Coronavirus (Covid-19) Information

Module NHS-2302:
Interpreting Quality Safety

Module Facts

Run by School of Health Sciences

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Mr Gearoid Dulchaointigh

Overall aims and purpose

This module is aimed at existing and aspiring leaders and managers within health, social care and other allied professions/disciplines who have an interest in leading and developing services in order to better meet the needs of customers, clients, patients and other key stakeholders. Specifically this module aims to develop the service improvement and problem solving skills necessary to drive improvements in the management and delivery of health care services, in order to support improved compliance with care standards, other quality assurance frameworks and improve the patient/customer/end user experience.

Course content

The content of the module inlcude: Quality improvement and quality management; process led service improvement to include the use of of a range of process management tools e.g. voice of the customer, lean thinking, exploratory data analysis. Content will also inlcude performance management theory, measurement and service improvement; leading and managing service improvement projects; leading and managing collaborative problem solvin; and leading the human/cultural dimension of change – overcoming resistance and ensuring sustainability of change.

Assessment Criteria


B- to B+ Grade: Very good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade C- in the Grading Criteria.


A- to A+ Grade: Excellent understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of professional accountability issues.

C- to C+

C- to C+ Grade: Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade C- in the Grading Criteria.


D- to D+ Grade: Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of professional accountability issues. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass the theory component of the module.

Learning outcomes

  1. Critically evaluate contemporary definitions of quality and governance and recognise the need to provide person centric, system wide evidence based, safe and reliable care predicated on transformational leadership, multidisciplinary team work and a culture of service improvement.

  2. Critically evaluate and apply theory, research and health policy in order to support evidence based service improvement.

  3. Understand, apply and critically justify the principles of cultural change and organisational learning, recognising the need to seek and act on feedback from patients, clients and other key stakeholders.

Assessment Methods

Type Name Description Weight

3000-word assignment on quality in healthcare with specific reference to contemporary quality initiatives and how the student might approach initiating a service improvement initiative in a specific area of health-focused work or practice.


Teaching and Learning Strategy


Assessment workshop - 2 hour assessment workshop at the start of the module and 2 x 1 hour supervision workshops for assessment support.


Lecture - 10 hours ( 10 x 1 hour lectures via Panopto) for on-line learning


Lectures - 30 hours (1 three hour lecture per week ).

Group Project

EBL Group Project - 10 hours to complete and present group project from EBL activity.

Private study

Private study to complete reading and assessment.


Directed study - 26 hours to complete the module workbook.


Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in


Resource implications for students

1. Purchase of text books, pens and paper. 2. Photocopying and printing 3. Subscription to internet provider to access BU on-line catalogues and Blackboard from home residence.

Reading list

Allen, P, Riemer Hommel, P (2006). What are “third way” governments learning? Health care consumers and quality in England and Germany.Health Policy 76:202–212.

Fillingham D, 2008. Lean Healthcare - Improving the Patient’s Experience, Chichester: Kingsham Press

Langley G J, Moen R, Kevin N, Nolan T & Thomas W. 2009. Improvement Leaders Guide – A Practical Approach to Enhancing Organisational Performance, San Francisco: Jossey Bass

Equity and Excellence: Liberating the NHS (2010) 213823/dh_117794.pdf

Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry” pub. Gov.UK 2013

Health and Care Quality Systems in practice. A guide for local leaders (2015) Local Government Association London.