MODULE SPECIFICATION

  1. Title of the module: Teams Improving Patient Safety (TIPS)
  2. School or partner institution which will be responsible for management of the module: Centre for Professional Practice
  3. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7): Level 7
  4. The number of credits and the ECTS value which the module represents: 30 Credits (15 ECTS)
  5. Which term(s) the module is to be taught in (or other teaching pattern): Autumn or Spring or Summer
  6. Prerequisite and co-requisite modules: NA
  7. The programmes of study to which the module contributes: None
  8. The intended subject specific learning outcomes.
    On successfully completing the module students will be able to:

8.1. Critically reflect on how and why errors occur within the healthcare setting and their impact on effective patient safety and multidisciplinary working.

8.2. Demonstrate critical knowledge of the structure, tools and key elements of teams improving patient safety including;measurement for improvement, safety improvement tools, interactive human factors and evaluation of practice.

8.3. Demonstrate critical understanding of the use of teams in training, through the application of leadership theories, safety and improvement techniques, and non-technical skillswithin a healthcare setting to bring about increased patient safety through improvements in communication and team working.

8.4.Demonstrateleadership and team-working through the successful planning, delivery, mentorship guidance and evaluation ofa structuredpatient safety improvement project within a healthcare setting.

8.5. Critically reflect on impact of teams improving patient safety in the context of multi-professional based healthcare delivery.

  1. The intended generic learning outcomes.
    On successfully completing the module students will be able to:

9.1. Plan, manage and demonstrate the capacity for autonomous and team learning through the acquisition of skills of evaluation and enquiry that support the practitioner in making a genuine contribution to professional knowledge in their subject.

9.2. Critically reflect on the dynamics that help or hinder collaborative working in a multi-disciplinary context.

9.3. Communicate with clarity in both the academic and professional setting to a range of audiences and using a variety of approaches.

9.4. Show the ability to effectively manage and present complex information using a comprehensive range of learning resources and demonstrate competence in the use of a range of information technologies.

9.5. Deliver on a patient safety improvement initiative using Plan Do Study Act (PDSA) methodology.

  1. A synopsis of the curriculum:

TIPS (Teams Improving Patient Safety) is a work-based development module aimed to improve patient safety through an interdisciplinary team approach. This module raises awareness of policy, theory, concepts and practice which underpin multi-disciplinary working through the critical examination of literature and practice.

TIPS uses the workplace as the main resource for learning and is aligned with indicators of effectiveness for Health Education England’s Education Outcomes Framework. Learning, in and from practice, through critical reflective approaches are integral to the module. TIPS complements other EKHUFT engagement initiatives, such as the Link Worker Scheme, Clinical Leadership Programme and Shared Purpose Framework to deliver person-centred, safe and effective care in a workplace culture that enables and sustains quality improvement. Teams develop their improvement initiatives to engage their colleagues in roll-out using PDSA and other improvement techniques such as Driver Diagrams.

  1. Reading List (Indicative list, current at time of publication. Reading lists will be published annually[DR1]):

Berwick, D. (2013). A promise to learn – a commitment to act: improving the safety of patients in England. London: Department of Health.

Carthey, J. & Clarke, J. (2009) The ‘How to Guide’ for Implementing Human Factors in Healthcare: (volume 2). Patient Safety First. Available for download at:

Clinical Human Factors Group. (2013) Getting to grips with the human factor: Strategic actions for safer care.

De Haan, E. (2014) Learning with colleagues – an action guide to peer consultation. Palgrave Macmillan.

Embery, D. Understanding Human Behaviour and Error. Available for download at:

Fortune, P., Davis, M., Hanson, J. & Phillips,B. (2013) Human factors in the health care setting: a pocket guide for clinical instructors. Chichester: Wiley-Blackwell.

Gawande, A. (2010) The Checklist Manifesto: How To Get Things Right. London: Profile Books.

Gluyas, H. & Morrison, P. (2013) Patient safety: an essential guide. Basingstoke: Palgrave Macmillan.

Hollnagel, E. (2014) Safety-I and Safety-II The Past and Future of Safety Management. Ashgate.

Illingworth, J. (2015) Is the NHS getting safer? London: The Health Foundation.

Jones, B. & Woodhead. T. (2015) Building the foundations for improvement: How five UK Trusts built quality improvement capability at scale within their organisations.

London: The Health Foundation.

Leonard, M. & Frankel, A. (2012) How can leaders influence a safety culture? London: The Health Foundation.

NHS Institute for Innovation and Improvement. (2010) The Handbook of Quality & Service Improvement Tools. Available for download at:

NHS Modernisation Agency. (2005) Improvement leaders' guide : process mapping, analysis and redesign : general improvement skills. Department of Health.

Panesar, S., Carson-Stevens, A.,Salvilla, S. & Sheikh, A. (2014) Patient safety and healthcare improvement at a glance. Chichester: Wiley-Blackwell.

Reynard, J., Reynolds, J.Stevenson, P. (2009)Practical patient safety. Oxford: Oxford University Press.

Rosenorn-Lanng, D. (2014) Human Factors in Healthcare – Level One. Oxford: Oxford University Press.

Salas, E., Frush, K., Baker, D. & Battles, J. (2013). Improving patient safety through teamwork and team trainingOxford: Oxford University Press.

Sandars, J., Cook, G. (2007) ABC of patient safety. Blackwell Publishing.

The Health Foundation. (2014). A framework for measuring and monitoring safety: a practical guide to using a new framework for measuring and monitoring safety in the NHS. Available for download:

The Health Foundation. (2015) Evaluation: what to consider. Available for download at

The Health Foundation, (2011). Research Scan – does improving safety culture improve safety outcomes? Available for download:

The Health Foundation, (2013). Safety culture: What is it and how do we monitor and measure it? Available for download

The Kings Fund 2014 Survey, (2014). Culture and leadership in the NHS. Available for download:

Vincent, C. (2010) Patient safety. 2nd Ed. Chichester: Wiley-Blackwell.

Vincent, C. & Amalbert, R. (2016).. Safer healthcare: strategies for the real world. Springer International Publishing.

West, M., Armit, K., Loewenthal, L., Eckert, R., West, T. & