NUR5115 - Evidence-Based Approaches to Improving Patient Safety and Quality in Healthcare

Objectives:

On successful completion of the module, apprentices will be able to:

1 - Explain the principles of research and how research findings are used to inform evidence-based practice.

2 - Discuss how legislation, safety policy, and organisational frameworks impact on the quality and safety of patient care in nursing practice.

3 - Assess methodological strengths and limitations of a range of research approaches and explain factors affecting the quality of evidence informing decision making in healthcare practice.

4 - Critically reflect on the role of the nursing associate in contributing to audit and quality improvement of health and social care.

5 - Apply skills in numeracy and data management for quality monitoring and audit.

Content:

This module aims to develop your knowledge and the skills, tools and techniques from service improvement science required for evidence-based practice and high-quality safe and effective care. You will explore the role of the nursing associate in care quality, monitoring, and safety to identify practice issues, locating, appraising, and applying evidence, service improvement and organisational change processes. The module introduces the nature of evidence in health and social care and the importance of evidence-based practice for patients and their families and their safety and quality of experience. You will understand different types of evidence including expert clinical opinion, expert service-user opinion/lived experience, audit and service evaluation, primary and secondary research, clinical guidelines and policies. How to locate, appraise, apply and evaluate evidence for practice improvement. Identify primary research designs and methods, quality and ethical issues. How to conduct clinical audit, service evaluation and data collection for improvementby applying guidelines and policy development and quality improvement strategies, effectively including the service-user perspective and lived experience and identifying the barriers to care quality and responding to poor-quality care. Monitoring and reviewing care quality and safety, implementing and evaluating change in healthcare organisation, change management and service improvement, service user involvement in service improvement.

You will understand the evaluation of projects and initiatives designed to improve care quality in a range of settings as part of a multidisciplinary team including consideration of ethical issues regarding research with people with protected characteristics, children, families, communities and other professionals, reliability, feasibility and validity, sampling techniques, data collection methods and how to reduce the impact of bias. You will understand how to engage minority groups in research such as people with learning disabilities, neurodiversity, autism, ethnic minority groups to ensure equality, diversity and inclusion in research practice and the communication and relationship skills needed to conduct successful interviews and focus groups providing reasonable adjustments so he voice of all participants are heard in quality improvement projects.

Learning and Teaching Information:

Research informed key lectures will introduce the weekly content of the module identifying theories/principles/concepts enabling you to develop your knowledge and skills. This will be supported by blended learning pre and post session activities on Moodle and you will be expected to engage with a range of activities including pre-reading to prepare you for lectures and follow-on activities to enable ongoing self and tutor assessment of your progress and application of knowledge and skills. The lecture content will be supported by seminars enabling smaller group discussion where you will consolidate your knowledge and critically engage with best evidence to support your professional development and to apply your learning to clinical practice, activities will include role play, problem-based learning, and practice-based scenario exploration. Where appropriate specialist practitioners and service users and carers will be invited to contribute to sessions to increase the authenticity of lived experience of the module content and highlight employability links. Learning styles will be supported by a variety of resources including videos, reading material, discussion and debate, e-learning modules, problem solving and practical tasks. You will be expected to utilise appropriate digital technologies and study skills to engage with additional resources and in independently directing your own learning.

Planned LTU Off-the-Job Delivery Learning:

Lectures
Hours: 36
Intended Group Size: Cohort

Seminars
Hours: 18
Intended Group Size: 30

Directed Study
Hours: 6
Intended Group Size: Individual



Minimum Self-Directed Off the Job Learning (e.g. Self-directed Study)
Hours: 90



Further Retails Relating to Assessment

Post session activities submitted through Moodle will facilitate ongoing formative assessment opportunities via lecturer or peer feedback, these may include responses to case studies, quizzes, forum posts or blogs and self-assessment. One draft opportunity will be provided for your service and quality improvement plan with feedback provided at least one week prior to summative submission.

Service and Quality Improvement Plan: You will write a 2000-word service and quality improvement plan which demonstrates applications of principles of evidence-based practice and change management and critically evaluates strategies to enhance the quality and/or safety of patient care for an aspect of service delivery within your primary/hub placement. Your report will demonstrate the involvement of people who use services as equal partners in the process of evaluating the quality-of-care provided via service audit findings and you will make recommendations for improvement based upon data collected, contemporary policy, organisational strategies and values considering resource allocation and funding implications.

Apprentices should be referred to Module Handbooks for full details of how to approach this assessment.

Please note that there is no compensation, each component must be passed at 40% - NMC regulations.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 15
Pre-Requisites - NONE
Semester(s) Offered -

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