Unit rationale, description and aim

Adverse events and poor quality of health care can have a significant impact on health care costs and health system sustainability. This unit is essential for future leaders in health care who require specialised knowledge and skill in applying effective quality measures in a digital environment to administer culturally safe health services across a variety of healthcare contexts.

In this unit, students will explore the emergence of the quality movement and accreditation and safety standards that have been progressively driven by consumer expectations around safe, quality care, in preparing to become effective health care managers. This foundational knowledge is required to enable interpretation and evaluation of paper-based and digitally supported quality and safety processes and to develop a repertoire of quality improvement tools used to create strategies that improve quality and safety processes. Additionally, students will be introduced to the National Safety and Quality Health Service Standards relevant to the role of leaders and others in improving cultural safety and for Aboriginal and Torres Strait Islander Peoples. 

The aim of this unit is to ensure that students can effectively promote quality and safety that will lead to better health outcomes as well as cost efficiencies in a variety of health care settings. Managing health care in this way ensures that safe, quality care is a transformative process of continuous improvement that respects the dignity of individuals and contributes to the common good.

2026 10

Campus offering

Find out more about study modes.

Unit offerings may be subject to minimum enrolment numbers.

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  • Term Mode
  • ACU Term 1Multi-mode
  • Term Mode
  • ACU Term 1Online Unscheduled
  • ACU Term 3Online Unscheduled

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Analyse issues/factors that influence, or are infl...

Learning Outcome 01

Analyse issues/factors that influence, or are influenced by, the emergence of the quality and safety movement in health care including accreditation programs, health care standards and the consumer movement
Relevant Graduate Capabilities: GC1, GC2, GC4, GC7, GC8, GC10, GC11

Evaluate risk management strategies and processes ...

Learning Outcome 02

Evaluate risk management strategies and processes that are designed to identify and minimise potential risk, manage adverse events and promote ethical, safe, quality patient care in digitally-supported healthcare
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC11

Create strategies to improve health outcomes that ...

Learning Outcome 03

Create strategies to improve health outcomes that incorporate moral responsibility toward the common good as well as a person-centred care approach
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC10, GC11, GC12

Critically reflect the limitations of one’s own pe...

Learning Outcome 04

Critically reflect the limitations of one’s own perspectives and the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC11

Content

Topics will include:  

Quality and safety systems:

  • Emergence of the quality and safety movement
  • Consumer movement, globalisation 
  • Integrated governance systems
  • Risk and quality management  

Best practice for a quality and safe workforce:

  • Clinical/digital guidelines/pathways/data standards
  • Integrated patient clinical records/electronic health records (EHRs)
  • The clinical workforce
  • Performance development   

Person-centred approach to quality and safety:

  • Incident management
  • Complaint management
  • Patient rights and ethical care
  • Promoting participation and partnerships with patients/consumers

Cultural Capability 

  • Definitions of terms used to deliver quality and safe health services to Aboriginal and Torres Strait Islander peoples 
  • Brief history of Australian Aboriginal and Torres Strait Islander people  
  • Importance of Cultural Capability, Safety and Humility in assuring Culturally Safe health services across a variety of healthcare contexts 
  • Introduce NSQHS Standards and User Guide relevant to the role of leaders, managers, and others in improving Cultural Capability, Safety, and Humility to meet the health care needs of Aboriginal and Torres Strait Islander peoples 


Assessment strategy and rationale

In order to pass this unit, students are expected to submit three graded assessment tasks. In addition, students must achieve a cumulative grade of at least 50% across all assessments. The assessment strategy used allows for the progressive development of knowledge and skills necessary for the student to be able to consider management approaches to demonstrate achievement of learning outcomes.

The online quiz supports demonstration of analysis and critical reflection related to foundational level knowledge, including the delivery of Culturally Capable health care services. The written assessment supports evaluation and creation of risk management strategies incorporating a person-centred approach. Finally, the oral assessment supports demonstration of critical reflection on ones own perspectives, evaluation and creation of strategies, for the delivery of Culturally Safe health care to Aboriginal and Torres Strait Islander clients. The oral presentation also provides the opportunity for students to practice oral communication and has the potential for a secure assessment if presented in person (multi-mode face to face presentation; ACU Online synchronous online presentation).

Overview of assessments

Assessment Task 1: Online Quiz   Analyse an...

Assessment Task 1: Online Quiz 

Analyse and critically reflect on the issues inclusive of your world views as they relate to delivering culturally capable health care services to Aboriginal and Torres Strait Islander people. 

Weighting

20%

Learning Outcomes LO1, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC10, GC11

Assessment Task 2: Written Assessment  &nbs...

Assessment Task 2: Written Assessment  

Enables students to evaluate quality and safety processes and quality improvement tools. 

Weighting

30%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC8, GC10, GC11, GC12

Assessment Task 3: Oral Assessment    ...

Assessment Task 3: Oral Assessment  

Enables students to apply knowledge and skill in creating strategies that transform quality and safety processes in a variety of health care settings

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC10, GC11, GC12

Learning and teaching strategy and rationale

ACU Online

The active learning approaches applied in this unit are flexible and inclusive, allowing students the opportunity to analyse and critically evaluate various approaches to managing for quality and safety in complex healthcare environments. Teaching and learning strategies utilised in this unit will support students in meeting the aim and achieving the learning outcomes relevant to this unit as well as to the broader course learning outcomes.

Through an online learning environment platform, students will have the opportunity to reflect on current safety and quality practices, to explore the emergence of the quality and consumer movements, differentiate accreditation programs and analyse safety standards applicable to the provision of safe, quality care in a variety of settings. In constructing knowledge about why safe, quality care is necessary, students will evaluate risk management strategies that they will be able to apply in managing adverse events and improving health outcomes in a digital healthcare environment. 

Multi-mode

The classroom learning environment in this unit will create opportunities for students to reflect on current safety and quality practices, to explore the emergence of the quality and consumer movements, differentiate accreditation programs and analyse safety standards applicable to the provision of safe, quality care in a variety of settings through discussion, debate, role play and other activities. In constructing knowledge about why safe, quality care is necessary, students will evaluate risk management strategies that they will be able to apply in managing adverse events and improving health outcomes in a digital healthcare environment.

Representative texts and references

Recommended text(s)

Johnson, J. K., & Sollecito, W. A. & (Eds.) (2020). McLaughlin and Kaluzny’s continuous quality improvement in health care (5th Ed.). Jones & Bartlett Learning.

Nash, D. B., Joshi, M. S., Ransom, E. R., & Ransom, S. B. (2019). The healthcare quality book: Vision, strategy and tools (4th ed.). Health Administration Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013040234202352

Further references

Australian Commission on Safety and Quality in Health Care. (2022) National safety and quality health care standards. Retrieved from http://www.safetyandquality.gov.au

Bognar, G., & Hirose, I. (2022). The ethics of health care rationing: An introduction. 2nd ed. Routledge.

Lewis, & Nguyen, T. H. (2020). Transforming healthcare analytics : the quest for healthy intelligence (1st edition). Wiley.

Goetsch, D. L., & Davis, S. B. (2016). Quality management for organizational excellence: Introduction to total quality (8th ed.). Pearson Education.

Shar, R. K., & Godambe, S. A. (2021). Patient Safety and Quality Improvement in Healthcare: a case-based approach. Springer International.

Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Health Administration Press.

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