Module Catalogue 2022/23

ONC8013 : Quality Improvement (E-learning) (Inactive)

  • Inactive for Year: 2022/23
  • Module Leader(s): Dr Victoria Hewitt
  • Lecturer: Mr John Hignett
  • Owning School: FMS Graduate School
  • Teaching Location: Off Campus
Semester 1 Credit Value: 10
ECTS Credits: 5.0
Pre Requisites
Pre Requisite Comment


Co Requisites
Co Requisite Comment



This module has the following aims:

1. To introduce learners to the principles of quality improvement and service redesign in the healthcare setting.
2. To apply the theory of change management to the healthcare context
3. To develop and apply skills in quality improvement techniques.

This module leads the learner through the prospective development of a project charter to improve the quality of clinical service or to develop professional practice, relevant to their own clinical area. Online interaction with tutors and other students broadens the learner’s knowledge of the various stages involved in such initiatives, and furthermore, encourages reflective practice.

Outline Of Syllabus

Outline of Syllabus       The module will cover the following topics:

1.       Identifying the need for change
a.       Political drivers: How policy within the healthcare setting shapes services.
b.       Service user involvement: Understanding the influence of patient-focused approaches on health and social
care services.
2.       Clinical Governance
a.       Introduction to the system through which organisations are held accountable for safeguarding and
improving the quality of the clinical services they provide.
b.       Reflection and supervision: Translating reflection and clinical supervision into service improvements.
c.       Clinical audit: The role of clinical audit, defining standards and common pitfalls.
3.       Managing change
a.       Models and methods: An introduction to systems thinking, lean methodology and the Plan-Do-Study-Act
b.       Barriers to change: Understand the causes of resistance to change and explore ways of managing this.
c.       Leadership for change: An introduction to building alliances for change and creating shared purpose.
4.       Spread and sustainability
a.       Evaluating change: Exploring the types of evaluation used to assess clinical services.
b.       Predicting success: Assessing impact and predicting the success of a change initiative.
c.       Sharing best practice: Formulating dissemination strategies to share improvement work and improve
clinical practice.

Learning Outcomes

Intended Knowledge Outcomes

On completion of this module students will be able to:
1.       Discuss how healthcare quality improvement is influenced by and impacts upon service users, providers and policy-makers with regards to healthcare quality improvement.
2.       Appraise the practical application various quality improvement techniques and theoretical models in the clinical context
3.       Critically review barriers to healthcare quality improvement and propose interventions to mitigate and manage them.
4.       Evaluate the influence of quality improvement strategies on healthcare services and practice development at local, national and international levels.
5.       Evaluate requirements for quality improvement in clinical service delivery and (where appropriate) the provision of non-clinical ancillary services.

Intended Skill Outcomes

On completion of this module students will be able to:

1.       Develop a quality improvement project charter relevant to an aspect of service provision or practice development in an authentic clinical context.
2.       Appropriately apply tools and techniques to improve the quality of a clinical service or professional practice in an authentic clinical context.
3.       Present coherent arguments to justify quality improvements in written and oral formats.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion120:0020:00Independent assessment preparation
Guided Independent StudyDirected research and reading124:0048:00Online content
Guided Independent StudyIndependent study112:0022:00Supplemental reading
Guided Independent StudyOnline Discussion101:0010:00Via discussion board
Teaching Rationale And Relationship

Through a series of online tutorials and weekly activities as well as private study (including directed reading) students will gain a detailed knowledge of the practice development process.

Students will develop an idea to improve an aspect of service provision relevant to their own clinical context. Interaction with tutors, quality improvement specialists and other students from a range of disciplines broadens the learner’s knowledge of the various stages involved in such initiatives and encourages reflective practice.

Students will have the opportunity to come together for synchronous learning via a variety of formats. Online tutorials will be offered at a range of times to suit the needs of learners in clinical practice and at distant locations. Asynchronous learning activities will be hosted on the module website and peer to peer interactions well take place on discussion boards.

This is designed to consolidate and contextualise their understanding of the curriculum, share and learn from expertise within the learning group, apply the theory to authentic practice and make new learning discoveries within the wider healthcare context.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Written exercise1M90Practice development proposal. (2000 words)
Portfolio1M10Participation in collaborative e-learning activities throughout the module
Formative Assessments
Description Semester When Set Comment
Written exercise1MDraft proposal
Assessment Rationale And Relationship

The formative assessment consists of a draft practice development proposal. Students are encouraged to provide peer-led feedback. Module leaders will provide individual students feed-forward comments to support the summative assessment.

The summative assessment requires students to critically develop a practice development proposal and allows them to demonstrate how their new theoretical understanding has influenced and can be adapted for their own practice. A participation grade is included to encourage and reward the student's engagement with the collaborative activities.

Should a student fail the participation assessment and have to undertake a resit they will have to
complete a different form of assessment. The student will be asked to look at 2 participation
activities as identified by the module leader/team and submit a 500 word written summary (approx. 250 words per activity).


Past Exam Papers

General Notes


Disclaimer: The information contained within the Module Catalogue relates to the 2022/23 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2023/24 entry will be published here in early-April 2023. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.