 005 | Critically select and apply leadership principles and theories to their practice to demonstrate how they will be effective ambassadors, role models and positive influences with a commitment to human rights, equity, diversity and inclusion to improve health outcomes for their communities. | KPT |
| 006 | Critically analyse and evaluate theoretical concepts including compassionate leadership when managing teams to support a culture of learning and cohesion across interprofessional and interagency teams. | KCT |
Attributes Developed
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: To explore the complexities of healthcare leadership in a changing practice landscape in a variety of situations. For the student to gain a deeper insight and understanding of their own leadership practice and reflect on this to continually develop. To equip students to lead within their own area of practice.
The learning and teaching methods include: Lectures Tutorial Guided online learning activities Independent study Role play scenarios to support the development of leadership skills that can be transferred into practice
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.
Reading list
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NURM199
Other information
The School of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: Employability: Students are healthcare professionals and will be developing skills and knowledge that can be applied to their role and will enhance their future employability. Global and cultural capabilities: Module content incorporates perspectives and practices from a range of cultures; through conversations around culture, faith and religion, students are encouraged to diversify their knowledge and reflect on different experiences. This will support the development of cultural competence to support the diverse range of communities engaging with services. Students will reflect on cultural practices and the impact of judgments in relation to advancing practice in long term conditions. Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to lead and manage healthcare teams. This pillar is fundamental to the development of effective and safe health professionals. Action learning groups will be used to enable students to reflect in a group environment supporting them to formulate a development plan to respond effectively to situations within their professional field. Digital Capabilities: Students will develop their digital capabilities by the production of a digital presentation which will develop a good understanding of key technologies and digital tools which can be used in the context of their professional role.
Programmes this module appears in
| Programme | Semester | Classification | Qualifying conditions |
|---|---|---|---|
| Primary and Community Care SPQ District Nursing PGDip | 2 | Core | A weighted aggregate mark of 50% is required to pass the module |
| Primary and Community Care SPQ Community Children's Nursing PGDip | 2 | Core | A weighted aggregate mark of 50% is required to pass the module |
| Primary and Community Care SPQ District Nursing with integrated prescribing (V300) PGDip | 2 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Primary and Community Care SPQ Community Children's Nursing with integrated prescribing (V300) PGDip | 2 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Public Health Practice SCPHN Health Visiting PGDip | 2 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Public Health Practice SCPHN School Nursing PGDip | 2 | Core | Each unit of assessment must be passed at 50% 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 2025/6 academic year.