Module title: Clinical Governance and Improvement Practice

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: NMS11756
Module leader: Jackie Johnston
School School of Health & Social Care
Subject area group: Centre for Health and Wellbeing
Prerequisites

There are no pre-requisites for this module to be added

2017/8, Trimester 3, Blended, Edinburgh Napier University
Occurrence: 002
Primary mode of delivery: Blended
Location of delivery: SINGAPORE
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Jackie Johnston
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning and teaching methods
To meet the learning outcomes (1-5), this module is delivered using a variety of teaching and learning strategies, which include 12-15 hours face to face tutorials, learning materials and activities to engage the learner online, peer and tutor-led discussions, action learning sets and self-directed learning. Learning materials focus on understanding the concepts and principles that underpin clinical governance and improvement practice LO3; placing these in a policy context LO1 and thinking analytically about how these apply to a particular work setting. Action learning sets and individual study provide the main means for communicating key concepts LO2, written work provides the means for marshalling arguments and presenting them in a sound and convincing fashion. This process also provides students with the opportunity to clarify their thinking in order to present ideas clearly to others.
Assessment
Formative assessment and feedback will be provided through the action learning sets covering all learning outcomes. The summative assessment involves a 1000 word assignment, which will critically appraise policies and models of Clinical Governance (LO.1) this will be submitted in week 8 and will account for 15% of the total mark. There will be a 4000 word assignment to critically examine how health care organisations can account to the public for the quality of care delivered (LO 2-5), this will be submitted in week 14 and will account for 75% of the total mark. There will also be 10% of the total mark awarded for on-line contributions to the discussion board.
Employability/PDP/Scholarship
VLE based activities help to improve IT skills, while the discussion room encourages communication skills. Critical thinking and written communication skills are required during the module. IT skills are also developed through online searches and literature retrieval associated with the application of theory and an evidence base to practice.

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 40
Independent Learning Guided independent study 145
Face To Face Tutorial 15
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 15 1 8 HOURS= 0, WORDS= 1000
Discussion/Participation 10 1-5 14 HOURS= 0, WORDS= 0
Essay 75 1-5 14 HOURS= 0, WORDS= 4000
Component 1 subtotal: 25
Component 2 subtotal: 75
Module subtotal: 100
2017/8, Trimester 3, Blended, Edinburgh Napier University
Occurrence: 003
Primary mode of delivery: Blended
Location of delivery: SINGAPORE
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Jackie Johnston
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning and teaching methods
To meet the learning outcomes (1-5), this module is delivered using a variety of teaching and learning strategies, learning materials and activities to engage the learner online, peer and tutor-led discussions, action learning sets and self-directed learning. Learning materials focus on understanding the concepts and principles that underpin clinical governance and improvement practice LO3; placing these in a policy context LO1 and thinking analytically about how these apply to a particular work setting. Action learning sets and individual study provide the main means for communicating key concepts LO2, written work provides the means for marshalling arguments and presenting them in a sound and convincing fashion. This process also provides students with the opportunity to clarify their thinking in order to present ideas clearly to others.
Assessment
Formative assessment and feedback will be provided through the action learning sets covering all learning outcomes. The summative assessment involves a 1000 word assignment, which will critically appraise policies and models of Clinical Governance (LO.1) this will be submitted in week 8 and will account for 15% of the total mark. There will be a 4000 word assignment to critically examine how health care organisations can account to the public for the quality of care delivered (LO 2-5), this will be submitted in week 14 and will account for 75% of the total mark. There will also be 10% of the total mark awarded for on-line contributions to the discussion board.
Employability/PDP/Scholarship
VLE based activities help to improve IT skills, while the discussion room encourages communication skills. Critical thinking and written communication skills are required during the module. IT skills are also developed through online searches and literature retrieval associated with the application of theory and an evidence base to practice.

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 40
Independent Learning Guided independent study 145
Face To Face Tutorial 15
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 15 1 8 HOURS= 0, WORDS= 1000
Discussion/Participation 10 1-5 14 HOURS= 0, WORDS= 0
Essay 75 1-5 14 HOURS= 0, WORDS= 4000
Component 1 subtotal: 25
Component 2 subtotal: 75
Module subtotal: 100
2018/9, Trimester 1, Blended, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Blended
Location of delivery: SINGAPORE
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Jackie Johnston
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
To meet the learning outcomes (1-5), this module is delivered using a variety of teaching and learning strategies, which include tutorials, learning materials and activities to engage the learner online, peer and tutor-led discussions, action learning sets and self-directed learning. Learning materials focus on understanding the concepts and principles that underpin clinical governance and improvement practice LO3-4, placing these in a policy context LO1 and thinking analytically about how these apply to a particular work setting. Action learning sets and individual study provide the main means for communicating key concepts LO2, written work provides the means for marshalling arguments and presenting them in a sound and convincing fashion. This process also provides students with the opportunity to clarify their thinking in order to present ideas clearly to others.

