module specification

The interprofessional leadership, professional practice and service improvement module builds on the foundation of previous professional practice modules to advance students awareness of their own values, working with other people and leading others within health and social care environments. Professional expectations and regulations for working within allied health professions, including those related to professional competency and safeguarding are explored and applied in order to prepare students for clinical placements.

The module will provide opportunities for students to explore their own values, personality and attributes within the context of styles of leadership to develop self-confidence and emotional intelligence for accountable leadership of self and with clients and colleagues. It will also consider team working and models of leadership and provide opportunities to reflect on past group working activities to develop skills to influence others and evaluate clinical practice. A specific focus on the legal and ethical issues, HCPC requirements, and responsibilities spanning both the physiotherapy and dietetic professions will be embedded throughout.

It will critically consider the processes, frameworks and tools used to improve healthcare services, business, and entrepreneurial skills. Students will also have the opportunity to prepare for their first job by considering mentoring and preceptorship programmes and how to optimise these opportunities.

Available for Study Abroad? NO

Knowledge

· Ethics in allied health practice (beneficence, nonmaleficence, autonomy, and patient choice, safeguarding and legal and ethical boundaries of the HCPC) (LO1)
· Diversity & inclusion (Cultural knowledge, awareness and competency, Protected characteristics, and Equality Act intersectionality, and navigating power imbalances in healthcare to promote equitable patient care). (LO5)
· Team-working (team-working models, roles, responsibilities, multi/interdisciplinary teams) (LO2)
· Leadership and influencing others (leadership styles, models, conflict resolution, bullying, harrassment and discrimination, raising concerns, whistle blowing) (LO1, LO2)
· Theories and models for service improvement (service evaluation, audit, economic evaluation, risk management, project management, Quality Service Improvement Redesign - QSIR, Plan Do Study Act – PDSA) (LO3)
· Entrepreneurship and awareness of business service evaluation (LO3, LO4)

Skills

· Clinical decision making, empathy, cultural competency, responsibility for fitness to practice (LO2)
· Managing teams, raising concerns, safeguarding, managing conflict, coaching, communicating vision, documentation (LO2)
· Quality improvement project and risk management (LO3)
· Developing lifelong learning and leadership in practice using Physiotherapy framework mapping for personal development (managing workload, mentors, role model), flexibility, resilience (LO4)
· Verbal, written and electronic communication: record keeping, referrals, telephone consultation, case conference, e-health technologies etc. (LO2, LO4)
· Employability and career launch: Preparing for Band 5 interviews, translating clinical/catering experiences into employability skills, and developing a professional networking presence (e.g., LinkedIn). (LO4)

Attitudes

· Emotional intelligence for working with individuals and teams (LO1)
· Self-awareness for leadership (LO1, LO2)
· Flexibility, creativity and resilience (LO1, LO4)

Learning and teaching on this module combine scheduled face-to-face sessions with substantial guided independent study to support the development of leadership, service improvement, and self-management skills. Approximately 39 hours of scheduled teaching (delivered as 3 hours per week over 13 teaching weeks) include keynote lectures, interactive seminars, and practical workshops focused on integrating quality improvement methodologies (e.g., QSIR, PDSA), inclusive leadership principles, and transition-to-practice strategies. As this module runs alongside the BSc cohort, teaching approaches are shared, but seminars will include targeted application tasks appropriate for Level 7. Students are expected to undertake around 81 hours of guided independent study, including preparation for seminars, directed reading of leadership literature, engagement with digital resources (such as the NHS Leadership Academy and HCPC/CSP online hubs), and continuous reflective practice. A further 30 hours are allocated for assessment preparation, including formulating the service improvement project presentation and drafting the leadership development reflective essay.

At the end of this module, student should be able to:

1. Demonstrate a working understanding of effective teamworking with others including service users, other professionals, and support staff to achieve agreed mutual goals as a part of developing leadership skills, managing conflict, and practicing within the ethical and legal boundaries of the HCPC Standards of Proficiency.

2. Demonstrate an embodied understanding of leadership, confidence and resilience through a critical reflection of own values, personality and leadership development journey and practice, including the development of strategies to manage personal health, wellbeing, and emotional burden.

3. Demonstrate an understanding of the need to apply a systematic approach to service evaluation and audit procedures.

4. Utilise a critical understanding of current theories and models for service improvement to develop a quality improvement project for a service experienced in placement.

5. Develop a structured personal plan for continuing leadership development, preceptorship and lifelong learning in their first graduate job.

Reading List found here:

https://rl.talis.com/3/londonmet/lists/9A428063-436D-6C7D-FEB7-692AD65328DA.html?lang=en-GB&login=1