AC6788 - Improving outcomes in healthcare

What will I learn on this module?

Drawing on contemporary literature, you will explore the use of logic models, theories of organisational change and quality improvement, and their relevance in a health and social care context. You will identify the importance of patient and public involvement, the principles of co-production, knowledge mobilisation and implementation science in improving outcomes. You will learn and develop your extended project skills, identifying and evaluating practice on an organisational, social, and political level. You will examine the impact of health and social care interventions on outcomes for your patients, clients, or service users. You will demonstrate your ability to evaluate, critically analyse and apply knowledge in a health and social care practice context. The value of this analysis and knowledge application will be specifically linked to the impact it has on the outcomes of your client group. You will learn how to relate policy and legislative drivers to health and social care practice delivery ensuring that evidence-informed practice is applied across a range of client groups and contexts. The module will encourage you to consolidate the knowledge, skills and abilities developed throughout the programme in a final project, displaying your development in health and social care practice, contextualised to your specific area of practice.

How will I learn on this module?

This module applies Universal Design for Learning (UDL) principles to remove barriers to learning and create an inclusive, flexible experience that accommodates diverse learning styles. By offering multiple ways to engage with content, varied formats for accessing and understanding material, and ample opportunities for diverse action and expression, you can develop and showcase key employability skills. Through a blend of online resources, and live seminars, the module ensures an active, authentic learning journey that supports your success in real-world contexts (La, Dyjur, & Bair, 2018). This means learning will be via a blended delivery using a combination asynchronous (40 hours of web-based resources) and synchronous (20 hours of face-to-face online seminars) learning along with 6 hours of supervision which can be either online or in-person. A ‘flipped classroom’ approach (Bergman & Sams, 2012), promotes the front loading of theoretical content as preparatory independent study provided via online supported learning (OSL) and reading, prior to the face-to-face online seminars where your understanding of concepts and application of theory will be explored. This approach to module delivery promotes active learning as it works to accommodate your learning needs and abilities by offering flexibility and direction gained from the preparatory web-based materials which are then explored and applied during the live online seminars creating new knowledge. Offering multiple ways of learning helps you to engage along with giving you the opportunity to express your learning through action and/or expression. This encourages a positive learning environment where you are likely to feel more engaged and motivated in your learning. Authentic assessment means that any assessments throughout the module will mirror real life activities that you will be faced within your professional practice. Authentic assessment will be an on-going key feature of the module, via tasks within the web-based materials and online simulated practice learning. These will not only support your learning of the core principles of evidence-informed practice but will also support assessment literacy through developing your skills and knowledge of the assessment process. All assessments within the programme will be operated in accordance with standard operating procedures and marked and moderated in accordance with the Assessment Regulations for Taught Awards (ARTA) ensuring the academic standards required for student awards are met.

Bergman, J., & Sams, A. (2012) Flip your classroom. Reach every student in every class every day. Washington D.C., International Science of Technology in Education.
La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary University of Calgary

How will I be supported academically on this module?

You will be supported by the module lead who will guide your academic learning and assessment throughout the module. The module lead was involved in developing the e-learning materials, assessment exercises, and will provide some of your live online seminars, and feedback, supported by other staff. This module is supported by Blackboard Ultra and adheres to the university’s minimum standards. The site includes module information, assessment information, power-point presentations and e-learning packages, reading lists and relevant web links. Blackboard Collaborate will be used for the delivery of the live online seminars.

A discussion board is available to the cohort, through which students can post comments and ask questions of their peers throughout the duration of the module. You will have a live online group tutorial will help you prepare for the summative assessment. Your Programme Lead and Personal Tutor are also available to offer guidance on academic support throughout the programme.

The University Libraries offer an extensive collection of material, both hard copy and electronic, access to international databases and training in information retrieval. A variety of study-skills-related help sheets, and online videos can be found on the library Skills Plus site. You can also access a range of student support and wellbeing services via Student Central or by accessing the student support and wellbeing pages and Ask4Help via your electronic student portal.

You will also have an allocated personal/guidance teacher who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and specific support from the programme team with any specific IT issues related to the e-learning package.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

On completion of this module:
Knowledge & Understanding:
1. You will have conceptualised a final project topic and establish its relevance to current health and social care practice.
2. You will have critically examined contemporary policy within the context of organisational, social, and political culture, and analyse the impact on practice.
3. You will have reflected on the uncertainty, ambiguity and limits of knowledge as applied to practice.

Intellectual / Professional skills & abilities:
4. You will have articulated and shared an analysis of the interaction between evidence and its impact on outcomes in health and social care practice.
5. You will have c evaluated the concept of quality assurance and its contribution to your practice context.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
6. You will have critically analysed the effectiveness of interventions in health and social care, with recommendations for improvement

How will I be assessed?

Formative assessment:
Formative assessment will take place in a student led and tutor supervised project proposal panel in a similar format to the BBC TV series ‘Dragons Den’. The panel will consist of members drawn from the student and academic body, including practice stakeholders where possible. This will inform and shape the student’s summative submission offering feedback through reflection and constructive feedback.
Formative tests and quizzes will also be embedded within e-learning materials.

Summative assessment:
Summative assessment is a practice evaluation project that explores an area of healthcare practice. The project will evaluate practice, relating to contemporary literature, and must demonstrate a contribution to improving healthcare practice outcomes. The word count is 6000 and the project will be digitally submitted via Turnitin..
Feedback will be provided electronically via Turnitin and will include development advice for future academic work (MLO 1-6)

Pre-requisite(s)

N/A

Co-requisite(s)

N/A

Module abstract

The module ‘Improving outcomes in health & social care’ is designed to facilitate the student’s exploration of the relationship between contemporary evidence and its impact on health and social care practice outcomes. An examination, analysis and evaluation of this relationship culminates in the production of a practice evaluation project, rooted in the context and area of practice of the student’s choosing, designed as a mechanism to display the academic achievements of the students as they have progressed through their programme. Formative assessment offers the student the opportunity to present their project to a panel of academic staff, peers and stakeholders. This informs the summative written assessment demonstrating the complexities of the acquisition of knowledge, skills and abilities gained throughout their academic journey.