From Theory to Practice to Quality
| Module title | From Theory to Practice to Quality |
|---|---|
| Module code | HPDM079 |
| Academic year | 2020/1 |
| Credits | 15 |
| Module staff | Dr Rob Daniels (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 25 |
|---|
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
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 activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 12 | 138 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 12 | All student taught sessions |
| Guided independent study | 30 | E-learning. Online pre- and post-contact day activities |
| Guided independent study | 58 | Independent study |
| Guided independent study | 20 | Quality improvement activity. Workplace work and preparation |
| Guided independent study | 30 | Assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Assignment project plan | 300-500 words | 1-6 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Project | 100 | 2000 words | 1-6 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Project (100%) | Re-submission of project (2000 words) | 1-6 | Typically 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.
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
Indicative learning resources - Other resources
Research Papers
- Research evidence and the individual patient (Shattner & Fletcher 2003)
- Using research findings in clinical practice (Straus & Sackett 1998)
- Applying evidence to the individual patient (Straus & Sackett 1999)
- 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?
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 19/09/2017 |
| Last revision date | 08/07/2020 |
