Teaching organisation150 hours of focused learning.
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.
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.
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.
|Learning Outcome Number||Learning Outcome Description||Relevant Graduate Capabilities|
|LO1||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||GC1, GC2, GC4, GC7, GC8, GC10, GC11|
|LO2||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||GC1, GC2, GC3, GC7, GC8, GC10, GC11|
|LO3||Create strategies to improve health outcomes that incorporate moral responsibility toward the common good as well as a person-centred care approach||GC1, GC2, GC3, GC7, GC8, GC9, GC11|
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
Learning and teaching strategy and rationale
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.
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.
Assessment strategy and rationale
To pass this unit, students are expected to submit all 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 relevant to quality and safety in health care which are necessary for the student to be able to demonstrate achievement of learning outcomes.
To become effective in improving safety and quality in healthcare, the student must first develop comprehensive knowledge of factors that impact on quality and safety through a reflective writing process. Reflective, foundational knowledge is further developed through collaboration with peers in an online discussion forum that supports the interpretation and evaluation of quality and safety processes enabling the student to develop a repertoire of quality improvement tools. The application of quality improvement tools is necessary for the student to create strategies that transform quality and safety processes in a variety of health care settings, which will be demonstrated in a final essay/proposal or report.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes|
Assessment Task 1: Discussion Forum and Report (1000-1200 words)
Enables students to engage in peer learning to identify and analyse the impact of emergent health and safety management.
Assessment Task 2: Individual ePoster (1500-1700 words)
Enables students to evaluate quality and safety processes and quality improvement tools.
Assessment Task 3: Written Essay/Proposal/Report (2000-2200 words)
Enables students to apply knowledge and skill in creating strategies that transform quality and safety processes in a variety of health care settings.
|LO1, LO2, LO3|
Representative texts and references
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
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.
Goetsch, D. L., Davis, S.(2016). Quality management for Organizational excellence : introduction to total quality (Eighth edition.). Pearson.
Shar, R. K., & Godambe, S. A. (2021). Patient Safety and Quality Improvement in Healthcare: acase-based approach. Springer International.
Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Health Administration Press.