ONC8013 : Quality Improvement (E-learning)
- Offered for Year: 2019/20
- Module Leader(s): Miss Melanie Robertson
- Lecturer: Dr Victoria Hewitt
- Owning School: FMS Graduate School
- Teaching Location: Off Campus
|Semester 1 Credit Value:||10|
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
The module will cover the following topics:
1. Identifying the need for change
a. Political drivers
b. Service user involvement
2. Clinical Governance
a. Reflection and supervision
b. Standards of care
3. Managing change
a. Models and methods
b. Barriers to change
c. Leadership for change
4. Spread and sustainability
a. Evaluating change
b. Predicting success
c. Sharing best practice
|Guided Independent Study||Assessment preparation and completion||1||20:00||20:00||Independent assessment preparation|
|Guided Independent Study||Directed research and reading||12||4:00||48:00||Online content|
|Guided Independent Study||Independent study||11||2:00||22:00||Supplemental reading|
|Guided Independent Study||Online Discussion||10||1:00||10:00||Via 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 are guided to maintain and share an online reflective journal via e-portfolio and make constructive comments on such blog posts shared within the module e-portfolio community. 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.
The format of resits will be determined by the Board of Examiners
|Written exercise||1||M||90||Practice development proposal. (2000 words)|
|Portfolio||1||M||10||Participation in collaborative e-learning activities throughout the module|
|Written exercise||1||M||Discussion Board Activity|
|Written exercise||1||M||Draft proposal|
Assessment Rationale And Relationship
The formative assessment consists of a draft practice development proposal, posted on the module discussion board. 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 re-sit 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).