Leading Change in Global Healthcare
| Module title | Leading Change in Global Healthcare |
|---|---|
| Module code | HPDM195 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Nermin Hamza (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
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. You will consider the need for change in the healthcare setting in the context of the Sustainable Development Goals (SDGs) and what this means for leadership and service delivery at a local level. The module will enable you to develop a detailed strategy for achieving change in an area of healthcare 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.
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 strategize for achieving change in an area of healthcare practice. You will reflect on the UN Sustainable Development Goals and the 2030 agenda, including global leadership examples in healthcare (including the NHS). 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. Demonstrate how iterative testing can be applied in health care and other settings to achieve evidence-based change
- 2. Analyse 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. Critically apply Quality Improvement approaches to plan change in complex organisations
- 4. Critically appraise strategies for the application of quality improvement and leadership in healthcare for working towards sustainable development goals
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Evaluate approaches to collaborative working with diverse stakeholders to achieve improvements in 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
A total of 150 hours of learning activities and teaching methods is required for this 15-credit point module.
Face-to-face scheduled lectures and tutorials may be replaced by short, pre-recorded videos and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities if a situation arises that the scheduled activities are interrupted. These interruptions should be minimised.
Descriptions of scheduling are to be taken as an example and can be changed without notice depending on timetabling restrictions within the programme and/or university room availability.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 26 | 124 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching Activities | 20 | 2 hr x 10(20 hrs) Face-to-face lectures |
| Scheduled Learning & Teaching Activities | 6 | 1 hr x 6 (6 hrs) Tutorials Group discussions, practical exercises, simulated case studies, and student presentations |
| Guided Independent Study | 7 | Web-based learning, resource gathering, and in-depth reading during module delivery |
| Guided Independent Study | 12 | 2 hrs x 6 (12 hrs) Preparation of tutorial material |
| Guided Independent Study | 105 | Preparation and writing of the assignment |
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 | Verbal |
| Small group projects | Various and ongoing | 1,2,4 | Verbal |
| Student presentations (Individual) | 15 minutes (Up to 10 minutes of individual presentations plus group discussion) | 1-5 | Verbal |
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 |
|---|---|---|---|---|
| Report | 100 | 2,000 | 1-5 | 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 |
|---|---|---|---|
| Report (100%) | Report (2,000 words) | 1-5 | 6 weeks |
Indicative learning resources - Basic reading
Sustainable Development Goals:
Kuenkel, P., Kuhn, E., Stucker, D., Williamson, D. F. (2020). Leading Transformative Change Collectively: A Practitioner Guide to Realizing the SDGs. United Kingdom: Taylor & Francis.
Galvao, T. G., de Menezes, H. Z. (2024). The Quest for the Sustainable Development Goals: Living Experiences in Territorializing the 2030 Agenda in Brazil. Germany: Springer International Publishing.
Sustainable Development Goals for Society Vol. 1: Selected Topics of Global Relevance. (2021). Germany: Springer International Publishing.
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 Clostridium 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 |
| Origin date | 25/04/2025 |
