TRANSFORMING SERVICES FOR QUALITY - 2021/2
Module code: HCR3008
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
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.
School of Health Sciences
HUGHES Karen (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: N214
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 114
Lecture Hours: 30
Practical/Performance Hours: 6
Prerequisites / Co-requisites
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 type||Unit of assessment||Weighting|
|Coursework||COURSEWORK - Proposal||100|
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 2000 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
· 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
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
- 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.
|1||Demonstrate knowledge and understanding of the current healthcare agenda and its impact on health and social care provision.||C|
|2||Explore current innovative practice in health and social care delivery, relating to a specific area of practice.||K|
|3||Critically assess the role of change in the process of innovation||CT|
|4||Examine opportunities to overcome resistance and barriers to change.||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
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)
- guided study
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.
Upon accessing the reading list, please search for the module using the module code: HCR3008
Programmes this module appears in
|Healthcare Practice BSc (Hons)||1||Core||Each unit of assessment must be passed at 50% to pass the module|
|Public Health Practice BSc (Hons)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Delivering Quality Healthcare BSc (Hons)||1||Core||Each unit of assessment must be passed at 40% 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 2021/2 academic year.