HR4S62 - Quality, Clinical and Corporate Governance in Healthcare 01 Sep 2024 - 31 Aug 2030 | Version 2
Associated Module Information
| Module Code: | HR4S62 | ||
|---|---|---|---|
| Module Title: | Quality, Clinical and Corporate Governance in Healthcare | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Leadership and Public Services | ||
| Faculty Sub Group: | Leadership and Public Services | ||
| Module Leader: | Sian Jenkins, Adam Poole | ||
| Module Team: | |||
| First Intended Intake: | SEP 2024 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100088 - leadership | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2030 |
Module Aims
To apply the theory and practice of Clinical Governance, Quality Improvement and patient safety to complex healthcare settings.
Content Summary
Indicative content may include topics outlined below and/or any other relevant current topics to fulfil the module aims and learning outcomes: What is the role of leadership in healthcare with regard to clinical governance? Exploring the activities that it is traditionally composed of, moving on to an introduction to the 5 cultural components. The various approaches to applying clinical governance in practice, including the considerations how it is not applied in practice. This is done by looking at the various levels within healthcare organisations: department/specialty; organisational level; hospital governance; finally, any external parties involved. A critique of the concepts of Safety-I and Safety-II, defining and discussing psychological safety and how it can be implemented at various organisational levels. Considering the differences between what is deemed an 'acceptable' error versus an 'unacceptable' error. Considering its importance in healthcare in relation to a blame culture, considering what Just Culture means in practice. A film is shared to show a practical example of a Restorative Just Culture; following this is reflection and learning to better understand the concepts of clinical governance and Just Culture.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Seminars | 40 |
| Independent Study | 80 |
| Directed Study | 40 |
| Problem/Challenge based learning | 40 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Evaluate the role of clinical governance in improving healthcare organisations. |
| LO2 | Systematically navigate the complexities of implementing clinical governance and quality agendas in achieving high quality care and patient safety. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Case study 1 | A concentrated inquiry into a single case or subject. | 0 | 2000 | 50 | No | 40 |
| Asynchronous Assessment | Report 1 | A written report that draws on knowledge and material from the module or course. | 0 | 2000 | 30 | No | 40 |
| Asynchronous Assessment | Self Reflective Assessment 1 | A personal record of a student’s learning experiences. It requires students to record and reflect upon their observations and responses to situations, which can then be used later to explore and analyse ways of thinking and being in context. Generally involves critical diaries, learning logs and written / visual journals. | 0 | 1000 | 20 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Case study 1 | ✔ | ✔ | |
| Report 1 | ✔ | ✔ | |
| Self Reflective Assessment 1 | ✔ | ✔ | |