Start Date

1st September 2025

Format

Part-time

Duration

24 months

Location

Online

Fees

£9,100

Overview
   
Course Content
 
How you learn
 
How you are assessed
 
University
 
Entry Requirements
 
Apply

Overview
   
Course Content
 
How you learn
 
How you are assessed
 
University
 
Entry Requirements
 
Apply

Overview

As you progress your career in healthcare, our 2 year online master’s in healthcare leadership will provide you with essential leadership skills and prepare you to step into management and leadership roles with confidence.

We aim to produce strong, competent leaders with a sound understanding of the organisational environment and the ability to face and address the many challenges of complex healthcare settings. Our MSc in healthcare leadership examines various leadership styles and theories, allowing you to cultivate your own leadership style. You’ll learn to lead diverse teams effectively, taking important ethical considerations into account.

Undertaking your own research in healthcare leadership in year 2 will enable you to critically assess, evaluate and disseminate evidence-based information in relation to leadership and management scenarios, and apply your findings to improve healthcare services.

Our MSc Leadership in Healthcare is continuously updated and informed by the latest research and industry developments, empowering you to stay ahead of emerging trends and challenges in healthcare leadership. By integrating a scenario-based learning model, we blend theory with practical application, enabling you to immediately utilise essential leadership skills in your professional practice during your studies.

The online format of our MSc healthcare leadership supports distance learning and offers you the flexibility to balance full-time work with part-time study, accessible from anywhere at any time. You will be required to log in daily to engage with learning materials in our academic forum, where you will be supported by expert tutors with a wealth of experience in healthcare leadership.

On completion of this executive master’s in medical leadership, you will be able to:

  • Apply advanced knowledge of organisations and organisational issues to leadership in the setting.
  • Apply a range of leadership skills to complex decision making in healthcare contexts.
  • Apply reflective, critical and insightful leadership skills to maximising the effectiveness of human resources in a healthcare setting.
  • Apply systematic/creative approaches to improving healthcare services
  • Develop transferable leadership skills that can be applied in multi-agency, multicultural and/or international contexts.
  • Inculcate an attitude of lifelong learning by promoting a sense of exploration and enquiry that enhances personal and professional development.
  • Select and employ appropriate research and/or other strategies to critically evaluate and develop services in a healthcare setting.

Course Content

The distance learning MSc healthcare leadership is a two year course, consisting of eight modules (180 credits) with the first 120 credits deriving from the postgraduate diploma. The second year of the MSc healthcare leadership course starts with an initial 10 week online module that will develop skills in critical appraisal and knowledge of research methodologies. Students then complete the professional project module, which consists of a 1,500 word proposal and 10,500 word professional project (dissertation).

Year 1

Module Aims

To explore and understand the complexities of applying leadership theories in ‘real world’ healthcare settings.

Module Content

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.

Learning Outcomes

  1. Critically appraise and systematically examine ‘what is leadership’ and consider its value in complex healthcare organisational structures.
  2. Critically explore relevant leadership theories in line with understanding ‘followers’ to improve the healthcare organisational environment, taking into account the complexity of interacting social factors.

Module Aims

The aim of this module is to explore how leaders can develop and improve healthcare services by recognising and harnessing human potential.

Module Content

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.

Learning Outcomes

  1. Recognise the dynamics of effective teams and how to better enhance the healthcare working environment by exploring organisational culture, and engaging individuals to work collaboratively (integrated teams).
  2. Critically explore the elements of building a high performing team in your own healthcare setting, including the importance of common purpose, trust and values.

Module Aims

To apply the theory and practice of Clinical Governance, Quality Improvement and patient safety to complex healthcare settings.

Module Content

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.

Learning Outcomes

  1. Critically appraise the role of clinical governance in improving healthcare organisations.
  2. Systematically navigate the complexities of implementing clinical governance and quality agendas in achieving high quality care and patient safety.

Module Aims

The aim of the module is to examine a variety of individual career development tools and evaluate their role in contributing to overall personal and organisational development.

Module Content

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.

Learning Outcomes

  1. Critically analyse the role of career development tools in complex healthcare organisations.
  2. Critically appraise the elements of mentoring and coaching and effectively consider ‘wellbeing’ in complex healthcare situations.

Module Aims

To develop high level skills in understanding the value of strategy and innovation for leaders in healthcare organisations.

Module Content

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.

Learning Outcomes

  1. Critically analyse the role of strategy in achieving aims and objectives within complex healthcare organisations.
  2. Critically evaluate the means of developing a culture of innovation to build effective healthcare organisations for the future.

