Service Improvement Essay Nhs Jobs

Service Improvement Project - HEA00103H

« Back to module search

  • Department: Health Sciences
  • Module co-ordinator: Mr. Russell Yates
  • Credit value: 40 credits
  • Credit level: H
  • Academic year of delivery: 2017-18

Module occurrences

OccurrenceTeaching cycle
AAutumn Term 2017-18 to Summer Term 2017-18

Module aims

The desire for newly qualified nurses to be able to lead service improvement is stated explicitly within the Willis (2015) review:

'Broad research awareness and the ability to engage in critical inquiry and the ability to adopt a 'curiosity' in all that we do are essential features of our future workforce(...) HEE will create an education and training system (...) with the aim to encourage [student nurses] to embrace and actively engage with research, evidence-based practice and innovation' (Willis, 2015: theme 7)

and is stated implicitly in the new NMC Code (NMC, 2015) in its references to practicing in line with the best evidence, communicating clearly, working cooperatively and gathering feedback.

This module will equip students to negotiate and design a small scale service improvement project. The overall aim of the service improvement project is to plan a change in practice identified in collaboration with a range of stakeholders, including service users. The project is designed to enable students to explore care that is routinely provided 'through the eyes' of people who use the service and to propose changes to practice that would address common patient/client concerns.

The content, shape and form of the service improvement project is negotiated between the student, service users, the student's mentor, their practice base manager and a named academic facilitator. The service improvement project will be outlined in detail within a written project proposal developed as part of this module. The proposal identifies the negotiated outcomes and necessary resources which would be required to achieve the outcomes. Students will be encouraged to focus on a small scale project which is integral to high quality individualised patient care and is identified in consultation with service users. Successful completion of the module will entail critical analysis of the processes and systems which would be involved in implementing the identified change(s) to practice. Key principles of healthcare improvement learning are:

  • Put service users' needs at the heart of improvement activity.
  • Use simple processes and measures to inform proposed change.
  • Critically reflect on factors which impact on inter-agency working for the benefit of service users.

Module learning outcomes

Within the context of the chosen topic, students will demonstrate ability to:

  1. Plan, negotiate and design a small scale service improvement project, the idea for which is derived primarily through conversations with service users.
  2. Use the NHS Change model and critically appraise its use.
  3. Critique the principles of effective team working and leadership including intellectual flexibility, influencing skills and cultural awareness in relation to their own learning and performance.

Assessment

TaskLength% of module mark
Essay/coursework
Service Improvement Project - 10,000 words
N/A 100

Special assessment rules

Non-compensatable

Reassessment

TaskLength% of module mark
Essay/coursework
Service Improvement Project - 10,000 words
N/A 100

Module feedback

Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Key texts

  • Batalden, P. and Davidoff, F. (2007). What is quality improvement and how can it transform healthcare? Quality and Safety in Health Care, 16(1), 2-3.
  • Clarke, C. et al. (2004). The discipline of improving something old, something new. Journal of Nursing Management, 12(2), 85-96.
  • Freeth D. et al. (2005). Effective inter-professional education: argument, assumption and evidence. Oxford: Blackwell Publishing.
  • Langley, G. et al. (2009). The improvement guide: a practical approach to enhancing organisational performance. 2nd edn. San Francisco: Jossey Bass Publishers.
  • NHS Improving Quality (2013). The NHS Change Model. [Online]. Available at: http://www.nhsiq.nhs.uk/capacity-capability/nhs-change-model.aspx
  • NHS Institute for Innovation and Improvement (2005). The improvement leaders' guides: process mapping analysis and redesign. [Online]. Available at: http://www.nhsiq.nhs.uk/media/2594717/ilg_-_process_mapping__analysis_and_redesign.pdf
  • NHS Institute for Innovation and Improvement (2008). Improvement in pre-registration education for better, safer healthcare. [Online]. Warwick: NHS (i), University of Warwick. Available at: http://www.institute.nhs.uk/building_capability/building_improvement_capability/building_improvement_c apability_into_pre-registration_training.html
  • Nursing and Midwifery Council (2015). The Code: professional standards of practice and behaviour for nurses and midwives. [Online]. Available at: http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf
  • Lord Willis et al. (2015). Raising the Bar: Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants. Health Education England & The Nursing and Midwifery Council. [Online]. Available at: http://hee.nhs.uk/wpcontent/blogs.dir/321/files/2015/03/2348-Shape-of-caring-reviewFINAL.pdf 11


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on Approval of Modifications to Existing Taught Programmes of Study.

Беккер последовал в указанном направлении. Он очутился в огромной комнате - бывшем гимнастическом зале. Бледно-зеленый пол мерцал в сиянии ламп дневного света, то попадая в фокус, то как бы проваливаясь.

Лампы зловеще гудели.

Comments

Leave a Reply

Your email address will not be published. Required fields are marked *