Welcome to the Leadership in Inter-Professional Teams Module. The main purpose of this module handbook is to provide you with a comprehensive guide for this module. In this handbook you will find information and advice that should prove helpful as you progress through the module.
Before starting the module, it is important to note that online teaching and learning will continue during Trimester A 21/22 for most learners. You may therefore find this Sway presentation helpful as you prepare to for Learning and Studying Online.
This module will enable learners to further develop their knowledge and understanding of working inter-professionally within teams. The module will allow learners to reflect on their profession's role and contribution, as well as that of other professionals, in the provision of optimum quality care. Consideration will be afforded to the impact of quality from a professional, inter-professional, political and policy context. This will be achieved through exploration of issues that directly and indirectly impact on the ability to work within an inter-professional context. In addition, learners will be given the opportunity to contribute, within an inter- professional team, towards the design and /or development of a service enhancement plan or initiative that aims to improve service for service users
On successful completion of this module the learner should be able to:
- Reflect critically on the roles and responsibilities of the inter-professional team when leading, planning, improving and developing initiatives.
- Critically evaluate the multi-professional context of current health and social care practice and its impact on inter-professional working.
- Critically review UK, national and international contexts in terms of professional values and ethics linked to quality strategies developed by health and social care organisations.
- Critically analyse the political, policy and professional regulatory context of organisations in the public, voluntary and private sectors.
- Demonstrate a critical understanding of the theory and culture of organisations in relation to personal and other professional’s role in practice in order to work appropriately with others.
- Critically appraise different approaches to management of change and leadership within organisations.
This module will extend the learner's ability to work inter- professionally. Learners will have the opportunity to demonstrate skills of innovation, creativity, entrepreneurialism and a range of communication skills. The module will build upon the skills of reflection, critical evaluation, analysis, problem solving and decision- making acquired throughout previous levels.
The module will adopt a blended approach to teaching and learning. A combination of lectures, tutorials, narrated presentations, podcasts and learner led seminars will be used supported by e-learning materials. An inter-professional approach will be adopted for all activities and learners will be expected to use their previous academic and practice experience to underpin and enrich their contribution to the module.
Recommended books, journals, articles etc.
Due to the inter-professional nature of the module there are no specific books however there are a few general relevant websites and links. Further topic specific sources of information will be highlighted as the weeks progress.
Inter-professional team presentation of a current topic relevant to global or UK health & social care
Development of service improvement plan/initiative
|Further information about the module can be found in the Module Descriptor. You can access this via a hyperlink link on the module GCU Learn site by clicking on the tab labelled MHB022652-21-A. Please read this document carefully and if you have any questions, contact the module leader.|
The University is committed to ensuring that you are supported to achieve a successful outcome on your chosen programme and associated modules.
If you have a particular problem with the academic content of the module, please contact the module leader in the first instance. Further module contacts are detailed below. Due to the online delivery of the module in line with the restrictions placed because of the COVID-19 pandemic, the email address of each facilitator and module leader is only provided; please email to make contact and your facilitator will be able to set up an online meeting with you.
|Shirley Morrison-GlancyGroup 1||Shirley.MorrisonGlancy@gcu.ac.uk||Tuesday – Friday|
|Deputy Module Leader|
|Mandy AbbottGroup 4||Mandy.Abbott@gcul.ac.uk||Monday - Friday|
|Karen Cameron Group 9||Karen.firstname.lastname@example.org||Monday - Friday|
|Eleanor Forrest Group 6||Eleanor.email@example.com||Monday - Friday|
|Heather Lynch Group 7||Heather.firstname.lastname@example.org||Monday - Friday|
|Sheila McCluskey Group 3||S.email@example.com||Monday - Friday|
|Sandra Robertson Group 5||Sandra.firstname.lastname@example.org||Monday - Friday|
|Lynn Sheridan Group 10||Lynn.email@example.com||Monday - Friday|
|Margaret Spalding Group 2||Margaret.firstname.lastname@example.org||Tuesday & Friday|
|Angela Street Group 8||Angela.email@example.com||Monday, Tuesday & Friday|
|Kirstine Cassidy||Kirstine.Cassidy@gcu.ac.uk||Tuesday - Friday|
The University attaches great importance to the role of External Examiners as a key means of assuring that academic standards are at an appropriate level, comparable to those of other higher education institutions and that assessment processes are rigorous and fair. External examiners also make a valuable contribution to the enhancement of programmes and their associated modules.
The External Examiner for your programme is Dr Maggie Hutchings and holds the position of Associate Professor from Bournemouth University.
Please note that External Examiners have a specified term of office which means they may be subject to change within the duration of your studies.
The details of the external examiner are for information only. It is inappropriate for learners to make direct contact with external examiners, in particular regarding their individual performance in assessments. If you have a concern about your performance, please note the policies relating to Mitigating Circumstances and Appeals and Complaints and Personal Tutor
In addition to receiving support from the module team your School has a Learning Development Centre (LDC) which provides academic writing support for home and international learners, ICT support, advice on study skills and other academic support and guidance.
