hlth.8001 course outline 2015s2a (1)

7/21/2019 HLTH.8001 Course Outline 2015S2a (1)

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HLTH.8001 Leadership in Healthcare

Course Code: HLTH.8001

Course Title: Leadership in Healthcare

Course Level: 8

Course Credits: 15

Semester 2, 2015

Course Outline

TE PAKARO A IHENGAFaculty of Health, Education and Humanities




Table of Contents

1 Course Introduction: Whakatūwheratanga Kōhi ........................................................................................... 3

2 Course Aim: Whāinga ........................................................ ................................................................. ............ 3

3 Learning Outcomes: Hua Ako ................................................................ ........................................................ 3

4 Course Topics Outline: Ngā Kaupapa Kōrero ..................................................................................... ............ 4

5 Pre-requisites: Nga Whakaritenga I mua ....................................................................................................... 4

6 Co-requisites: Nga Whakaritenga tuhono ......................................................... ............................................. 4

7 Unit Standards:............................................................................................................................................... 4

8 Course Coordinator: Kaitakawāenga ................................................................. ............................................. 4

9 Lecturer/Office Information: Kaiako/Pūrongo Tari ........................................................................................ 4

10 Department/Faculty: Tari/Pākaro .............................................................................................................. .... 4

11 Course Times/Venue: Ngā Wā Kōhi/Papa ......................................................... ............................................. 5

12 Course Hours: Ngā Hāora Kōhi ................................................................ ....................................................... 5

13 Learning and Teaching Overview: Tirohanga Ako ........................................................ .................................. 5

13.1 Theoretical and Practical Components ................................................................................................. 5

13.2 Off-campus Delivery ............................................................ ................................................................. . 5

13.3 Health and Safety Requirements .......................................................................................................... 5

14 Learning Resources: Ngā Rauemi Ako ................................................................ ............................................ 6

14.1 Required Readings ................................................................................................................................ 6

14.2 Recommended Readings ................................................................ ....................................................... 6

14.3 Specialist Resources and Equipment..................................................................................................... 6

15 Course Schedule: Whakarite Kōhi ........................................................... ....................................................... 7

16 Assessment Schedule: Whakarite Aromatawai.............................................................................................. 8

17 Assessment Policy/Guidelines: Kaupapa Aromatawai/Rārangi Tohutohu..................................................... 8

18 Marking Scheme/Criteria: Nanakia Mākā/Whakaritenga .............................................................................. 8

19 Summative Assessment 1 – Essay ................................................................................................... ............. 10

19.1 MARKING RUBRIC HLTH.8001 Summative Assessment One -Essay ................................................... 11

20 Summative Assessment 2 – Report ............................................................................................................ .. 13

20.1 MARKING RUBRIC HLTH.8001 Summative Assessment 2- Report ..................................................... 14




1 Course Introduction: Whakatūwheratanga Kōhi

Welcome to this post graduate paper; as a student at this level you will be looking to develop not

only your knowledge, but you critical analysis and appraisal skills. Your lecturer will be Ian Guy; Ian

has over 30 years’ experience within the Health Sector and Higher Education in the United Kingdom

and New Zealand.

Many students on this course are from different professional backgrounds; your personal

experiences and reflections on working within the health systems are encouraged to be shared.

These will form a valuable part of your learning process. For many parts of the content there will be

no right or wrong answer; the health system goes through continual change driven by factors

external to the system. This paper endeavours to equip you to drive that change.

During this course it is likely you will be introduced to new ideas and different ways of thinking

about the health sector. It is highly recommended that if you do not understand these concepts thatyou seek clarity for your lecturer at the earliest opportunity.

2 Course Aim: Whāinga

Students will investigate leadership in the health care sector from theoretical, historical and

functional perspectives with a view to enhancing their understanding of the impact of leadership

ability. Students will identify and synthesize personal leadership understandings and skills. The utility

of research to support leadership in the health care sector is evaluated.

In plain English what does this mean? This course aims to develop your knowledge and

understanding regarding the key principles used within the health sector in New Zealand. You will

achieve this by reflecting on your experiences to date, by studying selected leadership approaches

and research on effective leadership.

