Start Date

1st September 2025

Format

Part-time

Duration

12 months

Location

Online

Fees

£4,700

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

If you aspire to take on management and leadership roles in healthcare, our 1 year, online Postgraduate Diploma in Leadership in Healthcare will equip you with the skills and knowledge you need to advance your career.

We aim to develop healthcare leaders who can provide organisational leadership and navigate decision making in difficult circumstances, as often experienced by health leaders. Our diploma in healthcare leadership prioritises an organisational culture that is both challenging and varied, with structures to protect patients and ensure knowledgeable, dynamic and capable leadership.

Gain valuable insights into leadership styles as you examine leadership theory and cultivate a better understanding of your own management style and how it can be enhanced. With a strong emphasis on ethical leadership, this programme prepares you to effectively collaborate with diverse teams and lead confidently in high-pressure environments.

Studying our medical leadership and management course online offers you the flexibility to continue to work full-time while studying part-time, logging in daily to our renowned online platform from anywhere in the world at a time that suits you.

We ensure that our PG Diploma in healthcare management is informed by the latest research, allowing you to stay ahead of the curve and remain up to date with constantly emerging industry trends. Our scenario-based education model combines theory and practice, allowing you to develop key leadership skills directly applicable to your daily practice while you are studying.

Our postgraduate diploma in healthcare management will enable you 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
  • Aid organisational development by analysing and synthesising a range of influencing factors that contribute to its success e.g. organisational culture

Course Content

Our healthcare leadership diploma courses online allow 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.

Modules

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.

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.

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.

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.

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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