SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726220
Module Leader Tom McAlear
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

The theory-based module will provide students with an opportunity to explore concepts and theories associated with leading and managing change to promote quality improvement in healthcare settings. In developing their develop knowledge and critical thinking skills students will relate concepts to their practice environment. The emphasis will be on developing the practitioner in order lead and manage change to promote person centred, safe and effective care through understanding of contemporary quality improvement methods.


-360b7 National and international perspectives of evidence based practice. b7 The relationship between clinical governance and safe, effective, person centred care. b7 Leadership and change management theories b7 Quality improvement within healthcare, key principles, e.g. systems, processes and individuals. b7 The science of improvement, e.g. LEAN, model for improvement. b7 Measurement processes for quality healthcare improvement b7 Contemporary improvement methodologies, e.g. clinical quality indicators. b7 Safety in healthcare. b7 Human dimensions of quality improvement, e.g. human factors. b7 Patient and public involvement as an essential component of quality improvement.

Learning Outcomes

On successful completion of the module the student should be able to:1. Discuss contemporary drivers for quality care delivery and improvement in healthcare practice.2. Evaluate techniques for establishing and monitoring standards of care and their implementation in practice.3. Analyse methods of continuous quality improvement and their application to practice.4. Explore the professional role in leading and managing change as part of the continuous development of standards of care within health/social care settings.5. Apply current research evidence to Justify the application of theories and concepts related to leading and managing change in healthcare to promote quality improvement

Teaching / Learning Strategy

This module can be delivered in three different combinations of lectures, seminars, tutorials, interactive discussions, and workshops, directed and self-directed study. This combination will depend on whether the module is being delivered on site at GCU ' face to face', 'blended' at GCU or a venue other that GCU e.g. Contractual international agreement or being delivered completely 'online'. The teaching and learning strategies, irrespective of delivery mode, aim to promote the development of autonomous, independent problem solving and decision making within the parameters of their profession competence, role and employers agreed vicarious liability (or equivalent). Students will follow one of three presentations of the module. The teaching and learning strategy will be either face-to-face, web-based learning or blended learning. A variety of activities will be used throughout the module to promote interest and engagement with core concepts. Face to face delivery: Modified lectures will be used to introduce theoretical concepts. Thereafter, group discussions will promote student participation, giving opportunities to share experiences and deepen understanding. Invited speakers will contribute their own area of expertise to promote discussion and understanding. Consideration of quality improvement issues in the workplace will further enable students to apply theory to practice, while developing their own coursework and promoting transferrable skills. Directed study will augment class-based learning. Online delivery: Each week there will be a variety of activities to be undertaken which include: Listening to audio power point presentations and podcasts. Viewing online digital stories and videos, completion of e-Activities. Contributions to the discussion board will provide opportunities to share experiences and deepen understanding. Consideration of quality improvement issues in the workplace will further enable students to apply theory to practice, while developing their own coursework and promoting transferrable skills.

Indicative Reading

ELLIS, P., 2016. Evidence-based practice in nursing. 3 rd ed., London: Sage. GRABAN, M., 2016 Lean Hospitals: Improving quality, patient safety and employee engagement. 3 rd ed. Boca Raton: CRC Press. HOFFMANN, T., BENNETT, S., DEL MAR, C.2017. Evidence-based practice across the health professions. 3 rd ed. London. Churchill Livingstone. MCCORMACK, B., MANLEY, K., TITCHEN, A. eds., 2013. Practice Development in Nursing and Healthcare. 2 nd ed. Chichester: Blackwell. MOULE, P., AVEYARD, H., GOODMAN, M., 2017. Nursing research: An introduction. 3 rd ed., London: Sage. NORTHOUSE, P.G., 2018, Leadership: Theory and Practice. 8 th ed., London: Sage. PEARSON, A., FIELD, J., JORDAN, Z., 2007. Evidence Based Clinical Practice in Nursing and Healthcare, Chichester: Blackwell. SULLIVAN, E.J. & GARLAND, G. 2013. Practical leadership and management in healthcare for nurses and allied health professionals. 2 nd ed. Harlow. Pearson

Transferrable Skills

Development, or enhancement, of; -360b7 Independent learning skills b7 Critical thinking and decision making skills b7 Study, IT and time management skills b7 Professional and ethical values aligned with professional practice b7 Communication and team working b7 Theory and practice integration and problem solving b7 Reflection

Module Structure

Activity Total Hours
Lectures (FT) 12.00
Tutorials (FT) 24.00
Assessment (FT) 36.00
Independent Learning (FT) 128.00

Assessment Methods

Component Duration Weighting Threshold Description
Essay n/a 100.00 40% Essay (3000 words)