Advanced Clinical Practice Improvement Project
| Module title | Advanced Clinical Practice Improvement Project |
|---|---|
| Module code | HPDM152 |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Dr Amad Al-Azzawi (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 10 | 0 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module will provide you with the opportunity to create an action plan for change via a service improvement project. This will allow you to build on your experiences gained in previous modules by focusing on an area of service improvement that is particular to your area of clinical specialism.
The project will demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to carry out a project of enquiry. You will present your project in the form of a change initiative in practice action plan with appreciation to concepts such as equality, diversity, and inclusion.
Module aims - intentions of the module
You will use both the theoretical knowledge you will acquire, throughout the taught part of the course, and the analytical skills you will develop to create your action plan.
The aim of this module is to:
- Plan a quality improvement activity in a specific area of practice
- Develop your academic skills to source and review national and global evidence-based resources
- Enhance your skills as a reflective practitioner using workplace based significant events.
- Analyse critically how healthcare outcomes are measured
- Make links with local healthcare stakeholders and resources
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Evaluate critically the range of evidence-based standards and clinical guidelines which underpin the rationale for the quality improvement project in your area of clinical professionalism.
- 2. Interpret, critique, and draw conclusions from published data on the national and international realm (including analysis of methods and statistical techniques used) including the impact of policy on health and social care as applicable to your project/research.
- 3. Explore and evaluate the range of legal, ethical, professional, financial and organisational policies and procedures that may apply to your action plan.
- 4. Identify and justify the measures and systems on fundamental principles in relation to equality, diversity, and inclusion which may be utilised when measuring the impact and effectiveness within your action plan.
- 5. Prepare an evidence-based action plan that critically engages with the research literature and generates practice innovation or explores service redesign solutions in response to service need as applicable to the project.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Justify the rationale for research governance and ethical frameworks as applicable to your action plan.
- 7. Demonstrate ways in which patients and the wider public can be involved in healthcare or health services research or quality improvement (using your own action plan or that of others).
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Reflect critically on personal practice and make connections between known and unknown areas, to allow for personal development, adaptation and change.
- 9. Communicate your innovation/service improvement accurately and effectively through appropriate media with peers, tutors and the public.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- Sourcing and appraising evidence-based resources
- Monitoring and evaluating practice
- Significant event analysis
- Quality improvement activities
- Patient public involvement, patient surveys
- Systems of enquiry and analysis of outcomes, findings or developments
- Peer disseminating of findings and outcomes; presentation skills and writing for publication
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 108 | 192 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 40 | Lectures/seminars, Team-Based Learning sessions |
| Scheduled Learning and Teaching | 20 | Action plan development meetings (scheduled by arrangement between individual students and supervisors) |
| Scheduled Learning and Teaching | 28 | Online discussion groups and journal club activities with programme tutors and/or fellow students |
| Scheduled Learning and Teaching | 20 | Online lectures/seminars |
| Guided independent study | 192 | Reading. Preparation of infographic, writing up of action plan project |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Article summary | 700 words | 1-9 | Oral and written |
| Team Based Learning TBL 1 | 2 x 2-hours (Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT), Application, Peer evaluation) | 1-9 | Oral and written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Action plan project | 70 | Maximum 4,500 words | 1-9 | Written |
| Team Based Learning TBL 2 | 30 | Individual and team submission (Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT), Application, Peer evaluation) | 1-9 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Action plan project (Maximum 4,500 words) (70%) | Action plan project (70%) | 1-9 | Typically within 6 weeks of mark release |
| Team Based Learning TBL 2 | Infographic (500 words max) 30 marks | 1-9 | Typically within 6 weeks of mark release |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
All items of assessment must be passed in order to pass the module. In the event of you failing either of the assessments, the module will be capped at 49 until the assessment is passed.
Re-submission of a revised written assignment should include response to the written feedback provided on first assessment.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module.
In the event that you fail the TBL and there are no other students referred, a like-for-like reassessment will not be possible so a substitute assessment (500 word written reflection) will be used.
Indicative learning resources - Basic reading
Backhouse A, Oqunlayi F. Quality improvement into practice. BMJ. 2020;368:m865. Published 2020 Mar 31. doi:10.1136/bmj.m865
Holzmueller CG, Pronovost PJ. Organising a manuscript reporting quality improvement or patient safety research. BMJ Qual Saf. 2013;22(9):777-785. doi:10.1136/bmjqs-2012-001603
Ogrinc G, Davies L, Goodman D, et al, SQUIRE 2.0 (Standards for Quality Improvement Reporting Excellence): revised publication guidelines from a detailed consensus process. BMJ Quality & Safety 2016;25:986-992.
Silver SA, Harel Z, McQuillan R, How to Begin a Quality Improvement Project. Clin J Am Soc Nephrol. 2016;11(5):893-900. doi:10.2215/CJN.11491015
Key words search
Improvement project, action plan, service development, research, audit, evaluation
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 22/11/2021 |
| Last revision date | 09/05/2025 |
