| Unit name | Healthcare Improvement Capstone Assessment Unit |
|---|---|
| Unit code | MEEDM0035 |
| Credit points | 40 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Grant |
| Open unit status | Not open |
| Pre-requisites |
Completion of the two linked units ie Patient Safety & Risk Management (0 credits) and Quality Improvement in Healthcare (0 credits). |
| Co-requisites |
None |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
This unit assesses learners ability to develop knowledge and skills around the use of Quality Improvement initiatives in the workplace. The learners will have opportunity to plan, develop and implement their own QI project using their reflection of a patient safety event from the previous unit, Patient Safety and Risk Management.
On completion of the unit, students should be able to
A: Knowledge and Understanding:
1. Compare and contrast quality assurance and quality improvement and describe the relationship of audit mechanisms related to clinical governance.
2. Analyse the principles and differences between quality improvement, audit and research.
3. Critique the elements required for the implementation of quality improvement and can identify most suitable tool to facilitate appropriately.
4. Explain process mapping, stakeholder analysis, goal and aim setting, implementing change and sustaining improvement.
5. Compare the differences and relations between Safety Management, Risk Management, Health and Safety and Patient Safety.
6. Understand human factors theory and its impact on safety.
7. Differentiate relationships and co-dependencies between Risk Management, Patient Safety, Quality Improvement, Education and Learning Organisations.
8. Compare and contrast QI improvement tools and methodologies.
9. Critically analyse components required to establish a culture of organisational learning in the NHS.
B: Intellectual Skills /Attributes:
1. Demonstrate a critical approach to an organisations proactive improvement of healthcare delivery.
2. Critically analyse the health sector using the focus of key relationships between educational and governance infrastructures.
3. Demonstrate criticality towards literature and theory relevant to health care improvement and organisational learning.
4. Designs, implements, completes and evaluates a quality improvement project using improvement methodology.
C: Other Skills /Attributes (Practical/Professional/Transferable):
1. Investigate and analyse a patient safety event reflecting and drawing own conclusions on a change in practice.
2. Propose and develop an action plan to implement change in practice to address skill knowledge gap.
3. Consider how this sustainable change could be managed.
4. Propose, develop and implement a Quality Improvement project, demonstrating sustainable change in an area of healthcare delivery.
5. Analyse the need for continuous improvement and audit in the quality of care standard setting and quality assurance.
6. Demonstrate the values to actively support quality improvement in the clinical environment.
7. Demonstrate advocacy for clinical quality improvement.
Students will receive no formal teaching in this Capstone unit, but the unit cannot be taken without completion of the two teaching (0 credit) units entitled i) Patient Safety and Risk Management and ii) Quality Improvement in Healthcare.
Summative Assessment:
1: Write a 3000 reflection on a patient safety event or a proposed change in practice.
Define the type of Safety or Management issue and justify why using the literature.
Propose and develop an action plan to implement a change in practice to address skill knowledge gap.
Consider how this sustainable change could be managed.
2: Write a 3000 word analytical report on the planning, delivery and implementation of a Quality Improvement project based on your reflective piece around the above patient safety event. Use theoretical frameworks taught to underpin your proposal. Write your project in to a cohesive plan of action that can be justified using the educational literature and realistically implemented in to your work context.
No formative assessment is within this Capstone unit but, by engagement with the associated teaching units students will received formative feedback on initial drafts of the above pieces of work.
WHO Patient Safety Guide 2006.
Australian Safety and Quality Framework for Health Care 2010
