2020/21 Taught Postgraduate Module Catalogue

PHLT5150M Action for Health Leadership

15 creditsClass Size: 200

Module manager: Professor Darren Shickle
Email: D.Shickle@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2020/21

Pre-requisite qualifications

Meet the entry requirements for the MSc in Senior Leadership

Module replaces

Not applicable

This module is not approved as an Elective

Module summary

Effective leadership is about taking action. Sometimes this needs to be reactive, but ideally leaders should also be proactive.In the health context, leaders will need to respond to incidents and other events that represent threat to health of patients and/or public. However, proactively having policies, strategies and plans in place will make leadership in these situations more effective. Good stakeholder networks and communication strategies will also be important.In addition to developing local strategies and policies, a health leader will also need to respond to and implement strategies and policies developed at a regional, national or international level.Whether acting proactively or reactively, whether the drivers are local, regional or national, a structured approach is required for planning, commissioning, implementing, evaluating and if necessary decommissioning health services and interventions. This module addresses the knowledge and skills that a leader needs for taking the action necessary for improving health and health services.

Objectives

This module will address
• The responsibilities of a health leader in relation to immediate threats or transmitted risks to health and the analysis and management of these risks. This includes emergency planning, control of outbreaks of communicable disease and other incidents where risks to patients and public must be assessed and managed.
• How health action is either informed by policy and strategy from national government agencies and other authorities or how it is implemented strategically across a system through the development of local strategies and policies.
• How to achieve more as a health leader by working collaboratively with other organisations and agencies, across sectoral and other boundaries. This could be in situations where a leader has a recognised lead role or where they have no direct authority.
• The political and democratic processes that impact on the delivery of health, social care and other services. These impact either directly or indirectly on a leader for health depending on their employing organisation.
• The range of communication methods and technologies used by a leader for health to engage with all audiences, from lay to professional.

Learning outcomes
Knowledge outcomes.
On completion of this module participants should be able to:
1. Explain the principles of developing, implementing and evaluating policy and strategies
Academic skill outcomes.
Participants should be able to draw on this knowledge to:
2. Critically appraise the development and implementation of health related policies and strategies.
Workplace skill outcomes.
On completion of this module participants should be able to:
3. Lead or contribute to the management of single cases, incidents, outbreaks that represent risks or hazards to health
4. Be a more effective communicator using a range of approaches
Interpersonal skill outcomes.
On completion of the module participants should be able to:
5. Work collaboratively enabling empowerment and delegation
6. Engage with a wide range of stakeholders in an ethical way, demonstrating inclusivity, recognising diversity, championing and enabling cultural inclusion

Skills outcomes
This module is designed to help participants:
Subject Specific skills:
• Assessing and addressing risks to individual and population health

Transferable skills:
• Communication skills
• Networking skills, collaboration and partnership working
• Developing and implementing policy and strategy

Syllabus

The module uses an international case study approach with six units addressing actions for health leadership when things go wrong (and how to stop them going wrong):
Unit 1 will be focus on lessons from the Mid Staffordshire NHS Trust Public Enquiry. The Unit will also address leadership response to whistle blowing.
Unit 2 will focus on a Clostridium difficle outbreak at Stoke Mandeville Hospital. The Unit will also address tensions between priorities for leaders and how the outbreak was in part a consequence leaders being distracted by other management and financial concerns. Leadership issues in relation to other communicable disease outbreaks will be discussed.
Unit 3 will focus on incidents in the breast cancer and cervical cytology screening programmes. The Unit will also cover how to write a briefing paper and a press release as part of a strategy for communicating with politicians, public/patients and other stakeholders.
Unit 4 will explore issues in relation to occupational health for health staff. The Unit will cover the epidemiology of occupational ill-health among NHS staff e.g. due to musculoskeletal problems and mental health/wellbeing. There will be a particular focus on influenza vaccination and why some health professionals decline the offer of influenza vaccination even though this has implications for themselves and their patients.
Units 5 will explore leadership roles in managing major incidents. Unit 5 will focus on procedures for coordinating responses between health and other emergency services, in particular in relation to terrorist attacks (in London and elsewhere). Unit 5 will also cover media and social media skills for leaders.
Units 6 will also explore leadership roles in managing major incidents. Unit 6 will develop the themes of Unit 5 further in relation to natural disasters (floods in Yorkshire and earthquake in Christchurch, New Zealand) and cyber attacks on the NHS (WannaCry).

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	6	4.00	24.00
Discussion forum	6	1.00	6.00
Tutorial	6	1.00	6.00
Private study hours			114.00
Total Contact hours			36.00
Total hours (100hr per 10 credits)			150.00

Private study

Independent online learning refers to non-facilitated directed learning. Students will work through bespoke interactive learning resources and reflective activities in the VLE.
Private study refers to directed reading and self-directed research in support of learning activities and discussions, as well as in preparation for assessments.

Opportunities for Formative Feedback

Online learning materials will provide regular opportunity for students to check their understanding (for example through formative MCQs with automated feedback). Regular group activity embedded into learning will allow self and peer assessment providing opportunities for formative feedback from peers and tutors.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Report	3,000 word project in which students critically appraise an incident with which they are familiar, and how it could have been prevented or handled better.	100.00
In-course MCQ	Students will use MCQs as formative assessment to help them test their understanding	0.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 10/08/2020 08:41:25

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