COLLEGE OF MEDICINE AND HEALTH
Medicine, Nursing and Allied Health Professions

Module

From Theory to Practice to Quality

Module titleFrom Theory to Practice to Quality
Module codeHPDM079
Academic year2021/2
Credits15
Module staff

Dr Rob Daniels (Lecturer)

Duration: Term123
Duration: Weeks

8

Number students taking module (anticipated)

25

Description - summary of the module content

Module description

This module provides the background to postgraduate level study by developing your academic and professional skills. In addition, you will source evidence-based resources applicable to your clinical areas. Using work-place based examples you will demonstrate how implementation of evidence and local networks can facilitate delivery of quality care. 

This module will benefit from the expertise of the College of Medicine and Health primary care research department to help you develop your scholarship and practitioner skills.

Module aims - intentions of the module

The aim of this module is :-

• To develop your academic skills to source and review evidence-based resources

• To develop your academic writing style that shows critical thinking

• To enhance your skills as a reflective practitioner using workplace based significant events.

• To critically analyse how healthcare outcomes are measured

• To plan a quality improvement activity in a specific area of practice

• To make links with local healthcare stakeholders and resources including understanding different processes and IT systems in practice.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Locate and evaluate evidence-based resources that are applicable to your clinical practice
  • 2. Use evidence-based resources to evaluate clinical practice and make suggestions for quality improvement activities in your healthcare environment.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 3. Identify, reflect and analyse work-related significant events
  • 4. Analyse personal competences and set goals for future learning

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 5. Appraise evidence and apply to work-related practice
  • 6. Review areas of work and implement changes

Syllabus plan

Syllabus plan

Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

• Introduction to Master’s level study

• Source and appraising evidence-based resources

• Developing reflective practice

• Team-based professional working & primary: secondary care interface

• Monitoring and evaluating practice

• Significant event analysis

• Quality improvement activities

• Patient public involvement, patient surveys

To ensure flexibility and resilience over the coming academic year, the following changes may be made to the module if needed:

-          Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities. 

-          Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board. 

Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
121380

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning and teaching activities12All student taught sessions
Guided independent study30E-learning. Online pre- and post-contact day activities
Guided independent study58Independent study
Guided independent study20Quality improvement activity. Workplace work and preparation
Guided independent study30Assignment preparation

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Assignment project plan300-500 words1-6Written

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Project1002000 words1-6Written
0
0
0
0
0

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Project (100%)Re-submission of project (2000 words)1-6Typically within six weeks of the result

Re-assessment notes

In the event of referral, students should submit a revised version of their original submission, taking into account marker’s feedback.

Resources

Indicative learning resources - Basic reading

Basic reading:

A beginner's guide to evidence-based practice in health and social care by Helen Aveyard

Publication Date: 2013

 

Patient Safety and Healthcare Improvement at a Glance Paperback – 22 Aug 2014

by Sukhmeet Panesar (Author),‎ Andrew Carson-Stevens (Author),‎ Sarah Salvilla (Author)

 

 

Clinical Evidence Made Easy by D. Jackson; M. Harris; G. Taylor

Publication Date: 2014-05-15

 

 

Indicative learning resources - Web based and electronic resources

Web based and electronic resources:

Quality Improvement

http://www.rcgp.org.uk/clinical-and-research/our-programmes/quality-improvement.aspx

 

Significant events

http://www.nrls.npsa.nhs.uk/resources/?entryid45=61500

 

Patient safety incident reporting - PSNC

http://psnc.org.uk/contract-it/essential-service-clinical-governance/patient-safety-incident-reporting/

Module has an active ELE page

Indicative learning resources - Other resources

Research Papers

  1. Research evidence and the individual patient (Shattner & Fletcher 2003)
  2. Using research findings in clinical practice (Straus & Sackett 1998)
  3. Applying evidence to the individual patient (Straus & Sackett 1999) 
  4. Hidden influences that sway your medical decisions (Groopman & Hartzband, 2011) 

Batalden, P.B. and Davidoff, F., 2007. What is “quality improvement” and how can it transform healthcare?

Key words search

Healthcare Management, evidence-based practice, quality improvement

Credit value15
Module ECTS

7.5

NQF level (module)

7

Available as distance learning?

No

Origin date

19/09/2017

Last revision date

08/07/2020