Application deadline extended to Friday 21st February!
Leadership in Healthcare Postgraduate Diploma
The online Leadership in Healthcare Postgraduate Diploma will develop your leadership skills – such as communication, motivation and providing guidance to others. Course Code: QPDP023
Diploma MSc is a collaborative partner of the University of South Wales and on successful completion of this course, you will receive a Postgraduate Diploma in Leadership in Healthcare.
This is more than a management course. Managers are responsible for planning, organising, leading and controlling functions within an organisation. But not all managers are leaders.
The Leadership in Healthcare Postgradaute Diploma course will help you in becoming a leader, enabling you to:
- Develop a team culture of trust that delivers results.
- Navigate teams through change with tenacity.
- Address challenges innovatively and ethically.
- Make positive decisions with confidence.
Our online Leadership in Healthcare Postgraduate Diploma allows you to study for just one calendar year and is a part-time, distance-learning course. The course is worth 120 credits and comprises six modules of 20 credits, each running over a period of six weeks.
To explore the complexities of applying leadership theories in ‘real world’ healthcare settings.
Students will learn and understand why leaders are important and what is the difference between leadership and management, as well as understanding the varying aspects of leadership theory (authentic, charismatic, collective, leader/follower etc.) Is leadership about the individual or the social relationships? What do followers potentially admire in a person taking on the role of leadership? What is power and how does power affect the dynamics of leadership? In addition to this, a unique feature of this module will be to understand the value of ethics in organisations.
- Critically appraise the role of leadership/followership and its value in complex healthcare organisational structures.
- Critically explore and propose conditions that would improve the organisational environment in healthcare, drawing on relevant theory and practice and taking into account the complexity of interacting factors.
The aim of this module is to equip leaders to better develop services by harnessing the human and organisational potential within healthcare organisations.
This module combines different inspiring and motivational techniques and tools. These interventions can be used by leaders to inspire the followers and employees in the organisation. The module will help students appreciate the value of understanding the psychology of employees and how it can be improved.
- Propose plans to enhance the healthcare working environment by applying theories of motivation in practice.
- Critically interpret the effect of the organisational environment on employees in your own healthcare setting.
To apply the theory and practice of Clinical Governance, Quality Improvement and effective learning to complex healthcare settings.
This module is aimed at giving the students some theoretical and practical knowledge, likely to be involved in improving patient safety, delivery of quality healthcare and its association with legal aspects. Students will be able to understand the corporate aspects associated with leadership and governance.
- Critically appraise the role of clinical/corporate governance in improving Healthcare Organisations.
- Demonstrate the ability to navigate the complexities of implementing Clinical/corporate Governance and Quality agendas, alongside the philosophy of working towards a ‘Just Culture’ in the practice setting.
The aim of the module is to examine a variety of team and career development tools and evaluate their role in contributing to organisational development.
This module covers the practical aspects and topics related to inspiring and motivating the employees. This module covers the practical aspects and will help future leaders in healthcare to understand the practical interventions they apply to get more out of the employees and improve the organisation as a whole.
- Critically analyse the role of career development tools in complex healthcare organisations.
- Critically appraise the elements of inter-professional team working that work effectively in complex healthcare situations.
To develop high level skills in understanding the value of strategy and innovation for leaders in healthcare organisations.
This module will help students to learn different aspects of strategy and innovation. Students will learn theory and practical aspects, with aim to bring a positive change in the working environment in the organisation. Combining strategy and innovation in one module is aimed at creating theoretical and philosophical connection between different aspects of these two, largely, conceptual modalities.
- Critically analyse the role of strategy in achieving aims of complex healthcare organisations.
- Critically analyse the means of developing a culture of innovation in healthcare organisations.
To develop flexible leadership skills to more effectively lead change within complex healthcare organisational structures.
This module combines all the knowledge of previous 5-modules to deliver the most important outcome: “The Change”. Students will be able to understand the difference between Change Leadership and Change Management. Also, what are the resistors to change? What techniques and/or approaches can help guide change?
- Critically analyse a range of models of change, synthesising and selecting appropriate models for different situations.
- Using an appropriate theoretical framework implement a change process taking into account organisational culture, climate and personal responses to change.
