PMMDP3-Introduction to Service Improvement in Healthcare

Module Provider: Pharmacy
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring / Summer / Autumn 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: a.kamboh@reading.ac.uk

Type of module:

Summary module description:

This module aims to develop core knowledge and skills in service improvement in healthcare through understanding approaches to change management.Ìý 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 the MSc in Advancing Healthcare Practice.Ìý 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.Ìý 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 approach, design and monitor service improvement in healthcare.Ìý To design a service improvement project.Ìý To demonstrate systematic and critical understanding of the knowledge and skills required to work independently within a specific area of pharmacy practice.Ìý 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 design, manage and analyse service improvements in healthcare


2. Demonstrate an understanding of strategies for change management in healthcare


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


4. Demonstrate meeting the learning objectives in the professional practice curriculum guide

  ;

Skills

1. Independently design a change management strategy for an identified service improvement


2. Critically analyse approaches to the strategic assessment of services in healthcare


3. Critically reflect on own practice to improve patient care and professional development needs to transition to advanced practice


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


5. Ide ntify, prioritise and resolve the medicines management needs of patients, carers and health care professionals


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


7. 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


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


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


10. Present information to other healthcare professionals and peers

Ìý

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 approach service improvement and use change management methods to support their advancing practice.Ìý 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 more complex medication-related problems.

Global context:

This module is offered to UK practising pharmacists and is focused on the UK healthcare system.Ìý Whilst it is mapped to the Royal Pharmaceutical Society’s Foundation Pharmacy Framework, these frameworks are 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.Ìý 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.Ìý 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 developing thei r knowledge and skills.

Ìý

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

Ìý

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 .Ìý The hours shown for autumn term below are spread over the entire programme length.

Summative assessment- Examinations:

End of module:

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


2. Presentation of service improvement 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 service improvement 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 service improvement 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. The written coursework must be passed at 50%


2. The presentation must be passed at 50%


3. The professional portfolio of learning must be passed at 50% and contain all mandatory content


4. The professional portfolio of learning viva must be passed (marked as pass or fail)

Reassessment arrangements:

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

Additional Costs (specified where applicable):

Last updated: 3 July 2020