Type of module:

Summary module description:

This module aims to provide an overview of the how healthcare professionals can promote quality in clinical practice, through research, audit, service evaluation and quality improvement methodologies.  Students will undertake 50% of the module as experiential learning to embed knowledge, skills and behaviours in undertaking projects in the workplace.  Students will be supported to reflect on their experiences by developing a professional portfolio of experiential learning which will be used throughout the MSc programme.  This module will be studied at the University of Reading and within local clinical pharmacy healthcare providers.

Aims:

This module aims to provide an overview of the how healthcare professionals can promote quality in clinical practice, through research, audit, service evaluation and quality improvement methodologies.  Students will undertake 50% of the module as experiential learning to embed knowledge, skills and behaviours in undertaking projects in the workplace.

Assessable learning outcomes:

Knowledge:

1. Discuss the difference between research, audit, service evaluation and quality improvement


2. Describe the role of the pharmacy team in promoting the use of projects to support quality in healthcare


3. Describe the role of clinical governance and risk management in the UK


4. Describe the processes involved in change management in response to recommendations from projects

 < /p>

Skills

1. Design and undertake a small-scale project at a local healthcare provider


2. Critically appraise the results of the small-scale project in relation recommendations for change


3. Critique the process of undertaking a project in relation to the international agenda for medicines management


4. Demonstrate safe and effective communication skills with patients and other healthcare professionals


5. Demonstrate oral presentation skills to peers

Behaviours

1. Demonstrate a willingness to communicate effectively with patients and other healthcare professionals in a non-discriminatory manner


2. Demonstrate a proactive attitude to learning opportunities and working as part of a team


3. Demonstrate a reflective approach to case presentations, collaboratively supporting peer s and receiving constructive criticism openly


4. Recognise own limitations and escalate concerns regarding a patient’s care to the appropriate named individual in a timely manner

Additional outcomes:

Outline content:

This module will focus on how healthcare professionals can improve quality through research, audit, service evaluation and quality improvement.

Global context:

This module will highlight the differences in international healthcare practice, supporting students to consider the International Pharmaceutical Federation’s Global Competency Framework in their local context.

Brief description of teaching and learning methods:

This module will use a range of teaching and learning methods including face to face lectures, workshops and tutorials.  The remaining 50% of the time will be experiential learning, embedded in local healthcare providers, where students will undertake an original research project in a clinical area. With the support and guidance of a project supervisor/s, students will lead the design and execution of the project. Support will be provided throughout the project through regular one-to-one meetings with the project supervisor/s.  An opportunity to receive feedback on the written assignments before their submission will be offered.

Summative assessment- Examinations:

1. Oral presentation of small-scale project undertaken


2. Project output: Conference style poster of small-scale project undertaken

Summative assessment- Coursework and in-class tests:

1. Written report of small-scale project undertaken


2. Experiential learning portfolio

Formative assessment methods:

1. Presentation of pharmaceutical care plans prior to inclusion in experiential learning portfolio


2. Workplace-based assessments during experiential learning


3. Optional formative feedback on draft written project report


4. Optional formative feedback on draft poster

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. The written report, poster and oral presentation must be passed at 50% overall, with all essential criteria met


2. The experiential learning portfolio must be passed at  50% and contain all mandatory content

Reassessment arrangements:

Reassessment will be arranged promptly to not delay the next module’s experiential learning component.  Individualised timings may be required depending on the specific requirements for reassessment.

Additional Costs (specified where applicable):

Last updated: 12 June 2020