The LDC is inclusive and is committed to providing support for all learners including those with disabilities or specific learning and teaching needs. The Centres provide face-to-face and online academic support; through a combination of workshops, small group sessions, one-to-one appointments and tailored teaching within modules. The support available to learners is provided in a professional and supportive environment enabling them to develop the skills required to succeed at university.
If you would like to make an appointment with any of the Academic Development Tutors, please go to http://shlsldc.simplybook.me For other LDC enquiries please (phone +44 (0)141 331 3456 or) email firstname.lastname@example.org
Further support can be obtained from your Personal Tutor (previously known as Academic Adviser). All students are assigned a Personal Tutor at the start of their course. All Undergraduate and Taught Postgraduate students will have a named Personal Tutor who is a member of academic staff from their department, and who has knowledge of their programme. For postgraduate research students the role is undertaken by their research supervisor, coordinated by the Graduate School and a network of departmental postgraduate research tutors.
Personal Tutoring is not just about giving students the opportunity to talk if they have a problem; it is intended to help students reflect on their progress and develop personal, academic and professional skills. Students should meet with their Personal Tutor two to three times a year to discuss their academic studies, co-curricular activities that enhance their profile, and to reflect on any issues that may impact on their overall performance at university. Personal Tutoring meetings will help students to develop skills that can improve their academic performance and help them identify areas for professional and personal growth and development. Personal Tutors can help students navigate through assessment feedback and can work with them to produce academic development plans which can help improve their record of academic attainment. In addition, these meetings can provide an opportunity to discuss career planning and employability. Personal Tutors can also provide students with advice regarding the Mitigating Circumstances process.
Personal Tutoring meetings may take different formats (face to face, telephone, skype) and may sometimes be organised as group sessions (for example during induction week and at the beginning of subsequent years).
|Week No.||Topic||Delivery Lectures & Seminars(Synchronous or Asynchronous)|
|Pre||Introduction to the module:Inter-professional QuizCase studies: YouTube videosLeadership papers||Directed study:AsynchronousContent found in GCULearn|
|1||Welcome to LITDirected activity: Professions and AccountabilityAssessment information||LectureAsynchronous – recorded presentations on GCULearn – Wk 1 folderSynchronous welcome onCollaborate Ultra (CU) on GCULearn|
|2||Formation of groupsSocial marketing / social innovation applied Initial preparation for group presentation||SeminarAsynchronous – Wk 2 folderSynchronous activities via CU|
|3||Organisational Behaviour Confirmation of presentation topic||SeminarAsynchronous - Wk 3 folderSynchronous activities via CU|
|4||Leadership – David Wileyand Quality – Nicola Munro||LectureSynchronous: External speakers via CU|
|5||Leadership||SeminarAsynchronous - Wk 5 folderSynchronous activities via CU|
|6||Quality and integration||SeminarAsynchronous - Wk 6 folder Synchronous activities via CU|
|7||Innovation in action:‘Playlist for life’: Andy Lowndes||LectureSynchronous: External speaker via CU|
|8||Assessment: Presentations||Synchronous via CU|
|9||Assessment re-visited (essay)||SeminarAsynchronous – Wk 9 folder Synchronous activities via CU|
|11||Change management||SeminarAsynchronous – Wk 11 folder Synchronous activities via CU|
|12||Assessment Review||SeminarSynchronous activities via CU|
|Lectures (Wks 1, 4 & 7) are timetabled from 10.00am – 12.00pm on Fridays Seminars are timetabled from 9.00am – 12.00pm on Fridays.The 9.00am – 10.00am part of this time slot is for individual presentation group meetings providing a mutually available time to accommodate for otherwise differing timetables within programmes involved in the module. This will be asynchronous. The seminar will occur between 10.00am & 12.00pm synchronously.|
A single lecture or seminar on a topic cannot cover everything you ought to know, you are expected to undertake reading both before and after lectures and seminars etc to deepen your understanding of the topic. In particular, in seminar groups prior reading and preparation will allow you to contribute fully to discussions and take full advantage of the learning process.
GCU Learn Module-Level Accessibility Statement
The University has an accessibility statement specific to learning and teaching relating to the GCU Learn platform (Blackboard), third-party plug-ins and content uploaded by staff and students. You can read the statement in full using this link to the GCU Learn Institution Page.
GCU Learn enables you to download your module content in five different formats, depending upon your learning preferences and requirements. You can learn more about how to access the different formats in this module via this video.
If you are experiencing issues accessing content within a module, please contact your Module Leader in the first instance.
If you are a student with existing arrangements or reasonable adjustments, please contact the GCU Disability Service.
We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements, contact: email@example.com.
GCU Learn provides access to a range of additional module materials such as slides/visuals from lectures, web links relevant to the topic, further reading and details of seminar and assessment tasks. It is not, however, a replacement for timetabled class contact.
