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Session: 2022/23
Last modified: 14/03/2022 14:21:45
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Title of Module: Quality Improvement & Safety in Care |
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Code: NURS09145 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Jo
Oliver-Hartley |
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| Summary of Module |
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Care delivery occurs in complex and interdependent systems. Unfortunately this can often lead to those we care for, suffering from preventable harm. Therefore, understanding and improving quality and safety in health and care systems is now a global priority. Designing and testing changes requires new knowledge and skills. This module aims to increase the students’ knowledge and understanding of quality improvement methods and how these new skills can be used to help implement change and ultimately increase safety. Students are supported to use data and evidence to bring about changes in practice to benefit care; consideration will be given to clinical indicator programs, adverse event monitoring, satisfaction surveys, benchmarking, evidence based practice and clinical guidelines.
The module content reflects current theory and research within the area of quality improvement and patient/client safety and is aimed at all health or social care professionals. As well as advancing the students’ knowledge and understanding of quality improvement and patient/client safety, the module will encourage the development of graduate/employability skills such as critical appraisal skills, communication skills and ICT skills.
This is a theoretical module and therefore no supervisor is needed and may be delivered face-to-face or by online learning and is suitable for students anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances the global citizenship of students by providing a critical understanding of quality improvement and patient/client safety across the world.
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- This module contributes to students developing the following graduate attributes critical thinking, analytical, inquiring, knowledgeable, digitally literate, problem-solving, autonomous, collaborative and effective communication.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Examine the factors that have led to a greater international emphasis on quality measurement and improvement in health care.
L2.
Critically examine the range of quality improvement methodologies currently utilised within global healthcare.
L3.
Critically appraise the evidence base underpinning quality improvement and patient safety. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate and or work with a critical understanding of the principal theories, principles and concepts of quality improvement methodologies. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate the use of a significant range of the principal skills, techniques and practices relating to improvement methodologies. |
| Generic Cognitive skills |
SCQF Level 9.
Analyse, issues which are at the forefront or informed by developments relating to quality improvement methods. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Critically review, and extend knowledge, skills practices and thinking in relation to continuous quality improvement. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Demonstrate initiatives and make an identifiable contribution to change and development.
Practice in ways which draw on critical reflection on own and others roles and responsibilities.
During the module, students will be able to develop self confidence and self awareness of strengths to be able to enhance employability. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is delivered as hybrid and by online learning utilising a Virtual Learning Environment (VLE).
Online learning students supported by the VLE will receive: Core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Personal Development Plan | 6 |
| Independent Study | 158 |
| Lecture/Core Content Delivery | 20 |
| Tutorial/Synchronous Support Activity | 16 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
The core text for this module is
Panesar, S.S., Carson-Stevens, A., Salvilla, S.A., Sheikh A. (2014) Patient Safety and Healthcare Improvement at a Glance. John Wiley & Sons, New York.
All other texts are recommended reading
Gillam, S. and Siriwardena, A. N (2014) Quality improvement in primary care: the essential guide. Radcliffe Publishing, London.
The Health Foundation (2013) Quality improvement made simple. What everyone should know about health care quality improvement (2nd edition). The Health Foundation, London.
Woodward, S. (2017) Rethinking patient safety. Taylor Francis Group, Boca Raton.
World Health Organisation (2011) Patient safety Curriculum Guide: Multiprofessional Education. WHO: Geneva
In addition to these texts, students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops, and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Elaine Stevens |
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| External Examiner | L Galloway |
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| Accreditation Details | |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A 3500 word essay considering quality improvement and safety in care/100% of the final mark.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Please refer to the UWS Equality and Diversity Policy at the following link: UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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