Introduction
- Brief overview of learning needs (delegation and Emotional resilience
- Why it is important to your practice to develop these needs.
- Brief overview of what your presentation will cover (do not read out LOs).
- Critically analyse the theories of leadership, management, and group dynamics in the context of partnership, collaboration, and interagency working within the field of children’s nursing.
- Importance of developing effective leadership and management skills as a NQN.
- Why is it beneficial to develop these skills?
- Discuss theories underpinning the development of these skills.
- Critically analyse models of leadership and management used in contemporary healthcare practice, linking to your learning need.
- Refer to the learning need identified in your PDAP that addressed the knowledge, skills or competencies required for leadership and management.
- How does the learning need identified impact teamwork/collaboration?
- Discuss underpinning the development of these skills using theory.
- Refer to your PDAP where you addressed the knowledge, skills or competencies required for teamwork.
- Critically reflect on the students’ own delegation skills and their effectiveness in giving, receiving, and using feedback for professional development.
When will you delegate as NQN?
Discuss theories underpinning delegation.
Why is it beneficial to develop delegation skills.
How will it benefit your practice as well as patients.
Critically reflect your own practice of delegation.
When are you required to give and receive feedback in your practice.
Discuss theories underpinning constructive feedback.
How will you use these theories to improve your practice in future.
Why is giving and receiving feedback beneficial to patient care?
Use contemporary evidence and avoid descriptive statements in your presentation. Use critical reflection to achieve analysis.
- Critically reflect on the transition to professional practice in the context of the support and development they will need to manage a team delivering safe and effective care, whilst maintaining their own emotional resilience.
- Critically reflect on why you have chosen your learning need for your PDAP.
- How will developing this learning need support you in your transition to NQN?
- What do the theories say about the challenges of transition to NQN?
- Discuss strategies that you will utilise to maintain your emotional resilience during your transition to NQN.
- What helpful strategies/practices does literature suggest for this transition? How will this support the management of a safe and effective team?
- Discuss strategies for continuous professional development and what the literature says about post qualification period.
- Critically analyse service delivery evaluations, audit findings, near misses, critical incidents, major incidents, and serious adverse events in children’s nursing in order to identify improvement needs for care delivery with people who use services, their families, carers, and colleagues.
- Role of the leader in service delivery evaluations, audit findings, near misses, critical incidents, major incidents, and serious adverse events in adult nursing.
- How does your selected learning need support to improve service delivery evaluations, audit findings, near misses, critical incidents, major incidents, and serious adverse events e.g. MDT communication and time management / planning and prioritising.
- How do service delivery evaluations, audit findings, near misses, critical incidents, major incidents, and serious adverse events in children’s nursing support safer and more effective improvements in care delivery.
- Analyse staffing levels and appropriate skill mixes, and their relationship to safety and quality of care, acuity, and dependency. Consider the role of the leader in ensuring appropriate staffing.
- Analyse the impact of improvements on children, young people and their families, carers and colleagues.
- Discuss large-scale incidents affecting multiple patients or services (e.g., system failures, pandemics) that require coordinated responses and recovery and consider the leadership and system-level lessons that can be learned.
- You might only select one of these stated above depending on your learning need
- Critically apply the theories and strategies underpinning risk aversion, risk management, and uncertainty, and change management along with critical appraisal and application of contemporary improvement methodologies.
- Evaluate the use of theory to support risk aversion, risk management, and uncertainty.
- How does working on a PDAP plan impact on risk aversion, risk management and improvement?
- Analyse how the learning needs identified can effect change management.
- The role of leaders within risk aversion, risk management, and uncertainty, and change management.
- Analyse the importance of recognising and measuring risks both to the public and on quality of care.
- Discuss the strategies leaders may use to manage clinical, operation or reputational risks within healthcare.
- Analyse the local and national frameworks, legislation, and regulations for assessing, managing, and reporting risks.
- Analyse change management theories and how service redesign can improve outcomes.
- Evaluate the strengths, limitations, and suitability of contemporary improvement methodologies for different contexts, linking to patient safety and care improvements.
- Discuss the theory behind improving decision-making in times of uncertainty and how leaders maintain confidence and clarity when outcomes are unclear.
Conclusion
- Overview of presentation and what has been covered.
- Overview of importance of developing selected learning needs.