3 Learning Outcomes: Hua Ako

On successful completion of this course, the student will be able to:

1. survey historical views and theories of health care leadership;

2.

evaluate a range of leadership theories, models and approaches;

3.

differentiate a range of leadership terms and frameworks utilised in health care settings;4. critically identify the knowledge, skills, attitudes and values required by effective health care

sector leaders and evaluate and appraise own personal style of leadership characteristics within

the health context;

5. identify and examine a range of challenges faced by health leaders




4 Course Topics Outline: Ngā Kaupapa Kōrero

Leadership and management theories,

styles and characteristics

Leadership and change

Cultural differences

Leadership and development plan

Planning and priority setting

Management of human resources

Organisational culture, norms and

traditions, characteristics and influences

Quality systems, standards and processes

The relationship between health care

leadership and spiritualism/Wairuatanga

Succession planning

Power, influence and authority

Māori leadership styles

Mentoring and Coaching

Communicating effectively as

a leader

Organising and problem

solving

Communication, information

and feedback

Dichotomy of leadership and

management

Application of knowledge and

expertise in professionalorganisations and practice

5 Pre-requisites: Nga Whakaritenga I mua

There are no pre-requisite papers for this course

6 Co-requisites: Nga Whakaritenga tuhono

There are no co-requisite papers for this course

7

Unit Standards:There are no unit standards within this course

8 Course Coordinator: Kaitakawāenga

Ian Guy

9 Lecturer/Office Information: Kaiako/Pūrongo Tari

Name: Ingoa: Ian Guy

Contact Phone: Nāmā Wāea: 07 346 8913

Email: Imēra: [email protected]

10 Department/Faculty: Tari/Pākaro

Te Pakaro o Ihenga




11 Course Times/Venue: Ngā Wā Kōhi/Papa

Day Time Venue

Monday 13th July No class Marae (for Powhiri)

Monday 20th July 9 – 11am L203

Monday 27th July onwards 10 – 11am (Lecture) L204

Monday 27th July onwards1- 2pm (Tutorial Group

One)L204

Monday 27th July onwards (Tutorial Group Two) L204

12

Course Hours: Ngā Hāora Kōhi

Lecturer-directed Learning Hours 60

Work Experience Hours 0

Student Self- directed Learning Hours including

Assessment Hours

90

Total study hours 150

13 Learning and Teaching Overview: Tirohanga Ako

13.1 Theoretical and Practical Components

This is a theory based paper; there is no practical element. However, students will be expected to

reflect on their previous practice experience.

13.2 Off-campus Delivery

There are no off-campus learning components in this course.

13.3 Health and Safety Requirements

All learning activities will be carried out in accordance with Waiariki’s Health and Safety Procedures.




14 Learning Resources: Ngā Rauemi Ako

14.1

Required Readings

It will be helpful if you gain an understanding of the Treaty of Waitangi; as one of New Zealand’s

founding documents it still has significance to all areas of government business. There are numerous

government websites that provide an introduction

http://www.teara.govt.nz/en/treaty-of-waitangi

http://www.nzhistory.net.nz/politics/treaty-of-waitangi

14.2 Recommended Readings

The Waiariki library holds a large stock of texts related to leadership; please browse this section andselect texts that appeal to you and read widely around the key themes of this paper. Suggested texts

include -

DuBrin A. (2013) Leadership: Research findings, practice, and skills. Mason, OH: South Western

Cernege

Gill R (2011) Theory and practice of leadership. Thousand Oaks, CA: Sage.

Gosling J et. Al (2012) Key concepts in leadership. Thousand Oaks, CA: Sage.

Henwood S (ed) (2012) Practical leadership in nursing and health care: A Multi-Professional

Approach. Boca Raton, FL: CRC Press

Northouse P.G. (2013) Leadership: Theory and practice. Thousand Oaks, CA: Sage.

In addition you should be reading relevant journal papers that are pertinent to your assessments.