This course is suitable for anyone working in a healthcare managerial leadership role, including GP Practice Managers, Pharmacy Managers, Healthcare Directorate Managers and Managers in Pharmaceutical Companies. You will typically hold a first degree or equivalent (including international qualifications) but this does not have to be in medicine. Professionals without these recognised qualifications will be considered on an individual basis and a wide range of prior experience may be taken into account.
Since our courses are conducted entirely online, they are accessible to both UK and international professionals.
In some cases, applicants may be asked to submit a piece of work for assessment in order to confirm that they are able to work comfortably at postgraduate level, and demonstrate the requisite clinical and/or professional knowledge.
- A copy of your updated CV including your address and date of birth.
- A copy of your undergraduate degree certificate.
- The name and email address of someone who is able to provide a reference, this can be a work colleague, employer or former tutor.
- A detailed personal statement explaining why you would like to undertake the course.
- A copy of your proof of English competency (see below).
English Language Requirements
Proficiency in the English language is also essential to completing our courses. If English is NOT your first language, we ask for proof of competency during the application process. We are able to accept an IELTS overall score of 6.0 (with a minimum of 5.5 for each band) or an equivalent qualification.
If you do not meet these requirements, please don’t worry. The University of South Wales run a number of English Language Programmes at the Centre for International English to prepare you for your academic studies. You can also contact our admissions team on [email protected] for more information on the qualifications we accept.
Our courses are conducted entirely online through self-directed distance learning. You’ll receive guidance throughout your course with tutor-stimulated academic discussions, which are based on clinically-rich case scenarios. These usually occur within groups of 10-15 students, allowing you to clearly communicate with both your tutor and fellow students.
You will also participate in a combination of module activities that may be group and/or individual based, dependent on the module. These innovative teaching methods enable you to envisage the translation of your studies into your every day work and practice.
Our dedicated Student Support Team are also available to help with any problems you may face. From navigating our online platform to advising you on deadlines, our team can assist with any questions or challenges you may have along the way.
Online Induction Day
Once you have secured your place on the course, you will be invited to an Online Induction Day Webinar. This will give you the opportunity to participate in study skills workshops on Harvard Referencing, scientific and reflective writings, and levels of evidence in preparation for your studies. It is not compulsory for you to attend our Induction Day, but it is recommended as it’ll provide you with a sturdy introduction to the course.
The Leadership in Healthcare course places assessments at the heart of the learning process through the employment of clinical scenarios to enhance problem-solving, critical analysis and evidence-based care. Since the scenarios act as a focus for learning and assessment, the two are intrinsically linked.
The six modules on the course have the same assessment format and for all modules, you will be assigned a dedicated expert tutor. Your tutor will then facilitate clinical case discussions with the group, whilst monitoring, assessing and marking your work throughout.
Due to the online nature of the course, you will be expected to regularly login and participate in the course - ideally on a daily basis.
- Every week students are presented with two/three case-based scenarios that are reflective of every day clinical practice and research.
- Your tutor will post a number of questions and prompts to aid students in a formal discussion of each case.
- These discussions are facilitated throughout by your tutor and are then assessed at the end of every module.
The reflective journal is used by students throughout each module to monitor personal progress. This is guided by weekly feedback from your tutor and is graded at the end of every module. The journal typically includes the following:
- Initial expectations and reasons for taking the course.
- Module and/or personal learning objectives.
- Description of events, issues and learning points within current personal practice.
- Change in every day practice due to knowledge gained on each module.
- A description of what has been learned during the module.
The group activity is designed to encourage group dynamics catering to the multidisciplinary nature of care. The group activity requires students to:
- Choose a group leader to co-ordinate the project and delegate roles to individual students.
- Produce a group submission of well-referenced, scientific report(s) with an expected word count of 1,200.
Your tutor will provide comments if asked, or steer you in the right direction if the project starts to veer off the subject, but will not actively contribute to the project. As well as the project itself, students are also marked according to their contribution to the group submission.
- The individual assignment will test the student’s ability to work independently.
- The student will be required to select, sift and analyse information and come to a reasoned conclusion.
- An assignment is submitted at the end of module with an expected word count of 1,200 words.
|Total Course Fees for UK & International |
Students for March 2020:
Please Note: These are the fees for a single year.
Application deadline - February 10th 2020
Fee payments may be made via the following options:
|Deposit payable |
|1st May 2020||£3,250||£650|
|1st July 2020||£650|
|1st September 2020||£650|
|1st November 2020||£650|
|1st January 2021||£650|
† Deposits are non-refundable