7B042E - Leadership, Education and Change Management for Advanced Practice 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 7B042E | ||
|---|---|---|---|
| Module Title: | Leadership, Education and Change Management for Advanced Practice | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Community and Professional Practice Nursing | ||
| Faculty Sub Group: | Integrated Health, Social Care and Post Registration Nursing | ||
| Module Leader: | Dawn Parry | ||
| Module Team: | Christopher Nash, Lauren Jones, Meirion Williams, Sara Morgan | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | 2032 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100817 - management and organisation of education | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
The main aims of the module are:
To develop critical understanding of leadership and change management in healthcare To enhance the ability to support learning, teaching, and development in clinical practice
To enable practitioners to lead service improvement and innovation within healthcare settings
Content Summary
This module prepares advanced clinical practitioners to lead, educate, and influence change within complex healthcare environments. It integrates leadership theory, educational practice, and change management frameworks to support service improvement, workforce development, and enhanced patient outcomes.
Students will critically explore leadership models, team dynamics, and organisational culture in the context of multidisciplinary healthcare practice. Alongside this, the module develops educational capability through engagement with adult learning theory, mentorship, and clinical teaching strategies, enabling practitioners to support the development of others in practice.
Through engagement with authentic, practice-based challenges, students will design and evaluate service improvement initiatives and develop strategies to lead change within their own clinical context. The module emphasises inclusive leadership, reflective practice, and the ability to influence practice at individual, team, and organisational levels.
This module supports progression into advanced and consultant-level roles, where leadership, education, and service improvement are core components of practice
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical classes and workshops | 10 |
| Guided Study | 60 |
| Problem/Challenge based learning | 46 |
| Formative Assessment | 4 |
| Summative Assessment | 40 |
| Independent Study | 140 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically evaluate leadership and change management theories to drive improvements in service delivery and professional practice |
| LO2 | Analyse and apply educational theory to support learning, teaching, and development of others within clinical and professional settings |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Individual Presentation (Synchronous Onsite) | The poster presentation enables students to critically evaluate and communicate a service improvement or change initiative, demonstrating leadership capability, strategic thinking, and the ability to influence practice. | 20 | N/A | 50 | No | 50 |
| Asynchronous Assessment | Student Choice 1 | The teaching and reflective assessment evaluates the application of educational theory in practice, including mentorship, feedback, and facilitation of learning. Students are provided with structured flexibility in how they design and deliver their teaching session, allowing them to select an approach that is relevant to their clinical context, learner group, and professional role (e.g. simulation, workshop, bedside teaching, or digital delivery). | 20 | N/A | 50 | No | 50 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Individual Presentation (Synchronous Onsite) | ✔ | ✘ | |
| Student Choice 1 | ✘ | ✔ | |