FUNDAMENTALS IN QUALITY IMPROVEMENT AND PATIENT SAFETY - 2022/3
Module code: HCRM007
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 enables staff working within health & social care to: Critically explore the drivers for safety in the workplace and patient/ client care and understand the impact of human factors. Students will critically explore and evaluate the relationship between national patient safety policy and its influence on local guidelines and policies. Additionally student will develop their critical judgements of the legal and ethical issues impacting on patient safety and the role of accountability for managing safety and risk in the workplace critically.
School of Health Sciences
MAGNUSSON Carin (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: B790
Module cap (Maximum number of students): N/A
Overall student workload
Lecture Hours: 42
Prerequisites / Co-requisites
Patient Safety policy: from micro to macro
Regulation and quality monitoring
National and local risk management policy
Professional codes of conduct and accountability
Critical incident analysis
Root cause analysis and Fishbone analysis
Introduction to quality improvement
Open and fair cultures
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge skills and understanding of patient safety
Thus, the summative assessment for this module consists of one component
A case study (3000 words) critically evaluating a patient safety incident utilising a range of appropriate tools. Students will examine and justify the appropriateness of the analysis tools utilised in this specific incident and apply this knowledge to their own future practice (100%)
Formative assessment and feedback
Students will present a one page plan identifying the key issues for the assignment
Students will receive formative feedback via:
Small group tutorials where they will present a plan for their assignment
Verbal discussion during contact time
Timely response to email or telephone questions
Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.
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
- Introduce the key concepts of patient safety and risk. Students will critically analyse and evaluate the impact of human factors theory and national patient safety policy on the reduction of risk and enhancement of safety in the workplace. Students will make critical judgement of the impact of legal and ethical frameworks for safe practice with a focus on professional accountability and codes of conduct.
|001||Critically evaluate the concepts of patient safety and risk and how national and local patient risk and safety policies impact on their practice||KCPT|
|002||Evaluate the importance of carrying out root cause analysis and developed experience applying different analytical tools to real life scenarios.||KCPT|
|003||Critically reflect upon how this learning can be used to improve patient safety and minimise risk in their own workplace.||KCPT|
|004||Systematically and critically judge the mechanisms for escalating and communicating concerns within the legal and ethical frameworks required for safe practice||KCPT|
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 enable students to have a deep and systematic understanding of patient safety within an organisational context
To draw upon their own experience to develop their understanding of the current evidence base for patient safety
The learning and teaching methods include:
on line tutorials
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: HCRM007
Programmes this module appears in
|Leadership in Healthcare MSc(YEAR LONG)||Year-long||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 2022/3 academic year.