Students will examine the role of leadership in the development of a service improvement programme within a defined area of practice.  Students will select an appropriate quality improvement approach and examine the role of leadership and development

Module learning outcomes: By the end of this module students should be able to:

1.        Demonstrate systematic understanding and critically evaluate leadership and management approaches within an inter-professional health and social care arena.

 

2.        Show an ability to continue to advance knowledge and understanding, of self and others, through evaluation of the complexities of leadership for team development.

 

3.        Critically examine the challenges of communication required for effective leadership including dealing with complex issues both systematically and creatively.

 

4.        Articulate and critically evaluate methodologies of selected leadership and quality improvement tools to make recommendations for improved healthcare outcomes.

 

5.        Demonstrate achievement of the proficiencies and nursing procedures as identified in Part 3 of the Pan London PAD

Overview of learning and teaching activities on the module: The module will explore leadership at 4 levels, individual, team, Board and National. Students will explore heightened self-awareness and wellbeing to equip them to understand leadership tasks required in the healthcare setting. Students will seek to prioritise leadership requirements for safety and quality considering patient experience and staff voice to enhance learning cultures.

Consideration of physiology, pathophysiology, pharmacology, and medicines management relating to students defined area of practice will be required where appropriate when considering quality improvement and leadership.

The need for continuous development of self and others will be explored, along with the importance of team vision and focus to foster collaboration and allow for a clinically and cost-effective healthcare provision.

Strategic and National influencers and their impact on the leadership abilities of all concerned, in a climate where leadership is the concern of all, not just the function of managers and executives.

Equipment you need to bring to class: N/A

Indicative schedule of delivery: one line on what will be covered in each session; do adapt depending on whether the module is delivered weekly, in blocks or other pattern of delivery. The number of weeks should correspond to the Academic Calendar your module is aligned with. Please highlight dates for Academic Development Week and Personal Development Week and deadlines for assessments. Do incorporate here if field trips/visits are part of the module. Please adapt the table below to suit your needs

Session	Indicative Content	Independent Study Activities
1.     13th February 2026	– Introduction to Module – Awareness of Self – Appraisal & Development of Others	– Pre-session readings and reading list
2.     20th February 2026	–        NMC Supervision –        NMC Supervision	Pre-session readings and reading list
3.     27th February 2026	-Quality Improvement Project – Challenges when things go wrong	Pre-session readings and reading list
4.     6th March 2026	–        Leadership Theories & Interprofessional Working –        Change Management	Pre-session readings and reading list
5.     13th March 2026	–        Recruitment –        Accountability and Delegation	Pre-session readings and reading list
6.     20th March 2026	–        Leadership –        Evaluation, Quality and Safety	Pre-session readings and reading list
7.     27th March 2026	–        Formative review of Assignment –        Working with Budgets	Pre-session readings and reading list

 

Guidance on how to use independent study time:  Complete the set reading and work through the material available on Blackboard utilising the pre session and post session material to develop your learning.

Referencing system: Refer to the Student Course Handbook.

Assessments:

Summative assessment Type	% weighting	Deadline for submission of work and where assignment should be submitted	Date for return of mark/grade and feedback and where they will be returned	Minimum pass mark for assessment task(s)
1. Written Assignment [2000 words]	50% Module 100% Grade	The assessment must be submitted via Turnitin by Thursday the 21st May 2026 at 2 pm.	Marks and feedback will be available after the 12th June 2026 at 2 pm	50%
2. Completion of PAN London Practice Document	50%	16th of July 2026.		pass

 

It is important that you meet your assessment deadline to help manage your workload and ensure your timely progression to your next level of study. However, we understand that in exceptional cases you may be unable to submit your work on time or do well in your exams due to unexpected events which are short-term in nature and beyond your control. Find out more about what to do in situations such as these here.

A coursework extension or a chance to re-take your exam is not an automatic right; to ensure fairness and transparency, exceptional circumstances requests will only be approved if they meet the criteria, are submitted on time and – where relevant – include appropriate professional evidence. 

Assessment brief/s:

•          Summative Written assignment: [50% of module, 100% grade] [2000 words] 

Students will examine the role of leadership in the development of a service improvement programme within a defined area of practice.  Students will select an appropriate quality improvement approach and examine the role of leadership and development of others to improve patient experience and outcomes.

 

•          Assessment of Practice: completion of Part 3 Pan London Practice assessment document [50% of module, Pass/Fail] [2000-word equivalent].

 

•          Both components of assessment need to be passed in order to pass the module.

 

•          Formative activities: formative assessment and feedback will occur in the form of peer-review during sessional meetings.

 

Generative Artificial Intelligence (GenAI) and Assessments

Before approaching any assessment you should read the student guidance on the use of GenAI: Welcome to your generative AI guidance 

This will ensure you are aware of the ethical, legal and learning aspects of using GenAI for your studies. 

Each module’s assessments will require a different approach to the use of Generative Artificial Intelligence (GenAI). Your Module Lead has evaluated this module’s assessment(s) using the Artificial Intelligence Assessment Scale (AIAS).  

You can learn more about the AIAS at aiassessmentscale.com. 

If you would like to understand more about how CCCU’s staff understand the use of GenAI in your learning, you can read the Staff Guidance. 

