If you are applying for a stand-alone Masters level module please note you must meet either the general University entry criteria or the specific module pre-requisite for this level of study.
Module manager: Claire Easthall
Email: c.easthall@leeds.ac.uk
Taught: Semester 1 Sep to 31 Jan (adv yr), Semester 1 (Sep to Jan) View Timetable
Year running 2024/25
Ability to study at level M (normally has obtained 120 credits at level 3) - Current registration with a professional body or management role in healthcare organisation - Access to appropriate practice to allow the undertaking of work-based assignments - Appointment of an agreed work-based tutor and support from a work-based manager - Commitment from student, work-based tutor and work-based manager as stated in the module documentation.
This module is not approved as an Elective
This module aims to provide the skills and knowledge required to lead and implement change in busy clinical organisations. It is a challenging, yet rewarding 15-credit module, which allows you to apply key theory and skill, to a practical, work-based service development project. The module starts, by considering how to choose a suitable and impactful service development (SD) project that aligns with NHS priorities; linked to this, we will consider how to provide a clear rationale for your project and develop robust and meaningful aims and objectives. We will then look at tools and techniques used in service development projects, to help you identify and negotiate with key stakeholders and appraise the value of your projects. We also consider how to ensure your projects success by considering the skills and attributes needed to lead a SD project and also overcome any barriers to changing peoples’ behaviour in the workplace. Towards the end of the module, we will look at economic evaluation as well as other ways to measure and evaluate your SD project outcomes. The module concludes by considering how best to communicate your project findings in your project write up.
- Principles underpinning healthcare policy & decision making
- Techniques of project planning
- Factors that help or hinder service developments
- Effective methods for leading & influencing people
- Principles and techniques of economic evaluation.
On completion of this module, students should be able to:
1. employ effective project management skills in order to contribute to a service development project at team level;
2. use leadership skills to advocate change and negotiate an implementation strategy within a particular area of practice;
3. demonstrate an in-depth understanding of behavioural aspects of change management in a healthcare environment by identifying and addressing behavioural change issues in a chosen service development project.
4. critically appraise the relationship between national healthcare policies and local healthcare delivery strategies.
5. employ the principles of cost-effectiveness and economic evaluation in a chosen service development project
- Service development
- Policy and planning
- Leading and managing change
- Evaluation and appraisal
- Economic evaluation
- National healthcare policies and local strategies.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Fieldwork | 1 | 50 | 50 |
| Seminar | 3 | 7 | 21 |
| Tutorial | 1 | 3 | 3 |
| Private study hours | 76 | ||
| Total Contact hours | 74 | ||
| Total hours (100hr per 10 credits) | 150 | ||
- Fieldwork involved implementation of service development, about which the module assignment is written.
- Private study involves required reading, pre-session activities & preparation of the 3000 word assignment report
Approximately one month before the module starts, students are prompted to answer a series of questions regarding their service development project idea, for example what their project might be focused on, what their rationale for change is, who their stakeholders may be, what their aims and objectives might be, what outcome measures and data they might use and what concerns (if any they have). Feedback is provided on the ideas presented, before the module starts; this provides students an opportunity to seek formative feedback on the suitability of their project idea, right from the earliest opportunity.
Sessions are timetabled in alternate weeks and progress with projects is monitored continuously.
Following three full study days, timetabled on alternate weeks, the students have a month away to apply their learning to practice and start implementing their service development projects in their workplace. After four weeks, an additional half day session is timetabled online, in which students are allocated to small groups, themed around project similarity and/or pre-identified challenges/areas of concern. These sessions are facilitator led but also allow opportunity for peer feedback. Each student has 10-15 to provide an update on their project and seek advice from their peers and facilitator about issues of concern or challenges faced with their project.
Formal formative feedback can be sought by completion of a proforma (outlining the project focus and areas of concern) and provision of up to 20% (600 words) of their written work. The deadline for this falls roughly four weeks before submission, to accommodate university closed periods and to enable adequate time to enact on feedback.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 3,000 words | 100 |
| Total percentage (Assessment Coursework) | 100 | |
3000 written assignment gives students scope to describe their project, evaluate its outcomes and illustrate their achievement.
The reading list is available from the Library website
Last updated: 2/21/2025
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