PMMDP2-Introduction to Audit, Service Evaluation and Quality Improvement

Module Provider: Pharmacy
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites: - Have completed the Joint Programme Board (JPB) PGCert or a course equivalent to JPB PGCert which is approved via APL
Co-requisites: - registered as pharmacists with GPhC or PSNI - working at an accredited pharmacy practice site and have an educational supervisor able to supervise their practice
Modules excluded:
Current from: 2020/1

Email: k.a.hall@reading.ac.uk

Type of module:

Summary module description:

This module aims to develop core knowledge and skills in promoting quality in healthcare through audit, service evaluation and quality improvement.  In addition, it allows practitioners to demonstrate systematic and critical understanding of the knowledge and skills required to work independently within a specific area of pharmacy practice.

The module can be studied stand-alone or as part of the Joint Programmes Board Postgraduate Diploma in Foundation Pharmacy Practice or MSc in Advancing Healthcare Practice.  A significant proportion of the module is workplace-based learning and practitioners are required to be working at an accredited workplace with an educational supervisor to support them in their studies.  Practitioners will be supported to reflect on their experiences by developing a professional portfolio of their learning which is mapped to the Royal Pharmaceutical Society Foundation Pharmacy Framework.

Aims:

To demonstrate understanding of methods to promote quality including audit, service evaluation and quality improvement.  To undertake and present the results of a small-scale project following one of the methods.  To demonstrate systematic and critical understanding of the knowledge and skills required to work independently within a specific area of pharmacy practice.  Students will combine academic learning with workplace-based learning and self-directed study to enable them to apply their knowledge to real patient cases.

Assessable learning outcomes:

Knowledge:

1. Demonstrate an understanding of approaches used to promote quality in healthcare, including audit, service evaluation and quality improvement


2. Demonstrate an understanding of the role of clinical governance in healthcare and how it can be integrated into healthcare practice to achieve safe and effective medication use


3. Demonstrate meeting the learning objectives in the generic practice curriculum guide


4. D emonstrate meeting the learning objectives in the professional practice curriculum guide

Skills

1. Independently design and conduct a small-scale project related to medicines using an appropriate method which draws on relevant evidence from the medical literature


2. Critically analyse and interpret the results of the project undertaken and make appropriate recommendations to improve prescribing practice


3. Recognise and demonstrate the core skills of clinical decision making


4. Identify, prioritise and resolve the medicines management needs of patients, carers and health care professionals


5. Apply evidence-based medicine (EBM) to individualise patient care


6. Critically review the management and monitoring of patients with a range of common disease states including critiquing the interpretation of pharmacokinetic and pharmacodynamic principles to make clinical decisions in complex situations


7. Critically review the management and monitoring of patients with a range of common disease states in complex situations such as co-morbidities or polypharmacy


8. Consult effectively with patients, carers and the multidisciplinary healthcare team, respecting diversity and confidentiality


9. Present information to other healthcare professionals and peers

Behaviours

1. Independently develop clinical pharmacy knowledge and skills in order to identify, prioritise and resolve complex pharmaceutical problems in a range of common conditions


2. Continually advance own knowledge and understanding through continuing professional development and life-long learning


3. Demonstrate a systematic approach to medicines optimisation for patients with a range of common conditions


4. Apply initiative and take responsibility for clinical decisions

Additional outcomes:

Outline content:

This module will focus on supporting practitioners to build on their core knowledge to understand how to use methods to promote quality to support their advancing practice.  Practitioners can choose the therapeutic focus of their workplace-based learning, from within which they will apply a range of clinical and scientific knowledge to solve complex medication-related problems.

Global context:

This module is offered to UK practising pharmacists and is focused on the UK healthcare system.  Whilst it is mapped to the Royal Pharmaceutical Society’s Foundation Pharmacy Framework, this framework is also linked to the International Global Competency Framework and practitioners who wish to work overseas can consider how their developing knowledge, skills and behaviours can be mapped to both frameworks.

Brief description of teaching and learning methods:

This module will use a range of teaching and learning methods.  The University teaching is based around three face to face workshops using a mixture of presentations and problem-based learning, facilitated by the programme team, specialist pharmacists and other healthcare professionals.  The workshops are underpinned by directed learning via Blackboard and self-directed learning where practitioners are required to use a range of sources to gain information to support the development of their knowledge and skills.

A significant proportion of the programme is workplace-based learning where practitioners will undertake activities to develop their knowledge, skills and behaviours.  This will be guided by the professional portfolio of learning.

This module is studied over six months, and there may be more than one cohort per year, therefore the distinction of hours by term is not possible.  The hours shown for autumn term below are spread over the entire module.

Summative assessment- Examinations:

End of module:

1. Professional portfolio of learning
   
   
   
   • 20 minute portfolio viva (marked as pass/fail)
   
   
   
   


2. Presentation of small-scale project
   
   
   
   • 20 minute presentation including questions (25%)
   
   
   
   

Summative assessment- Coursework and in-class tests:

1. Professional portfolio of learning (50%)
   
   
   
   • Portfolio contents review
   
   
   
   


2. Written report of small-scale project (25%)
   
   
   
   • Using the set template, approximately 2,000 words in length
   
   
   
   

Formative assessment methods:

1. Workplace-based assessments during experiential learning


2. Feedback on workplace-based learning from educational supervisor


3. Six-monthly online progress test


4. Optional formative feedback on extended intervention


5. Optional formative feedback on draft small-scale project report

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

1. Reassessment will usually be arranged within a three-month period.  Where required, and determined to be achievable, it will be arranged promptly to not delay any further study.  Individualised timings may be required depending on the specific requirements for reassessment.

Reassessment arrangements:
If coursework or assessments do not meet the required standard, Practitioners will be given an opportunity to resubmit / resit the failed element. All reassessments which meet the required standard are graded as a bare pass of 50% only.

Additional Costs (specified where applicable):

Last updated: 3 July 2020