TRANSFORMING SERVICES FOR QUALITY - 2020/1
Module code: HCRM013
Module Overview
This module is designed to meet the needs of professionals working in health and social care. This would be an ideal first module for students commencing study at level 7, and would integrate well as part of a staff development programme. The module will explore the current healthcare agenda, examining the need for change to meet the contemporaneous needs of the population. Students will be encouraged to reflect upon how innovative practice could transform service delivery to drive up the quality of the patient experience, relative to their own area of practice. Innovation, change management and the quality care agenda will be significant themes throughout the module.
Module provider
School of Health Sciences
Module Leader
HUGHES Karen (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: N214
Module cap (Maximum number of students): N/A
Module Availability
Semester 1
Prerequisites / Co-requisites
NA
Module content
Indicative content includes:
- Exploring the challenges for modern healthcare provision
- Identifying opportunities to improve quality
- The concept of quality from differing perspectives
- Innovation and service redesign in practice
- Analysis of barriers to change
- Negotiating, influencing and managing change
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Coursework | COURSEWORK - REPORT | 100 |
Alternative Assessment
Not required.
Assessment Strategy
The assessment strategy is designed to provide students with the opportunity to demonstrate
their understanding of the contemporaneous issues facing a specific area of health and social care delivery and how innovative new approaches could be implemented to transform the quality service delivery.
· A 2500 word proposal, critically analysing the opportunities to transform an aspect of service delivery to improve quality and an exploration of how an identified potential barrier to its implementation may be overcome.
· This will test all 4 learning outcomes and forms 100% of marks
Formative assessment
· A chart (one page) identifying the elements of the report, including the evidence base for the innovation, barriers to implementation and potential for quality improvement
Feedback
Students will receive feedback through a variety of methods, these include:
· Verbal – during seminar sessions, or tutorials
· Written – formative feedback on chart
· Email – where requested by student
E discussion forum’s via Surreylearn
Module aims
- Examine the current health and social care agenda
- Support students explore innovative new ways of working and how these could potentially improve the quality of care received by patients, clients, carers and the public.
- Students will be enabled to reflect upon and justify the need for effective change management and implementation.
Learning outcomes
| Attributes Developed | ||
|---|---|---|
| 1 | Demonstrate in depth knowledge and appreciation of the current healthcare agenda and its impact on health and social care provision | C |
| 2 | Critically evaluate, challenge and apply data and research evidence to innovative new ways of working related to the needs of a defined population/ specific area of practice | K |
| 3 | Critically evaluate and apply the principles of change to the process of innovation including opportunities to overcome resistance and barriers to change. | CP |
| 4 | Develop innovative approaches to patient care within their area of practice which utilise evidence (including user perspectives), create challenge and develop a progressive culture within the healthcare setting | P |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 114
Lecture Hours: 30
Methods of Teaching / Learning
The learning and teaching strategy is designed to incite curiosity and a passion for improving the quality of care delivery. This will reflect the programme and School's learning and teaching strategy to create dynamic, effective and caring health professionals. It will facilitate this through the use of blended learning and increasingly e-learning. The aim is that this module will be offered either as a blended learning module of as a full e-learning experience, to meet the individual learning needs of students.
The learning and teaching methods include:
- Lectures (including e-leactures)
- seminars
- presentations
- guided study
- E-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
Reading list for TRANSFORMING SERVICES FOR QUALITY : http://aspire.surrey.ac.uk/modules/hcrm013
Programmes this module appears in
| Programme | Semester | Classification | Qualifying conditions |
|---|---|---|---|
| Leadership in Healthcare MSc | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Advanced Clinical Practice MSc | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Advanced Practice (Public Health Practice) PGCert | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Healthcare Practice MSc | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Public Health Practice MSc | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
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 2020/1 academic year.