14.3

Specialist Resources and Equipment

No special resources are required for this course










15 Course Schedule: Whakarite Kōhi

Week:

Te WikiTopic: Kaupapa Kōrero

Length (Hrs.):

Te Roa (Hāora)

References:

Ngā Apiti Motuhake

1 Powhiri 2 Refer to e-campus

2 Introduction

Health Care System Aotearoa

2 Refer to e-campus

3 Database searching 2 Refer to e-campus

4 Treaty of Waitangi/Māori

Health Concepts

2 Refer to e-campus

5 Leadership Theories and

Leadership styles

2 Refer to e-campus

6 Leadership in healthcare 2 Refer to e-campus

7 Assignment one hand in Assessing your leadership style

2 Refer to e-campus

8 Leadership knowledge, skills,

attitudes and values

Refer to e-campus

9 Tutorial 2 Refer to e-campus

10 Power, influence and control 2 Refer to e-campus

11 Communication, dealing with

challenges

2 Refer to e-campus

12 Working in teams 2 Refer to e-campus

13 Public Holiday (no classes) 2 Refer to e-campus

14 Assignment two hand in

Quality assurance, HR

processes

2 Refer to e-campus

15 Leadership and ethics 2 Refer to e-campus

16 Tutorial 2 Refer to e-campus




16

Assessment Schedule: Whakarite Aromatawai

Week/Date:

Wiki/Rā

Assessment Type:

Mōmō Aromatawai

Learning Outcomes

Assessed:Hua Ako

Percentage

Weighting:Āta

Whakāāro

7

(24/08/15)Summative Essay 1, 2 & 3 50%

14

(02/11/15)Summative Report 4 & 5 50%

17 Assessment Policy/Guidelines: Kaupapa Aromatawai/Rārangi Tohutohu

Assessments will be delivered and managed in accordance with the criteria specified in the Waiariki

Regulatory Framework, including the Academic Regulations and relevant Waiariki policies and

procedures. A summary of Waiariki’s Academic Regulations can be found on pages 151-159 of yourStudent Diary.

The full and current Waiariki Regulatory framework can be obtained via the following web link:

http://connect/PMFFinal/Waiāriki%20Regulatory%20Framework.pdf .

All written summative assessments in this paper require electronic submission through Turnitin

anti-plagiarism software prior to the due date and hard copy submission via the Administration

Staff in G Block. Students who do not submit hard copies risk not having their papers marked.

Turnitin

All written summative assessments in this paper require electronic submission through Turnitin anti-plagiarism software prior to the due date and hard copy submission. Both an electronic and hard

copy are required to be submitted to meet the requirements of this course

A Turnitin report of 20% or less is acceptable. Anything above 20% will be considered plagiarism and

will be marked as ZERO (0) and FAIL.

Similarity of Student Assessments:

Any students whose assessments demonstrate significant structural similarities in spite of a

favourable Turnitin similarity report, may be considered to have an unacceptable level of copying. In

such cases the assessments will be marked as ZERO (0) and FAIL.

Resubmission of failed assessment is according to Academic Statute.

18 Marking Scheme/Criteria: Nanakia Mākā/Whakaritenga

Marking scheme is included with the assessment tasks – please refer to this for how marks are

allocated.

APA 6th edition referencing to be used throughout. As a post graduate student it is important that

citations and referencing is done to a satisfactory standard.

Your APA guide can be found at http://www.waiariki.ac.nz/services-and-facilities/library-learning-

resource-centre/referencing-study-resources

http://connect/PMFFinal/Waiariki%20Regulatory%20Framework.pdf



http://www.waiariki.ac.nz/services-and-facilities/library-learning-resource-centre/referencing-study-resources










COURSE CODE HLTH.8001

COURSE TITLE: Leadership in Health Care

2015

COURSE ASSESSMENTS




19

Summative Assessment 1 – Essay

This assessment is an academic essay within which you are expected to use relevant published

work to demonstrate your knowledge and understanding of the topics covered within this paper.The depth of your understanding should also draw upon your wider reading around the materialscovered in lectures, group activities and on e-campus.

Your task is to critically examine the historical development of healthcare leadership in NewZealand.

Drawing on one professional occupational group and making specific reference to the developmentof that profession, e.g. nursing, medicine, dentistry, etc. critically discuss the leadership structuresprevalent within that profession.

Analyse and evaluate three leadership theories or frameworks and then critically discuss thepotential application of one of these theories or frameworks to an aspect of contemporaryhealthcare.