It also provides access to other features to help you manage your studies, including setting and tracking tasks and keeping a calendar. You will find a lot of useful study information there.
The module site will be regularly updated and you should therefore get into the habit of logging on to GCU Learn every day.
As GCU Learn is a web-based system, you can access it through any computer that is connected to the Internet. Click on GCU Learn to access from this document; or click on the GCU Learn link from the Student home page.
In accordance with the University’s Digital Assessment Policy and Online Similarity Checking Policy all standard academic summative submissions of coursework, i.e. those that are primarily text-based and contribute towards a final named GCU award at SCQF Level 9 (Bachelors / Ordinary degree) or above, will be submitted online through Turnitin.
Support and guidance in understanding and interpreting a Turnitin originality report from induction onwards, can be accessed through PLATO, the online plagiarism tutorial.
Where plagiarism is detected this will be dealt with under the Code of Student Conduct.
For this module the schedule of submission of formative and summative assessment is detailed below
|Submission Date||Type of assessment (formative or summative)||Form of assessment (e.g. coursework, lab report, class test etc)||Duration||Weighting|
|Friday, 19th November 2021||Summative||Group Presentation||15-minute presentation +5-minute discussion per group||30%|
|Monday, 10th January 2022||Summative||Individual coursework||2500 words||70%|
The summative group presentation will be graded using a combination of both assessor and self/peer marking. Further guidance can be found under the ‘Assignments’ tab within the module GCU Learn site.
The summative assignment (essay) has a weighted assessment rubric to guide your criteria for assessment. This can be found under the ‘Assignments’ tab within the module GCU Learn site.
Further information can be found in the Assessment and Moderation Policy.
Whilst it is expected that you will submit your assessment(s) on time, there may be occasions when you face difficulties which are beyond your control. In these circumstances you may wish to seek an extension to the date of submission. You should contact your module leader in the first instance. Full details on the process can be found in section 10 of the University Assessment Regulations.
However, it is acknowledged that it may not be possible to grant an extension to a submission deadline on all occasions. For example, where this would be beyond the date you should be receiving feedback or if the request is made too close to the date of the assessment board. In these circumstances you should follow the Mitigating Circumstances Policy If you need additional help or support in completing the form you should contact your Personal Tutor or the Advice Centre in the Students’ Association.
All modules adhere to the GCU Policy on Student Performance Feedback. The key principles of the policy are that:
- Feedback should be based on discussion, face to face or online, between you, your fellow students and staff. This dialogue is an important part of your learning and also helps academic staff to shape their teaching.
- To support your future learning, feedback should review your performance, your strengths and areas for improvement; should clarify what is expected of you academically and help to identify areas for further learning and development.
- Feedback on coursework should normally be provided to you within three working weeks of coursework submission deadlines. Exam and module results will normally be released according to the University schedule
- Feedback should be based on clear assessment criteria, which are made available to you in advance of undertaking your assignment or examination.
- Feedback can be provided in a variety of different forms: written, for example by comments made on your assignment itself or on a feedback sheet; electronic, for example by email or through GCU Learn, verbal, for example in lectures, seminars or one-to-one and small group meetings with your tutor. Feedback can also be provided by your fellow students and through self-reflection. Written feedback should use plain English and be clear and legible. It should also be responsive to any particular needs you have in terms of its accessibility.
- Feedback, in its variety of different forms, should be provided throughout your module and, where possible, build on feedback provided on earlier performance.
- Feedback should be provided on all your assignments, whether formative or summative, examinations, and group as well as individual contributions to a module.
- The variety of different forms of feedback should ensure that you have easy access to your feedback whether you are full-time, part-time, distance or work-based.
This section covers feedback from students on their experience of modules and associated University processes.
Student Staff Consultative Groups are one of the principal mechanisms used within the University to evaluate the student experience on programmes and associated modules, and to communicate to students details of actions resulting from the evaluation.
The purpose of the Student Staff Consultative Group is:
- to act as an effective and representative consultative forum in which students and staff meet to discuss matters of mutual interest and concern at both programme and module level
- to provide an opportunity to obtain views representative of students on all levels and modes of the programme, and to take these into account in contributing to the programme monitoring and development processes
- to provide feedback to students on how the programme, or the University more widely, has responded to concerns raised by students.
In addition to the Student Staff Consultative Group, GCU formally collects student feedback on two occasions. Once during the delivery of the module during a midway pause for feedback. Student engagement in midway feedback is particularly important in that it allows module teams to be alerted to student views and to respond in an agile manner. This feedback can be obtained via a variety of tools and your module leader will let you know how this will be managed for this module.
End of module feedback is gathered via GCU Learn and this is only an important part of enhancing the delivery of the module and student experience. Module leaders are asked to allow some time during a lecture or seminar to encourage students to complete module evaluation surveys. It is the responsibility of the module leader to ensure that such feedback is incorporated into the module evaluation process.