Module Aims

To develop adaptable leadership skills to proactively lead sustained change within complex healthcare organisational structures.

Module Content

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?

Learning Outcomes

  1. Critically analyse a range of change models and theories, synthesising and selecting appropriate models for a diverse range of situations.
  2. Critically apply appropriate leadership in implementing change, taking into account the ‘problem’ being addressed, organisational culture, and personal responses to change.

Module aims

The aim of this module is to provide students with the opportunity to work independently to produce an extended evidence-based healthcare management study. Students are supported and asked to apply their previous knowledge and skills gained on the Executive MBA programme to evaluate and solve a specific business problem or opportunity related to healthcare management.

Consolidating students’ learning acquired through their Executive MBA programme into a single healthcare management Professional Project, students will carry out an independent study on a healthcare management topic of their choice. They will have the opportunity to apply the comprehensive theoretical knowledge, understanding and skills that they obtained throughout the Executive MBA to an area of healthcare management within either their own workplace setting or a company of their choosing.

Module Summary

While the main theoretical content of this module will be driven by student choice, they will be required to critically analyse key aspects of healthcare management within an organisation that is failing, facing problems or seeking to develop and grow to develop evidence based recommendations as to how the organisation might address its present position. In developing recommendations, students are expected to synthesise key business concepts learned through the Executive MBA and demonstrate their real-world application in a healthcare management context.

Projects will be structured in such a way that the experience of students will be enriched and in a manner that provides every student the opportunity to realise the learning outcomes of the module.

Prior to beginning their project, students will:

  • Recap the key learning outcomes of the module they have studied
  • Evaluate suitable collection, analysis and interpretation of different types of data and evidence
  • Determine effective/evidence-based decision making in organisations for business case development

This will equip students with the necessary academic skills to support them individually in:

  • Developing a suitable executive healthcare management Professional Project Proposal
  • Producing a Professional Project Report

Year 2

Module Aims

This module is designed to help students recognise, understand, interpret and apply methods used in healthcare research and critically appraise the various methodologies specific to leadership research.

Module Content

  • Concepts and Measurement
  • Literature Review
  • Data Collection Techniques
  • Qualitative Methods
  • Quantitative Methods
  • Data Analysis – Qualitative
  • Data Analysis – Quantitative
  • Philosophy and Ethics of Research

Learning Outcomes

  1. Critically analyse and interpret research to assess its application to leadership and management related to healthcare settings.
  2. Select and apply different methodological approaches and tools to answer research questions in healthcare leadership and service development.

Module Aims

  • To develop an ability to critically evaluate areas of professional practice.
  • To critically appraise specific areas of clinical, research and organisational practice.
  • To develop skills in independent research and study.
  • To develop skills relevant to scientific publications.

Module Content

The module will depend on the creation of a piece of work based upon a specific clinically related project relevant to the student’s practice. This project may comprise:

  • Literature review and appraisal of the evidence.
  • Audit of practice including organisational or clinical.
  • Review and implementation of evidence-based practice.
  • Qualitative or quantitative research (formal research involving human subjects is not anticipated).
  • Case-based and quality of service review with critical appraisal.

Learning Outcomes

  1. Design and undertake research relating to Leadership in Healthcare to produce an extensive piece of literature which may be suitable for peer-reviewed publication.
  2. Critically evaluate practice/health service delivery and suggest improvements for change.

How you learn

You’ll learn through our flexible, interactive online platform, which allows you to engage with clinical cases, complete assignments, and collaborate with fellow students at times that suit your schedule. There’s no fixed timetable—simply log in daily to participate in the week’s activities.

Learn through engaging discussion

Our teaching approach is highly interactive, using small groups of 10-20 students to foster a collaborative environment where you can engage in thoughtful discussions and receive guidance from your tutor. You’ll have access to learning resources and discussion forums that encourage ongoing interaction and deeper engagement with the material.

Throughout your studies, you’ll receive support from a dedicated expert tutor and our Student Support Team, ensuring you have the resources needed to navigate the course successfully.

How you are assessed

This programme emphasises learning through active participation in case-based discussions, reflection, and real-life scenarios. Students engage with clinical cases that mirror everyday practice, fostering problem-solving and evidence-based application from the very beginning.

Across the modules, assessments are integrated with learning. Each week, you will work through two to three clinical cases, discussing and reflecting on them with peers under the guidance of an expert tutor. These discussions form the core of your learning and are also the basis for your assessments.

Our innovative teaching methods are designed to help you translate this learning into real-world clinical practice. You’ll need to regularly log in to participate in discussions, ideally on a daily basis, and commit approximately two hours per day to your studies. Our dedicated Student Support Team is available to assist with any challenges you may encounter, from navigating our online platform to managing deadlines.

