About This Course
The MSc Leading Quality Improvement will support you to become an expert in health care quality improvement and innovation based on effectiveness (the use of evidence); efficiency (service reliability); and acceptability (the service user experience). Using leading evidence based research we’ll ensure you can, as the next generation of improvement and innovation experts, apply this evidence in practice – making research real, and impacting directly on the quality of frontline services.
You’ll develop skills to help you identify and explore problems and opportunities in order to deliver valuable solutions to improve healthcare in practice. All of this will be supported by developing your critical thinking and ability to research the problems and opportunities you face, and help you to identify the cutting edge solutions. We’ll help you to gain insight into your own leadership preferences and styles in order to lead and challenge others to develop health services.
This is a very broad qualification that appeals to a wide variety of people in clinical and non-clinical roles working in any area that healthcare is delivered or it’s delivery monitored. We attract students from very diverse backgrounds including nursing; medical; allied health professionals (e.g., Therapy professionals; paramedics; laboratory staff); NHS and wider healthcare management, the Royal College of Veterinary Nurses and journalism.
Attention will be paid to the components of improving quality, including public policy and organisational strategy; governance and risk management; leadership; professional behaviour change; and service user involvement. The MSc provides a focus for ‘research into teaching’ around the School’s research expertise in implementation.
You’ll be supported by the programme lead, Dr David Evans who has over 15 years’ experience of leading large teams, in healthcare. This includes board level roles in acute hospital and community services, in the UK and Middle East. His previous role was to lead adult and children’s community teams across Manchester (1,200 staff, £40m budget), this included the leadership and development of integrated health and social care teams. In addition to this he co-produced the 2020 vision and new delivery model for frail older people and people with dementia, as part of a Manchester citywide strategic plan. More recently the he has been working with Welsh Government to develop and implement care pathways for dental services across the country.
You can study this MSc full-time in one year. Many of our students chose to study our part-time programme, completed over three years, which requires you to attend the university site on about 15 days each year. As a guideline as a part-time student, you’ll need to devote 1 day a week to your learning. This day is not always in the class, but may involve coaching and supervision sessions, or your own directed learning and reading. Taught sessions and tutorials will be delivered in class (subject to Covid-19 requirements) and online and we generally try to limit these – for part time students – to 3 hours per week. Full-time students would require, on average, three days per week of dedicated time to learning and support. In addition to this, we support you through online material, tutorials and guidance.
By the end of the programme, you’ll think differently about problems, and how you can draw from your learning to bring solutions to those problems. You’ll also develop a network between your fellow students that will support the development of your career.
Video - MSc Leading Quality Improvement at Bangor University
“As I worked in a busy NHS service during my studies the course fitted in well with my professional workload as I completed the part time programme. The one aspect that did stand out was that the tutors were fully understanding that those on the programme worked in very busy and demanding roles and they would work around the professional workload that we all had. “ George Williams
“This course was massively valuable to me as my passion within my nursing career now is to support staff to constantly improve and critically think about our patient care delivery. This course gave me the tools and a deeper understanding of the wider issues/barriers/facilitators to evaluate and deliver quality improvements. It also gave me the courage to ‘try’. “ Jen Jones
What will you study on this course?
During this course you’ll develop a comprehensive understanding of relevant research and scholarly approaches applicable to quality improvement in healthcare and an informed knowledge of how the results of this application may improve service processes and outcomes and develop research ideas/policy. This will enable you to drive forward improvements in a number of modern healthcare settings.
You’ll be able to effectively articulate the concepts and the context of your professional work in relation to different elements of quality and critically evaluate the different theoretical and empirical foundations for the different components of improving quality (e.g., Professional Behaviour Change, Governance, Risk Assessment, Quality Improvement Methods and Service User Involvement.) You’ll be taught to apply appropriate methods for advancing thinking and practice within the context of a healthcare quality challenge relevant your organisations priorities and learn how to resolve complex organisational and practice issues. You’ll also develop advanced technical skills in at least one approach to quality improvement (e.g., evidence synthesis and appraisal; performance measurement and feedback; and user engagement).
By the end of the programme you’ll have developed proven skills including:
- Understanding the tools to deliver change & measure impact
- Testing out the tools in a real world environment
- Know how, through leadership, you can achieve the best improvement outcomes
- Becoming the next generation professional leader through your critical thinking skills
- Understanding how to develop and deliver your own research
- Using evidence and making the persuasive argument
- Demonstrating your experience in an evidence based change
Teaching, Learning and Assessment
There are a variety of methods employed during this course focusing on-line learning, tutorials, seminars and group work and lectures. The programme also includes some elements of field study and lab work. There are no unseen exams as the assessment focuses on methods including essays and reports, posters, presentations and professional portfolios.
You will need to successfully complete your research dissertation module to be awarded your MSc. The dissertation is the final element of the programme. It provides the opportunity to complete a piece of research or scholarly enquiry related to your chosen pathway, facilitating the synthesis of prior knowledge and professional or clinical experience. Focused on a specific topic, this detailed independent study could involve a research study undertaken independently with the advice and guidance of an individual supervisor or a critical analysis of research in relation to the theory of your chosen pathway.
Modules for the current academic year
Module listings are for guide purposes only and are subject to change. Find out what our students are currently studying on the Leading Quality Improvement Modules page.
Course content is for guidance purposes only and may be subject to change.
2(ii) Honours degree or equivalent professional qualification or 3years professional experience with demonstrable ability to study at Level 7.
Credit transfer and Accreditation for Prior Experiential Learning (maximum 40 credits at Level 7) will be possible. If credit transfer is sought for taught research methods modules, then this should have been completed within the last 5 years.
International applicants – English language requirement - IELTS 6. No element below 5.5. (or equivalent) OR specific English language country requirement AND application must include personal statement.
Admissions to the programme are made on a rolling basis, so early applications are encouraged. Applications are made using Bangor’s online application system. Also see information under the Apply tab.
For information and further detailed guidance on entry requirements for International Students, including the minimum English Language entry requirement, please visit the Entry Requirements by Country pages on the International Education Centre section of our website.
If you want advice or a general chat about what’s available contact the International Education Centre on +44 (0) 1248 382028 or email email@example.com.
This course is intended to support the academic, professional and career progression of healthcare professionals working in, or aspiring to clinical leadership and quality roles within UK and international health care organisations. The learning within the programme will also be of key relevance to professionals from social care and related policy areas, especially those working in leadership roles.
During recent years several students have secured promotions whilst undertaking the programme and were supported with coaching from the course lead, other students have developed their confidence and applied for new and larger roles that have developed their career, or taken them onto new roles and a number have secured full time study on PhD’s, as they continue their academic development.
Research / Links with Industry
The academics involved with this MSc have extensive research links with external bodies. The programme has been developed in consultation and collaboration with experts working in health and social care organisations and services, ensuring that the modules are relevant