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Co-operative Learning Group 6: Developing a 'Patient First' Team Culture through Values Based Leadership (20 Credit) - HEA00147H

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  • Department: Health Sciences
  • Module co-ordinator: Mr. Russell Yates
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
C Summer Term 2019-20

Module aims

The Francis Report (2013) emphasises the need for leadership within NHS and Social Care environments to be focused at all levels on developing and fostering a culture where compassion, safety and quality of care are the paramount concerns. This module is designed to support students to examine in detail how to promote a 'patient first' team culture whilst also developing knowledge and understanding of effective team leadership. This module has strong links with the Service Improvement Project module in which students will plan and negotiate a 'patient centred' change in practice. Students will be required to compare and contrast a range of organisational, management and leadership theories applying these to contemporary health care settings. They will also critically reflect on the impact of their own leadership style on other people and consider how this contributes to the wider team culture. Students will critically consider how they might contribute to an improved 'patient first' team culture whilst also identifying strategies to further develop their own leadership potential.

Module learning outcomes

At the end of the module, students will be able to:

  1. Critically compare and contrast a range of management and leadership theories relevant to a healthcare environment 
  2. Evaluate how these approaches to leadership and management impact on developing a 'patient first' team culture.
  3. Explore key actions and behaviours that contribute to the development of organisational and team cultures.
  4. Analyse how factors in the working environment enhance or inhibit leadership performance.
  5. Explore the links between interpersonal leadership, motivation, improved staff performance and high-quality healthcare.
  6. Critically reflect upon your own personal leadership style and how that leadership capability can be improved.



Task Length % of module mark
Essay 2000 words
N/A 100

Special assessment rules



Task Length % of module mark
Essay 2000 words
N/A 100

Module feedback

  • Seminar feedback will be given orally and immediately.
  • Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Francis Report (2013). [Online]. Available at:
  • Grohar-Murray, M.E. and DiCroce, H.R. (2011). Leadership and management in nursing. New Jersey: Pearson/Prentice Hall.
  • Huber, D. (2014). Leadership and nursing care management. 3rd edn. Edinburgh: Elsevier Saunders.
  • Marquis, B.L. and Huston, C.J. (2017). Leadership roles and management functions in nursing: Theory and application. 5th edn. Philadelphia: Lippincott, Williams and Wilkins.
  • Sullivan, E.J. and Garland, G. (2018). Practical Leadership and Management in Healthcare. Harlow: Pearson/Prentice Hall
  • Weiss, S and Tappen R (2015) Essentials of Nursing Leadership and Management. Philadelphia: Davis

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

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