IMPLEMENTING CHANGE IN PRACTICE - 2022/3
Module code: HCRM037
Module Overview
This module builds on the learning from HCRM013. 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 HCRM013 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.
Module provider
School of Health Sciences
Module Leader
CHRYSANTHAKI Theopisti (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 114
Lecture Hours: 36
Module Availability
Semester 2
Prerequisites / Co-requisites
Completion of the taught element of HCRM013 Transforming Services for Quality or demonstration of equivalent knowledge and understanding.
Module content
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 pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Coursework | Project implementation plan and poster promoting the planned change to staff with audio presentation | 100 |
Alternative Assessment
None
Assessment Strategy
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 (formative/no marking but extensive feedback before submission)
• A project implementation plan which analyses the stages of projecgt implementation (100%)
Formative assessment
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. Feedback 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.
Module aims
- 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.
Learning outcomes
| Attributes Developed | ||
| 001 | Demonstrate in depth knowledge and appreciation of quality improvement and implementation science theory. | CK |
| 002 | Undertake an in-depth exploration of the challenges of implementing change within healthcare. | PT |
| 003 | Critically evaluate, challenge 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 |
Attributes Developed
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:
Facilitate students to reflect on the challenges of quality improvement within a specific area of their practice, critically analysing and applying contemporary theory to the challenges of modern healthcare practice.
The learning and teaching methods include:
• Lectures
• Discussions
• E-learning
• Self directed learning
• reflection
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
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: HCRM037
Other information
None
Programmes this module appears in
| Programme | Semester | Classification | Qualifying conditions |
|---|---|---|---|
| Leadership in Healthcare MSc | 2 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Education for Health Professionals MA | 2 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Education for Health Professionals PGDip | 2 | 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.