Provide a rationale for your choice of theory or framework.

All work should be fully supported by current literature.

Word limit 2500 words

Hand in date 24/08/15

Weighting: 50%




19.1 MARKING RUBRIC HLTH.8001 Summative Assessment One -Essay

% No Mark Low Mark Medium Mark High Mark

Critically

examines the

historical

development

of healthcare

leadership in

New Zealand

10% Does not examine the

historical developments

of leadership.

Not related to NZ context

Provides little critical

examination of the

historical development

of healthcare

leadership

Does not link to the NZ

context.

Provides an adequate

critical examination of

the historical

development of

healthcare leadership

in the NZ context

Provides an in depth

critical examination of the

historical development of

healthcare leadership.

Clear analysis given.

Linked to the NZ context

Clearly

identifies a

professional

group, and

the

development

of that group.

Critically

discuss theleadership

structures

within that

profession

15% No professional group

identified.

Does not discuss the

development

No discussion of the

leadership structure

within that profession

A professional group

identified,

Brief discussion of the

development and




identified

Adequate discussion of

the development and



Demonstrates a

satisfactory

understanding of theprofession


identified,

In depth critical discussion

of the development of

that group and critical

discussion of the


evident within that

profession

Analyses and

evaluates 3

leadership

theories or

frameworks

24% No evidence of analysis

and evaluation of 3

leadership theories or

frameworks

Inadequate or minimal

evidence of analysis

and evaluation of 3 or

less leadership theories

or frameworks

Adequate evidence of

analysis and evaluation of

3 leadership theories or

frameworks

In depth evidence of

analysis and evaluation of

all 3 leadership theories

or frameworks

Critically

discusses the

potential

application of

one of these

theories or

frameworks

to an aspect

of

contemporary

healthcare

15% No evidence of critical

discussion of the

potential application of

one of these theories or

frameworks to an aspect

of contemporary

healthcare

Minimal evidence of

critical discussion of the



frameworks to an

aspect of contemporary

healthcare

Adequate evidence of





of contemporary

healthcare

In depth evidence of





of contemporary

healthcare

Provides a

rationale to

support the

choice of

theory or

framework

6% No rationale given to

support the choice of

theory or framework

given

Minimal rationale given

to support the choice of

theory or framework

given

Adequate rationale given


theory or framework

given

In depth rationale given


theory or framework

given

Referencesand Citations

10% APA format not used/minimal

Reference list incomplete.

APA format withmultiple errors.

Reference list

incomplete.

APA format with minimalerrors used

Reference list mostly

complete.

Correct APA format usedReference list complete.

Integration of

Literature

10% Little evidence of

integration

Plagiarism evident

Few citations.

Attempt to integrate

literature. Over reliance

on 1 or 2 sources

and/or

non scholarly sources.

Limited paraphrasing.

Good attempt to

integrate literature.

Effort to paraphrase.

Citations mainly from

scholarly sources.

Literature well integrated

good use of paraphrasing.

Citations acknowledged

and from scholarly

sources.

Essay Format 3% No introduction or

conclusion

No obvious structure inbody.

Limited introduction

and/or conclusion

Body paragraphs lacktopic sentences, linking

and/or logical order.

Introduction outlines

topic & main ideas

Paragraphs have topicsentences but are not

linked and/or in a logical

order. Conclusion

summarises key points.

Introduction outlines

topic, and main ideas

Paragraphs have topicsentences, linked and in a

logical sequence.

Conclusion summarises

key points




Academic

Writing

Standards

4% Many grammar and /or

spelling errors

Well under or over word

limit.

Grammar and spelling

errors

Significant variation

from word limit.

Minimal errors in

grammar and spelling.

Word count within limits.


accurate.

Word count within limits.

Presentation 3% No requirements met Some requirements

met

Most requirements met All requirements met




20

Summative Assessment 2 – Report

This assessment is to be written in a report format; guidelines on constructing a report will be

provided in class. The task for this assessment is based on the scenario below.

You are employed as the Team Leader for a team of health care professionals.

Identify and critically analyse the knowledge, skills, attitudes and values that would be required byyou to be an effective Team Leader.

