Independent Guided Study

Transcription

1 TITLE Leadership in occupational therapy SI MODULE CODE C CREDITS 15 LEVEL 7 JACS CODE B930 SUBJECT GROUP DEPARTMET MODULE LEADER Occupational Therapy Allied Health Professions Petra Klompenhower MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study MODULE DESCRIPTOR Total umber of Study Hours MODULE AIM This module aims to enhance your leadership capacity in readiness for professional practice. It will address issues of self management, mentorship, supervision, audit and managing organisational change, and ensure that you gain an awareness of emerging national and global issues of interest to the profession at the time. The key aim is to equip you with the knowledge and skills that they can use to advance practice once qualified. MODULE LEARIG OUTCOMES By engaging successfully with this module a student will be able to 1. reflect critically on personal leadership qualities and skills and critically assess how these skills may be pertinently used in health and social care organization and delivery 2. use selectively and critically the key principles of mentorship and supervision as support and enabling strategies for continuing professional development for self and others 3. explore critically some of the emerging issues of interest to the profession of occupational therapy within organisations and critically debate the implications for the profession 4. draw on strategies such as team work, service evaluation, and audit in order to enhance the quality of services and consider the contribution of occupational therapy skills and knowledge to these strategies 5. search for, critique and synthesise material from a range of sources on a contemporary professional issue and prepare an article to the specifications of the Authors guide of the British Journal of Occupational Therapy IDICATIVE COTET Leadership skills and qualities How organisations work Mentorship and supervision

2 Maintaining professional wellbeing Continuing professional development and professional growth Careers in occupational therapy; consultant posts, research, practice and education Service audit and evaluation Publication processes ew and emerging issues for the profession of occupational therapy emanating, for example, from social policy, organizational transformations, the world or national bodies of occupational therapy or regulatory body LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways ou will appraise and develop your strategies for developing your own leadership qualities and maintaining wellbeing at work. These will be discussed in one-to-one tutorials with a mentor or personal tutor. ou will be encouraged to record personal reflections on your leadership qualities and some of the observations of others in your professional development portfolio. Key note lectures and workshop sessions will introduce and explore issues including leadership, organisational change, clinical audit and contemporary issues impacting on organisations and the profession of occupational therapy. ou will select one strategy for service development, improving team work or enhancing learning within organisations and lead a workshop session. This can be led together with fellow students. This practical session will help you develop your ideas for your written assignment on how a strategy for change can be used to respond to a contemporary work place/professional issue. ou will be encouraged to think about how your occupational therapy skills and knowledge can be used to the benefit of teams, services and organisations. Formative assessment Learning outcomes 1 and 2 will be assessed formatively. ou will use your portfolio to reflect on your experiences of leadership, mentoring and supervision so far to identify your personal learning needs in these areas. ou will focus on your development needs in these areas in relation to applying for your first post in occupational therapy. ou will devise an action plan to address those needs in the coming year. ou will share this section of your portfolio with your personal tutor and prepare to discuss this with them in a supervision session.. Summative assessment ou will prepare a 1500 word article suitable for submission to the British Journal of Occupational Therapy in the format of an opinion piece or similar, using the Journal s current guidelines for authors. The article will discuss your proposals for how an occupational therapist, using her or his leadership skills, can use a strategy for change to respond to a contemporary issue for the profession. To achieve a pass you must meet the following criteria:

3 The article addresses a contemporary issue, offering a critical evaluation of that issue as a current concern for the profession of occupational therapy (LO3) Justification is given about how a strategy for change can address the concerns expressed. Comment is made about the contribution of occupational therapy skills and knowledge to this process (LO4) The article is written to the specifications detailed in the current guidelines for authors of the British Journal of Occupational Therapy, including the presentation of references in the Harvard style and SHU format (LO5) ASSESSMET TASK IFORMATIO o.* Short Description of SI Code EX/CW/PR Weighting % Word Count or Exam Duration** 1 Journal Article CW In-module retrieval available FEEDBACK Students will receive feedback on their performance in the following ways. See above section regarding formative and summative assessment. ou will receive your result and written feedback 15 working days after submission of your summative assessment. LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Resources British Journal of Occupational Therapy and it guidelines for authors American Journal of Occupational Therapy; Australian Occupational Therapy Journal; Canadian Journal of Occupational therapy; Occupational Therapy Journal of Research; Occupational Therapy International Learning in Health and Social Care Reports and guidelines emanating from the College of Occupational Therapists, World Federation of Occupational therapists, Health Professions Council, or similar ew legislation and government guidelines

4 References ADAIR, John (2007). Develop our Leadership Skills. London, Kogan Page. AVOLIO, Bruce (1999). Full leadership development. London, Sage Publications. BISHOP, Veronica. (2009). Leadership for ursing and Allied Health care Professions.Maidenhead, McGraw-Hill Open University Press BROW, Gillian, ESDAILE, Susan and RA, Susan (eds.) (2003). Becoming an advanced practitioner. Oxford, Butterworth-Heinemann. CARALL, Colin A. (2007). Managing change in organizations. Harlow. Financial Times Prentice Hall. CHRISTIASE, Charles H. and TOWSED, Elizabeth A. (2004) Introduction to Occupation. Upper Saddle River, J: Prentice Hall COT/BAOT (2007) Management Briefing - Performance Management. London COT (accessed by members) CSIP/IMHE 2007 ew Ways of Working for Everyone: A best practice implementation guide London: DoH. FISH, Della and TWI, Sheila (1997). Quality clinical supervision in the health care professions. Oxford, Butterworth-Heinemann. FOSTER-TURER, Julia (2006). Coaching and Mentoring in Health & Social Care. Abingdon UK, Radcliffe Publishing. JARVIS, Peter and GIBSO, Sheila (1997). The teacher practitioner and mentor in nursing, midwifery and the social services. Cheltenham, Stanley Thornes. JARZABKOWSKI, Paula and SIEDL, David. ( 2007). The Importance of meetings : how the structure of meetings affects strategic change in organisations. London : Advanced Institute of Management Research. JELPHS, Kim and DICKISO, Helen. (2008). Working in teams. Bristol: Policy Press. KEMBER, David, et al. (2001). Reflective teaching and learning in the health professions. Oxford, Blackwell Science. PICKERIG, Susan and THOMPSO, John (eds.) (2003). Clinical governance and best value. Edinburgh, Elsevier. SALE, Diana (2005). Understanding Clinical Governance and Quality Assurance. Basingstoke UK, Palgrave Macmillan. STEPHE, John. (2009) Strategic Learning and Leading Change: how global organizations are reinventing HR. Edinburgh : Butterworth-Heinemann. WEIGHTMA, Jane (1999). Introducing Organisational Behaviour. Harlow UK, Pearson Education. WHITEFORD Gail and WRIGHT ST CLAIR, Valerie ( eds.) (2005). Occupation and Practice in context. Marrickville, SW, Elsevier.

5 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE / Title Change / Level Change / Credit Change / Assessment Pattern Change / Change to Delivery Pattern Date the changes (or new module) will be implemented 05/2016 MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 23/05/ /07/2016 Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 50% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Sub-task / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 50%. o. 1 x B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. REVISIOS Date Reason ov 2015 Minor Mod