| Unit name | Patient Safety and Risk Management |
|---|---|
| Unit code | MEEDM0033 |
| Credit points | 0 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Dr. Grant |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
Registration on the two linked units ie Patient Safety & Risk Management (0 credits) and the Healthcare |
| Units you may not take alongside this one |
None |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
This unit aims to enhance learners ability to critically analyse issues around Patient Safety and Risk Management. It also offers opportunity for learners to reflect on patient safety events from the perspectives of safety 1, safety 2, human factors and systems thinking. Thus enabling learners to develop and implement sustainable solutions to address the soot causes of these problems.
The aim of this unit will be to:
1. Provide students with a detailed understanding of the impact of patient safety events in healthcare.
2. Provide students with a detailed understanding of the methods involved in analysing the need for change in practice in healthcare. This includes the planning, designing and implementing a sustainable change for everyday practice in healthcare.
On completion of the unit, students should be able to
A: Knowledge and Understanding of:
1. Compare the differences and relations between Safety Management, Risk Management, Health and Safety and Patient Safety.
2. Identify practical applications of internal and external components of Risk Management.
3. Understand human factors theory and its impact on safety.
4. Differentiate relationships and co-dependencies between Risk Management, Patient Safety, Quality Improvement, Education and Learning Organisations.
5. Discuss key features and skills required to effectively manage and sustain change in their own context.
6. Components required to establish a culture of organisational learning in the NHS.
B: Intellectual Skills /Attributes:
1. Demonstrate a critical approach to an organisation’s 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
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. Reflect on skills to engage stakeholders in the implementation and maintenance of change.
The unit will be delivered through a mixture of self-guided study materials, real time and recorded lectures, web-based tutorials and discussions, case study work, readings, and activities. There will be some compulsory pre-course work which will include core readings and critical analysis which the students are required to carry out. The use of the Blackboard online learning environment will be actively pursued to develop students’ understanding and engagement with the unit content.
Formative Assessment :
1: A draft written assignment of 500 words prose outlining reflection a patient safety event.
Student feedback given.
2: Write a 3000 word 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.
This reflective piece will form part of the Capstone report.
Students must successfully engage with this unit, which will be assessed by engagement with synchronous and asynchronous online activities and engagement with the formative assessment tasks.
No summative assessment is linked to this 0 credit unit. Assessment is delivered, and credit awarded, via the Healthcare Improvement Capstone Assessment Unit. Students will be expected to build on this formative written reflection in the Assessment Unit with a summative written project.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MEEDM0033).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
