Leading Change in Health Service
| Module title | Leading Change in Health Service |
|---|---|
| Module code | HPDM059DA |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 0 | 8 | 0 |
| Number students taking module (anticipated) | 38 |
|---|
Module description
In this module, you will develop a critical awareness of the different ways of working with multiple stakeholders to change practice, implement innovation, and improve health care. You will develop skills in Quality Improvement and critically consider how routine data, the communication of knowledge, and reflective practice can contribute to achieving evidence-based change in health services.
Module aims - intentions of the module
You will develop the skills to use Quality Improvement tools and techniques as well as identifying and appraising the leadership skills and personal qualities required to do so. The module will enable you to develop a detailed strategy for achieving change in an area of health care practice. You will critically consider how research evidence, learning from reflection, and locally-generated data can be integrated to achieve evidence-based change in practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand how iterative testing can be applied in health care and other settings to achieve evidence-based change
- 2. Engage actively with data sources and informatics for surveillance and monitoring to identify challenges and solutions
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Develop reflective practice skills that facilitate collaborative working with diverse stakeholders to achieve improvements in practice
- 4. Develop a detailed strategy for the application of quality improvement and leadership in an area of professional practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Critically apply Quality Improvement approaches to achieve change in complex organisations
- 6. Reflectively and strategically plan own role as a leader and team member to deliver improvement within an organisation or area of professional practice
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- Quality Improvement: Tools, techniques, and measures
- Making critical use of routine and ‘big’ data
- Communicating knowledge and reflective practice
- Bringing it all together: Leadership, improvement and team working
- Student presentations
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 57 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 12 | Online or face to face lectures, seminars, master-classes to enhance learning through introduction to key topics, specialist areas and role models and diversity of contexts and outcomes. |
| Scheduled Learning and Teaching Activities | 10 | Webinars, group discussions, practical exercises, simulated case-studies and engagement with real-world scenarios to foster experiential learning with opportunities for peer and tutor feedback. |
| Guided Independent Study | 57 | Web-based learning, resource gathering, and in-depth reading during the period of module delivery. Preparation and writing of assignment. |
| These 79 hours make up the Off-the-Job learning element mandated by the ESFA guidance. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Case-based discussions | Various and ongoing | 1,3,4 | Oral |
| Small group projects | Various and ongoing | 1,2,4 | Oral |
| Student presentations (Individual) | 40 mins (20 minute individual presentation plus group discussion) | 1-6 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Quality Improvement Report | 50 | 1500 words | 1-6 | Written |
| Workplace readiness reflection | 50 | 1500 words | 1-6 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Quality Improvement Report (50%) | Quality Improvement Report (1500 words) | 1-6 | August/September Referral/Deferral period |
| Workplace readiness reflection (50%) | Workplace readiness reflection (1500 words) | 1-6 | August/September Referral/Deferral period |
Re-assessment notes
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Aarons, G. A., M. G. Ehrhart, L. R. Farahnak and M. Sklar (2014). "Aligning leadership across systems and organizations to develop a strategic climate for evidence-based practice implementation." Annu Rev Public Health 35: 255-274.
Braspenning, J., Hermens, R., Calsbeek, H. et al. (2013) Quality and safety of care: the role of indicators. In: R. Grol, M. Wensing, M. Eccles & D. Davis, eds., Improving patient care: The implementation of change in health care. pp.3-135, Oxford: Wiley Blackwell/ BMJ Books
Jeffcott, S.A., Ibrahim, J.E. and Cameron. (2009) Resilience in healthcare and clinical handover. Quality and Safety in Health Care 18:256-260
Langley, G.J, Moen, R.D, Nolan, K.M et al (2009) The Improvement Guide. San Francisco, CA: Jossey-Bass (Parts 1 and 2 and Appendix A and B)
Manojlovich, M., J. E. Squires, B. Davies and I. D. Graham (2015). "Hiding in plain sight: communication theory in implementation science." Implement Sci 10: 58
Marshall, M., C. Pagel, C. French, M. Utley, D. Allwood, N. Fulop, C. Pope, V. Banks and A. Goldmann (2014). "Moving improvement research closer to practice: the Researcher-in-Residence model." BMJ Quality & Safety 23(10): 801-805.
Morgan, L., S. New, E. Robertson, G. Collins, O. Rivero-Arias, K. Catchpole, S. P. Pickering, M. Hadi, D. Griffin and P. McCulloch (2015). "Effectiveness of facilitated introduction of a standard operating procedure into routine processes in the operating theatre: a controlled interrupted time series." BMJ Qual Saf 24: 120-127
Ovretveit, J. (2010). "Improvement leaders: what do they and should they do? A summary of a review of research." Qual Saf Health Care 19(6): 490-492.
Provost, L.P & Murray, S.K (2011) The Health Care Data Guide: Learning from data for improvement. San Francisco, CA: Jossey-Bass
Power, M., Wigglesworth, N. et al. (2010) Reducing Clostridum difficile infection in acute care by using an improvement collaborative. BMJ 341:c3359
Sumner, P., S. Vivian-Griffiths, J. Boivin, A. Williams, C. A. Venetis, A. Davies, J. Ogden, L. Whelan, B. Hughes, B. Dalton, F. Boy and C. D. Chambers (2014). "The association between exaggeration in health related science news and academic press releases: retrospective observational study." BMJ 349: g7015
Taylor, M. J., C. McNicholas, C. Nicolay, A. Darzi, D. Bell and J. E. Reed (2014). "Systematic review of the application of the plan-do-study-act method to improve quality in healthcare." BMJ Qual Saf 23(4): 290-298.
Yau, N. (2011) Visualise this: the flowing data guide to design, visualisation, and statistics. London: John Wiley & Sons
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 09/09/2021 |