Discuss the potential consequences of poor leadership being demonstrated by the Team Leader

and link the impact this may have for staff, people using the health care services (patients/clients)and the healthcare organisation.

Discuss how the use of a leadership analysis tool can be used to assist in critically evaluating your

own leadership style and those of other members of the healthcare team.

All work should be supported by current literature.

Word limit 2500 words

Hand in date 02/11/15

Weighting 50%




20.1 MARKING RUBRIC HLTH.8001 Summative Assessment 2- Report

%No Mark Low Mark Medium Mark High Mark

Identifies and

critically analyses

the knowledge,

skills, attitudes and

values required to

be an effective

leader

25% Does not identify

and critically

analyse the

knowledge, skills,

attitudes and

values to be an

effective leader

Minimal

identification and

critically analysis of

the knowledge,


values to be an

effective leader.

May omit 1 or

more of the

requirements.

Adequate

identification and

critically analysis of

the knowledge,


values to be an

effective leader. All

requirements

covered

In depth identification

and critically analysis of

the knowledge, skills,

attitudes and values to

be an effective leader.

All requirements

covered with examples

given.

Discusses the

potential

consequences of

poor leadershipbeing

demonstrated by

the Team Leader

15% No discussion of

the potential

consequences of


demonstrated by

the Team Leader

Minimal discussion

of the potential

consequences of


demonstrated by

the Team Leader

Adequate discussion

of the potential

consequences of

poor leadershipbeing demonstrated

by the Team Leader

In depth discussion of

the potential

consequences of poor

leadership beingdemonstrated by the

Team Leader

Links the impact

that poor

leadership by the

Team Leader has

on staff,

patients/clients

and the

organisation

15% Does not link the

impact that poor

leadership by the

Team Leader has

on staff,

patients/clients

and the

organisation

Minimally links the

impact that poor

leadership by the

Team Leader has

on staff,

patients/clients

and the

organisation. May

omit 1 or more of

the requirements.

Adequately links the

impact that poor

leadership by the

Team Leader has on

staff,

patients/clients and

the organisation. All

requirements met.

In an in depth manner

links the impact that

poor leadership by the

Team Leader has on

staff, patients/clients

and the organisation.

All requirements met

Discusses how the

use of a leadership

analysis tool can

be used to

critically evaluate

you own

leadership style

and those of other

members of the

healthcare team

15% Does not

discusses how

the use of a

leadership

analysis tool can

be used to

critically evaluate

you own

leadership style

and those of

other members

of the healthcareteam

Minimal discussion

of how the use of a

leadership analysis

tool can be used to

critically evaluate

you own

leadership style

and those of other

members of the

healthcare team

Adequate discussion

how the use of a

leadership analysis

tool can be used to

critically evaluate

you own leadership

style and those of

other members of

the healthcare team

In depth discussion of

how the use of a

leadership analysis tool

can be used to critically

evaluate you own

leadership style and

those of other

members of the

healthcare team

References and

Citations

10% APA format not

used /minimal

Reference list

incomplete.

APA format with

multiple errors.

Reference list

incomplete.

APA format used

minimal errors

Reference list mostly

complete.

Correct APA format

used

Reference list

complete.

Integration of

Literature

10% Little evidence of

integration

Plagiarism

evident.

Few citations.

Attempt to

integrate

literature. Over

reliance on 1 or 2

sources and/or

non scholarly

sources.

Limited

paraphrasing.

Good attempt to

integrate literature.

Effort to paraphrase.

Citations mainly

from scholarly

sources.

Literature well

integrated good use of

paraphrasing Citations

acknowledged and

from scholarly sources.



Report Format 3% Report format

not evident

Some evidence of a

report format being

used but not

consistently

Report format used

in a adequate

manner

Report format used

consistently and in a

superior manner

Academic Writing

Standards

4% Many grammar

and /or spellingerrors

Well under or

over word limit.

Grammar and

spelling errorsSignificant

variation from

word limit.

Minimal errors in

grammar andspelling.

Word count within

limits.


accurate.Word count within

limits.

Presentation 3% No requirements

met

Some

requirements met

Most requirements

met

All requirements met

hlth.8001 course outline 2015s2a (1)

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