There will be a 4000 word assignment to critically examine how health care organisations can account to the public for the quality of care delivered (LO 1-5), this will be submitted in week 14 and will account for 90% of the total mark. There will also be 10% of the total mark awarded for on-line contributions to the discussion board.


Formative Assessment:
Formative assessment and feedback will be provided through the on-line contributions to the discussion board and by a 1000 word assignment, which will critically appraise policies and models of Clinical Governance, this will be submitted in week 8.

Summative Assessment:
There will be a 4000 word assignment to critically examine how health care organisations can account to the public for the quality of care delivered, this will be submitted in week 14.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 200
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 90 1,2,3,4 & 5 14 HOURS= 0, WORDS= 4000
Discussion/Participation 10 1,2,3,4 & 5 14 HOURS= 0, WORDS= 0
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2018/9, Trimester 2, Blended, Edinburgh Napier University
Occurrence: 002
Primary mode of delivery: Blended
Location of delivery: SINGAPORE
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Jackie Johnston
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
To meet the learning outcomes (1-5), this module is delivered using a variety of teaching and learning strategies, which include tutorials, learning materials and activities to engage the learner online, peer and tutor-led discussions, action learning sets and self-directed learning. Learning materials focus on understanding the concepts and principles that underpin clinical governance and improvement practice LO3-4, placing these in a policy context LO1 and thinking analytically about how these apply to a particular work setting. Action learning sets and individual study provide the main means for communicating key concepts LO2, written work provides the means for marshalling arguments and presenting them in a sound and convincing fashion. This process also provides students with the opportunity to clarify their thinking in order to present ideas clearly to others.

There will be a 4000 word assignment to critically examine how health care organisations can account to the public for the quality of care delivered (LO 1-5), this will be submitted in week 14 and will account for 90% of the total mark. There will also be 10% of the total mark awarded for on-line contributions to the discussion board.



Formative Assessment:
Formative assessment and feedback will be provided through the on-line contributions to the discussion board and by a 1000 word assignment, which will critically appraise policies and models of Clinical Governance, this will be submitted in week 8.

Summative Assessment:
There will be a 4000 word assignment to critically examine how health care organisations can account to the public for the quality of care delivered, this will be submitted in week 14.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 200
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 90 1,2,3, 4 & 5 14 HOURS= 0, WORDS= 4000
Discussion/Participation 10 1-5 14 HOURS= 0, WORDS= 0
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

The evolution of the principles of clinical governance and the quality improvement agenda at both the UK and international level. Exploration, analysis and synthesis of principles and policies relating to quality assurance, clinical effectiveness, theories and measures, clinical governance; evidence-based practice and the role of clinical guidelines, clinical standards, integrated care pathways and best practice statements, user involvement; monitoring the quality of care, teamwork, accountability and reflective activities which are designed to challenge assumptions and promote learning.

Learning Outcomes for module:

LO1 Critically appraise the policies and models of clinical governance and improvement practice
LO2 Critically differentiate between quality assurance, evidence-based practice and clinical effectiveness
LO3 Critically examine different approaches to determining levels of quality in health care and ways of developing improvements in practice
LO4 Critically analyse the role of the team in delivering quality person-centred care
LO5 Critically explore the steps required to assess health and safety risks.

Indicative References and Reading List - URL:

Core - NHS QUALITY IMPROVEMENT SCOTLAND CLINICAL GOVERNANCE & RISK MANAGEMENT: ACHIEVING SAFE, EFFECTIVE, PATIENT-FOCUSED CARE AND SERVICES.: NHS QUALITY IMPROVEMENT SCOTLAND, 2005th ed.
Recommended - BATE, P., ROBERT, G. BRINGING USER EXPERIENCE TO HEALTHCARE IMPROVEMENT: THE CONCEPTS, METHODS AND PRACTICES OF EXPERIENCE-BASED DESIGN: RADCLIFFE, 2009th ed.
Recommended - CHAMBERS, R. CLINICAL EFFECTIVENESS AND CLINICAL GOVERNANCE MADE EASY: RADCLIFFE, 2009th ed.
Recommended - LUGON, M., SECKER-WALKER, J. CLINICAL GOVERNANCE IN A CHANGING NHS: ROYAL SOCIETY OF MEDICINE PRESS, 2006th ed.
Recommended - MCSHERRY, R. PEARCE, P CLINICAL GOVERNANCE: A GUIDE TO IMPLEMENTATION FOR HEALTHCARE PROFESSIONALS: BLACKWELL, 2011st ed.
Recommended - SALE, D.N.T UNDERSTANDING CLINICAL GOVERNANCE AND QUALITY ASSURANCE: MAKING IT HAPPEN.: PALGRAVE MACMILLAN, 2005th ed.
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