1	No AI	The assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills. You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
2	AI Planning	AI may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
3	AI Collaboration	AI may be used to help complete the task, including idea generation, drafting, feedback, and refinement. Students should critically evaluate and modify the AI suggested outputs, demonstrating their understanding. You may use AI to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content you use.
4	Full AI	AI may be used to complete any elements of the task, with students directing AI to achieve the assessment goals. Assessments at this level may also require engagement AI to achieve goals and solve problems. You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals while demonstrating your critical thinking.
5	AI Exploration	AI is used creatively to enhance problem-solving, generate novel insights, or develop innovative solutions to solve problems. Students and educators co-design assessments to explore unique AI applications within the field of study. You should use AI creatively to solve the task, potentially co-designing new approaches with your instructor.
Perkins, Furze, Roe & McVaugh (2024). The AI Assessment Scale

Staff Guidance available at the Artificial Intelligence Assessment Scale webpage 

Your Module Lead has evaluated this module’s assessments as requiring the following level of interaction with GenAI:  

Assessment 1: 

Assessment 2:  

At CCCU all assessments require a declaration regarding the level of GenAI use.  

Under CCCU’s Academic Integrity Policy unacknowledged inclusion of GenAI is considered academic misconduct. See the Academic Integrity and Misconduct webpages for more information.

Please select the most appropriate statement from the choice below and insert it at the start of your work:  

1. No GenAI was used in the preparation, planning or creation of this work. [AIAS Level 1] 
2. I acknowledge the use of outputs from [insert the name of generative AI tool(s) used] in the learning, preparation, planning or proofreading of this work. [AIAS Level 2] 
3. I acknowledge collaboration with [insert the name of generative AI tool(s) used] in this work, and the inclusion of outputs in modified form. [AIAS Level 3] 
4. I acknowledge [insert the name of generative AI tool(s) used] as partner(s) in the creation of this work. [AIAS Levels 4 & 5] 

Referencing GenAI 

If your assessment is rated at levels 2, 3 or 4, you are required to reference where you have used GenAI outputs in the body of your work. For guidance on how to reference GenAI in your work see Cite Them Right 13^th Edn, or later. You can use the textbook or visit the Cite Them Right website – both are accessible via LibrarySearch (for the web version, login using your CCCU email).  

You can speak to your module tutor, module lead, subject Librarian or Learning Developer [job titles subject to change] for more guidance on the use of GenAI in your learning and assessment.  

 

 

Reassessment information: the text below is for all handbooks

Some students may not pass an assessment first time and will be invited to take reassessment for the module, following a decision from a Board of Examiners. Do check the Your Guide to Assessment and Award Processes and seek advice from your Personal Academic Tutor if this is the case for you. Your module team will offer support in preparation for your reassessment.

In this case, the nature of the reassessment will be:

Original assessment This should be identical to the assessment table column 1	Reassessment type Usually, the same type of assessment and brief, but exam questions may vary	Deadline for submission of reassessment, and where it should be submitted If no exact date is known, provide a week e.g., w/c 12 July 2026
1.     Written Assignment	Quality Improvement Proposal	1st July 2026 at 2 pm via Turnitin
2.     Completion of Pan London Practice Document	Completion of the Pan London Practice Document	TBC individually

 

This handbook should be read in conjunction with other sources:

·       Student Course Handbook: for course academic information applying to all modules

·       Current Student Webpages: for generic student experience information

 

Learning Materials/Resources: From autumn 2025, module resource lists will be provided through TalisAspire. Module leads are asked to ensure that their TalisApsire lists are updated and correct (please contact library services if you require help), and the link to the list is shared in your module handbook as well as on your module Blackboard.

•          Recommended Resources:

Journals

•          Nursing Standard http://journals.rcni.com/journal/ns

•          Health Service Journal https://www.hsj.co.uk/

•          Evidence -Based Nursing https://ebn.bmj.com/

•          The International Journal of Practice Development http://www.fons.org/library/about-ipdj.aspx

•          Journal of Advanced Nursing https://onlinelibrary.wiley.com/journal/13652648

•          Journal of Interprofessional Care https://www.tandfonline.com/loi/ijic20

•          Nursing Management (RCNi) https://rcni.com/nursing-management

 

Websites

•          The Health Foundation https://www.health.org.uk/

•          The Kings Fund https://www.kingsfund.org.uk/

•          NHS London leadership academy

https://www.londonleadershipacademy.nhs.uk/leadershiptoolkit/leading-and-managing-others/developing-others

•          NHS Scotland Quality Improvement Hub http://www.qihub.scot.nhs.uk/home.aspx

•          National Institute for Health and Care Excellence https://www.nice.org.uk/guidance

•          Point of Care Foundation https://www.pointofcarefoundation.org.uk/resource/experience-based-co-design-ebcd-toolkit/?gclid=EAIaIQobChMIw5240YLl3QIVWIfVCh1CMgyzEAAYASAAEgLOSvD_BwE

•          The Health Foundation

https://www.health.org.uk/?gclid=EAIaIQobChMIrMPomOD23QIVzrvtCh0a6gSrEAAYASAAEgLG2vD_BwE

 

Date and validity July 2025, valid for academic year 2025/2026