How Foundational Knowledge is Developed

The programme is structured so that foundational knowledge is introduced through carefully designed clinical cases. Each case is crafted to highlight essential concepts and progressively deepen your understanding as you apply critical thinking and evidence-based analysis. This hands-on approach ensures that you are not only acquiring theoretical knowledge but also learning how to apply it in a practical, clinical setting.

This programme is suited for professionals who thrive in an online, discussion-based learning environment. Please note that this course focuses on interactive, applied learning through peer collaboration and case discussions. You will be fully supported, encouraged and led through the programme to success and graduation!

  • 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.

At the beginning of each module, students are presented with a module assignment. The module activity may take the form of an individual piece of work, such as an essay on a relevant topic, or may be a group activity, such as the creation of a marketing plan. This activity tests a student’s ability to work independently or work within a team: to select, sift and analyse information, interact with colleagues and apportion group member’s roles and derive a solution to the module task.

The diverse assessment methods within each module are designed to test the expected characteristics of Masters graduates. These include critical awareness of current issues and developments in leadership, critical skills, knowledge of professional responsibility, integrity and ethics and the ability to reflect on their own progress as a learner.

At the beginning of each module, students are presented with a module assignment. The module activity may take the form of an individual piece of work, such as an essay on a relevant topic, or may be a group activity, such as the creation of a marketing plan. This activity tests a student’s ability to work independently or work within a team: to select, sift and analyse information, interact with colleagues and apportion group member’s roles and derive a solution to the module task.

The diverse assessment methods within each module are designed to test the expected characteristics of Masters graduates. These include critical awareness of current issues and developments in leadership, critical skills, knowledge of professional responsibility, integrity and ethics and the ability to reflect on their own progress as a learner.

At the beginning of each module, students are presented with a module assignment. The module activity may take the form of an individual piece of work, such as an essay on a relevant topic, or may be a group activity, such as the creation of a marketing plan. This activity tests a student’s ability to work independently or work within a team: to select, sift and analyse information, interact with colleagues and apportion group member’s roles and derive a solution to the module task.

The diverse assessment methods within each module are designed to test the expected characteristics of Masters graduates. These include critical awareness of current issues and developments in leadership, critical skills, knowledge of professional responsibility, integrity and ethics and the ability to reflect on their own progress as a learner.

About Learna

A Shared Vision for Accessible, Professionally Relevant Education

We partner with Learna because they share our commitment to accessible, flexible, and industry-aligned education. Like us, they believe learning should empower professionals to grow without pausing their careers. Together, we deliver qualifications that are responsive to real-world needs.

Who Are Learna?

Learna is a trusted provider of postgraduate online education, partnering with respected institutions including the University of South Wales, University of Buckingham, and University of Wolverhampton. Since 2010, over 5,000 students have advanced their careers through Learna’s online courses.

Why Study with Learna?

  • Professionally Relevant – Programmes tailored to working professionals
  • Accredited University Partners – Delivered in collaboration with UK universities
  • Flexible Online Platform – Study 24/7 at your own pace, with no fixed timetable
  • Affordable, Global Access – Competitively priced with no international surcharges
  • Expert Faculty – Taught by global subject specialists selected for their expertise
  • Diverse Learning Network – Connect with professionals worldwide
  • Low-Carbon Footprint – 90% fewer emissions than traditional study models

Beyond the Degree

Learna’s mission is to improve global outcomes through accessible professional education. Whether in healthcare, business, or other fields, their programmes are designed to support ambitious professionals on their own terms.

Study smarter. Study with Learna.

Entry Requirements

Since our courses are conducted entirely online, they are accessible to both UK and international registered healthcare professionals.

Applicants will typically hold a first degree or equivalent (including international qualifications) in a relevant professional healthcare field, such as a medical or nursing degree.

Registered healthcare professionals without these recognised qualifications will be considered on an individual basis and a wide range of prior experience may be taken into account. 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 professional knowledge.

Documents Required

  • 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 run a number of English Language Programmes at the Centre for International English to prepare you for your academic studies.

Should you have already successfully completed the 1 year Postgraduate Diploma and wish to convert to the MSc and complete only the second year of the programme this is possible.

Should you have already successfully completed the 1 year Postgraduate Diploma and wish to convert to the MSc and complete only the second year of the programme, this is possible. Please contact our admissions department admissions@diploma-msc.com to find out more.

Apply

To enquire and apply please complete the form and upload your CV (preferably as a PDF). Our application team will then check your eligibility for this course.

Click or drag a file to this area to upload.

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