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Session: 2022/23
Last modified: 12/08/2022 11:26:25
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Title of Module: Independent Project |
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Code: MIDW09038 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Jean
Watson |
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| Summary of Module |
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Module Aim: To conduct an independent quality improvement project.
Module Content: This module offers students the opportunity to engage in independent learning of a topic which they select and negotiate with the module coordinator. Students will apply theories, concepts and activities of adult-centred and life-long learning in a project focused upon a deeper understanding and critical analysis of a midwifery practice issue. Students will also be encouraged to actively engage in debate and constructive argument with student midwife peers in the topic under study within Action Learning Sets. The module will include the following theory:
- Identification of risk (in childbearing women and their babies)
- Patient safety
- Adverse event reporting
- Quality Improvement methodologies and processes
- Sharing feedback(learning from positive and adverse outcomes)
- Change management.
- Literature searching
- Critical appraisal of reports/data (local, national, international)
- Action Learning Sets
- The holistic promotion, support and maintenance of breastfeeding will be reviewed and assessed in relation to an overall, comprehensive and detailed knowledge and understanding of UNICEF UK Baby Friendly Initiative University Standards (UNICEF,2019): Theme 5 promoting positive communication.
- This module will support students to develop characteristics which can contribute to the UWS graduate attributes, which are Universal (critical thinking, inquiring, research minded); Work-Ready(knowledgeable, digitally literate, problem solver, enterprising effective communicator, motivated); Successful ( autonomous, creative , driven) (I am UWS ,2018).
- Module content maps to BSc Midwifery Programme Educational Framework (adapted from Framework for Quality Maternal and Newborn Care (Renfrew et al, 2014) to levels:
• Educational Content - Professional and Personal Development; Health & Wellbeing; Midwifery Knowledge & Practice;
• Student Values
• Students
- NMC (2019) Proficiencies: :
1.4, 1.6,1.14, 1.23, 2.3, 4.2, 5.1, 5.3, 5.11, 5.16, 5.17.
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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.
Identify an aspect of clinical practice that could be enhanced through quality improvement.
L2.
Appraise the evidence in relation to the proposed quality improvement project
L3.
Produce a proposal to conduct a rapid-cycle improvement project |
| 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.
Understanding the theories of adult-centred and lifelong learning within professional practice and academic study.
Comprehension and understanding of the theory of locus of control within self-management principles, and resources.
Developing knowledge of current computer software and tools for literature sourcing and project management
Demonstrating knowledge of quality improvement methodologies, and the skills required to actively engage in evidence-informed quality improvement processes to promote quality care for all.
Demonstrating knowledge and understanding of how to work with women, partners, families, advocacy groups, and colleagues to develop effective improvement strategies for quality and safety, sharing feedback and learning from positive and adverse outcomes and experiences. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Interpreting complex practice issues and principles.
Using knowledge of locus of control, and self-management in establishing and maintaining a constructive and effective relationship with the module coordinator/ link.
Interpreting and consolidating knowledge of the importance and value of evidenced-based practice in the childbirth domain.
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| Generic Cognitive skills |
SCQF Level 9.
Giving reasoned rationale to support debate and discussion related to project content.
Bringing together information and adducing evidence from a variety of sources, including research studies, evidenced –based practice guidelines and protocols.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Demonstrating the skills of numeracy, literacy, digital, media, and technological literacy needed to ensure safe and effective midwifery practice.
Making effective use of electronic information retrieval systems (
Interpreting complex evidence and primary sources (statistical and qualitative evidence).
Using information technology applications to present documents and project findings in polished oral and electronic modes.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Establishing and maintaining effective working relationships with the module coordinator and clinical colleagues.
Systematically identifying and addressing own learning needs, both in current and new areas, applying the principles of taking self- responsibility for continuing professional development.
Developing self-confidence and self-awareness of strengths to be able to enhance employability
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| 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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The key learning mode of this module is that of student-negotiated learning. There will be two modified lectures where students will study quality-improvement methods to improve care and explore critical analysis and design aims and learning outcomes. Students will focus their investigations on a particular area of chosen practice. Students will liaise with the module coordinator detailing learning outcomes to be achieved and negotiate learning activities presented by the student at Action Learning Sets to their peers.
The learning activities may involve consulting subject experts or visiting units offering alternative modes of practice / care. The learning activities will be dependent upon the nature of the topic for study.
The module coordinator will ensure, in collaboration with the student that the scope of activity equates with the learning hours available and learning to the required depth of study (i.e. SCQF level 9). Action Learning sets will be used throughout the module for peer support, sharing of ideas and facilitation of project development. Students will complete the module by presenting a written report of the quality improvement project.
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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) |
| Lecture/Core Content Delivery | 36 |
| Tutorial/Synchronous Support Activity | 20 |
| Asynchronous Class Activity | 34 |
| Independent Study | 310 |
| 400
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:
Core :
Panesar, S.S., Carson-Stevens, A., Salvilla, S.A., Sheikh A. (2014) Patient safety and healthcare improvement at a glance. John Wiley and Sons:New York.
Cottrell, S. (2017) Critical Thinking Skills: Effective Analysis and Argument. 3rd edn. Hampshire: Palgrave.
Cottrell, S. (2013) The Study Skills Handbook. 4th edn. Hampshire: Palgrave.
Recommended:
Health Foundation (2013) Quality improvement made simple. What everyone should know about health care quality improvement (2nd edition). The Health Foundation, London.
Lawton, R and Armitage, G (2012). Innovating for Patient Safety. Sage: London
Vincent, C. (2010) Patient Safety.2nd edition. Chichester. Wiley Blackwell.
Woodward, S. (2017) Rethinking patient safety. Taylor Francis Group, Boca Raton.
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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:
Students are academically engaged if they regularly participate in timetabled on-campus and online teaching sessions, asynchronous online learning activities, course-related learning resources and complete assessments which are submitted on time (UWS Academic Engagement Procedure ; UWS Regulatory Framework).
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study.
Within this module, students are expected to attend for at least 75% of the synchronous core teaching activities to be assessed. Please refer to UWS Regulatory Framework Attendance Requirements.
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Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery&Specialist Nursing L9-11 |
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| Moderator | Connor Murray |
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| External Examiner | L Lawther |
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| Accreditation Details | NMC |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Produce a critique of a research article (2000 words) |
| Produce a report on a rapid-cycle quality improvement project (4000 words) |
(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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Module content reflects societal diversity and a rights-based approach to midwifery practice. To promote accessibility, anticipatory adjustments have been made to teaching and learning strategies and assessment. Further reasonable adjustments can be made for students who have been assessed as requiring specific adjustments.
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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