Advanced Clinical Practice Improvement Project
Module title | Advanced Clinical Practice Improvement Project |
---|---|
Module code | HPDM152 |
Academic year | 2023/4 |
Credits | 30 |
Module staff | Dr Amad Al-Azzawi (Convenor) |
Duration: Term | 1 | 2 | 3 |
---|---|---|---|
Duration: Weeks | 10 | 10 |
Number students taking module (anticipated) | 20 |
---|
Module description
This module will provide you with the opportunity to create an action plan for change via a service improvement project. This will allow you to build on your experiences gained in previous modules by focusing on an area of service improvement that is particular to your area of clinical specialism. You may choose to build on your case study presentation submitted in HPDM128 Principles of Advanced Clinical Practice, or you may have a new action plan/project you wish to undertake.
The project will demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to carry out a project of enquiry. You will present your project in the form of a change initiative in practice action plan.
Module aims - intentions of the module
You will use both the theoretical knowledge you will acquire, throughout the taught part of the course, and the analytical skills you will develop to create your action plan.
The aim of this module is:
- To plan a quality improvement activity in a specific area of practice
- To develop your academic skills to source and review evidence-based resources
- To enhance your skills as a reflective practitioner using workplace based significant events.
- To critically analyse how healthcare outcomes are measured
- To make links with local healthcare stakeholders and resources
- To develop your academic writing style that shows critical thinking
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically evaluate the range of evidence-based standards and clinical guidelines which underpin the rationale for the quality improvement project in your area of clinical professionalism.
- 2. Interpret, critique and draw conclusions from published data (including analysis of methods and statistical techniques used) including the impact of policy on health and social care as applicable to your project/research.
- 3. Explore and evaluate the range of legal, ethical, professional, financial and organisational policies and procedures that may apply to your action plan.
- 4. Identify and justify the measures and systems which may be utilised when measuring the impact and effectiveness within your action plan.
- 5. Prepare an evidence-based action plan that critically engages with the research literature and generates practice innovation or explores service redesign solutions in response to service need as applicable to the project.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Justify the rationale for research governance and ethical frameworks as applicable to your action plan.
- 7. Demonstrate ways in which patients and the wider public can be involved in healthcare or health services research or quality improvement (using your own action plan or that of others).
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Critically reflect on personal practice and make connections between known and unknown areas, to allow for personal development, adaptation and change.
- 9. Communicate your innovation/service improvement accurately and effectively through appropriate media with peers, tutors and the public.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- Source and appraising evidence-based resources
- Monitoring and evaluating practice
- Significant event analysis
- Quality improvement activities
- Patient public involvement, patient surveys
- Systems of enquiry and analysis of outcomes, findings or developments
- Peer disseminating of findings and outcomes; presentation skills and writing for publication
Learning activities and teaching methods (given in hours of study time)
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
68 | 232 |
Details of learning activities and teaching methods
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching | 20 | Lectures/seminars |
Scheduled Learning and Teaching | 20 | Action plan development meetings (scheduled by arrangement between individual students and supervisors) |
Scheduled Learning and Teaching | 28 | Online discussion groups and journal club activities with programme tutors and/or fellow students |
Guided independent study | 40 | E-learning activities |
Guided independent study | 192 | Reading. Preparation of presentation, writing up of action plan project |
Formative assessment
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Improvement project plan outline | 300 400 words | 1-9 | Oral and written |
Article summary | 500 words | 1-9 | Oral and written |
Infographic | 250 words | 1-9 | Oral and written |
Summative assessment (% of credit)
Coursework | Written exams | Practical exams |
---|---|---|
80 | 0 | 20 |
Details of summative assessment
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Action plan project | 80 | Maximum 4,500 words | 1-9 | Written |
Poster and oral presentation | 20 | Oral presentation (15 minutes) | 1-9 | Written |
0 | ||||
0 | ||||
0 | ||||
0 | ||||
0 |
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 |
---|---|---|---|
Action plan project (80%) Maximum 4,500 words | Action plan project | 1-9 | Typically within 6 weeks of mark release |
Poster and oral presentation (20%) (15 minutes) | Poster and oral presentation | 1-9 | Typically within 6 weeks of mark release |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
All items of assessment must be passed in order to pass the module. In the event of you failing either of the assessments, the module will be capped at 49 until the assessment is passed.
Re-submission of a revised written assignment should include response to the written feedback provided on first assessment.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module.�
Indicative learning resources - Basic reading
Basic reading:
- Project specific reading: as directed by the supervisor.
- Hart, C. (2002). Doing a Literature Review. London, Sage Publications.
- Lock, D. (2007).The Essentials of Project Management (3rd edition). Aldershot, Gower Publishing
- Swetnam, D. (2005). How to Plan, Prepare and Present Successful Work (3rd edition). Trowbridge, Cromwell Press Ltd
ELE – College to provide hyperlink to appropriate pages
Credit value | 30 |
---|---|
Module ECTS | 15 |
Module pre-requisites | None |
Module co-requisites | None |
NQF level (module) | 7 |
Available as distance learning? | No |
Origin date | 22/11/2021 |
Last revision date | 26/05/2023 |