SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB726142
Module Leader Bernadette Bradley
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory and practice module aims to provide health visitor students with the opportunity to explore the concepts and skills of leadership applicable to contemporary health visiting practice. In the context of rapidly changing community health care, the concepts and theories introduced during this module are intended to stimulate critical thinking, creativity and debate. Drawing upon existing knowledge base and experience of leadership, students will be supported to consider how effective leadership contributes to safe and effective child and family centred care. By interpreting the key principles of leadership at professional, organisational and strategic levels, health visitor students will also apply theory and practice to support engagement with evidenced based practice in relation to team working, support managing change and transitioning to the role of The Named Person, (SG 2014). With guidance from a practice supervisor and/or a practice assessor, the health visitor student will undertake 110 hours of practice as part of the total 675hrs required for the programme, which is stipulated in The NMC regulatory body standards. This module also takes cognisance of NMC Educational Standards, (NMC 2018), and include the preparation of student health visitors for their role of academic supervisors for future health visitor students preparing for registration on Part 3 of the NMC register


Leadership Theory, Styles and skills Contemporary and relevant legislation and political and social drivers Managing change at professional, organisational and strategic level Motivation and readiness to change Chairing Professional Meetings Communication Emotional Intelligence Coaching, supervision and assessment

Learning Outcomes

1 Learning OutcomesOn successful completion of this module the student should be able to:1. Critically analyse and evaluate relevant social and political drivers which generate a need for change in health visiting practice and community settings2. Critically evaluate and synthesise theories of leadership and communication, and their application to relationship building contemporary health visiting practice3. Critically analyse and synthesis change management theories, strategies and challenges in relation to contemporary health visiting practice4. Critically evaluate the theoretical aspects and challenges of leading multi-agency teams 5. Critically analyse and synthesis the theory, skills and knowledge that will support the health visitor to transition into the role of a practice supervisor

Teaching / Learning Strategy

The teaching and learning strategy is designed to meet the educational needs of experienced practitioners and integrates a range of student centred methods including lectures, seminars and tutorials, with time allocated to directed study . The virtual learning environment, GCU Learn, will provide a platform for peer support and independent study materials. These resources will provide opportunities for students to enhance skills of evaluation, analysis and synthesis commensurate with SCQF Level 11 learning. Academic guidance will be integrated through the module and provide opportunity for both individual and group support and will be provided by both the module team and the Learning and Development Centre. There will also be opportunity for feedback on a formative piece of work

Indicative Reading

Core BARR J. & DOWDING L. 2015, Leadership in Health Care (3 rd edition), London: Sage ELLIS, P. 2019, Leadership, Management and Team Working in Nursing, 3 rd Ed, London: Sage FIELD, R. & BROWN, K. 2016, Effective Leadership, Management and Supervision in Health and Social Care <> (second edition). London: Sage. Field, Effective Leadership, Management and Supervision in Health and Social Care 3e GOPEE, N. & GALLOWAY, J. 2013, Leadership and Management in Healthcare (2 nd edn). London: Sage. HAYES, J. 2018, The Theory and Practice of Change Management (5th edition). Hampshire: Palgrave Macmillan. STANLEY, D. 2019, Values - Based Leadership in Healthcare: Congruent Leadership Explored TAYLOR, V. 2012, Leading for Health and Wellbeing. London, Sage THOMPSON, N. 2016, The Authentic Leader. London: Palgrave MacMillan Recommended ADAIR, J. 2009, How to grow Leaders: The 7 key principles of effective development. London: Kogan Page COTTRELL, P. 2011, Critical thinking skills: developing Effective Analysis and Argument, Palgrave MacMillan, Hampshire. COULTER, A.& COLLINS, A. 2011, Making Shared Decision-Making a Reality. The King's Fund: London. GAULT, I., SHAPCOTT, J., LUTHI, REID, G. 2017, Communication in nursing and Healthcare: A Guide for Compassionate Practice. London, Sage Useful websites: NHS Education Scotland <> Scottish Government <> Department of Health <> Institute of Advanced leadership <> NHS Leadership Academy <> Institute for Innovation and Improvement <> The Kings Fund: Ideas that change health care <>

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical and analytical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Application of a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Independent Learning (FT) 84.00
Lectures (FT) 24.00
Placement 110.00
Seminars (FT) 12.00
Assessment (FT) 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Practice Assessment n/a 0.00 50% Practice Assessment (Pass/Fail)
Written Assignment n/a 100.00 50% Written Assignment 3000 words