| 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 the 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. Design, implement, complete and evaluate 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 6000 word Capstone report. The report must include reflection on a patient safety event or a proposed change in practice.
It must define the type of Safety or Management issue and justify its importance using the literature.
Propose and develop an action plan to implement a change in practice to address skill knowledge gap whilst considering how this sustainable change could be managed.
2: Report on the planning, delivery and implementation of the Quality Improvement project based on your reflective piece around the above patient safety event or proposed change in practice. 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 into your work context.
Through engagement with the associated teaching units students will have received formative feedback on initial drafts of the above pieces of work.
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. MEEDM0035).
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.
