IMPLEMENTING CHANGE IN PRACTICE - 2018/9
Module code: HCR3019
This module builds on the learning from HCR3008 The module is focused on underpinning theories of implementation science and change management designed to support change in practice. Students will have the opportunity to explore how their proposed innovation from HCR3008 could be effectively implemented. They will consider the barriers to change and opportunities to mitigate against these. Students will develop a clear understanding of the process of effective change management. The assignment will enable them to demonstrate the depth of their understanding and insight into effective application of implementation science.
School of Health Sciences
CHRYSANTHAKI T Dr (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: B700
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Completion of the taught element of HCR3008 Transforming Services for Quality or demonstration of equivalent knowledge and understanding.
Indicative content includes:
• Quality improvement theory
• Implementation science theory
• The human element of change
• Communication and presentation skills to influence change
• Utilising effective project management tools
|Assessment type||Unit of assessment||Weighting|
|Coursework||Project implementation plan and poster promoting the planned change to staff with audio presentation||100|
The assessment strategy is designed to provide students with the opportunity to demonstrate
their understanding of quality improvement and implementation science. This will be achieved through application to practice utilising a poster presentation and Project Implementation Plan to market the proposal to their intended audience, supported by an audio presentation which will analyse and critique the other elements of the assessment.
Thus, the summative assessment for this module consists of:
• A poster designed to explain and market the proposed change to colleagues (30%)
• A project implementation document which analyses the stages of project implementation (30%)
• Audio presentation to support the above which will analyse and critique the stages of the project against the underpinning theory (40%)
Students will have the opportunity to submit a detailed plan of their work to tutorial staff. Additionally students will be supported with a peer review/ clinic style discussion in preparation for the assignment.
Students will receive feedback in the following ways:
• In class feedback/ discussion
• Responses to email or online discussions
• Formative assessment
• Summative assessment
• Individual tutorials as requested
Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.
- Examine the conceptual basis of quality improvement and implementation science applying it to a specific area of practice within healthcare. Students will have the opportunity to reflect on the necessary skills required for effective change in practice within healthcare.
|001||Demonstrate knowledge and appreciation of quality improvement and implementation science theory.||CK|
|002||Undertake an exploration of the challenges of implementing change within healthcare||PT|
|003||Explore, critique and present data and research evidence in a format that will persuade staff of the need for change||CK|
|004||Develop innovative and effective presentation skills to influence and support change||CKPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 114
Lecture Hours: 36
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Facilitate students to reflect on the challenges of quality improvement within a specific area of their practice, analysing and applying contemporary theory to the challenges of modern healthcare practice.
The learning and teaching methods include:
• Self directed learning
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for IMPLEMENTING CHANGE IN PRACTICE : http://aspire.surrey.ac.uk/modules/hcr3019
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.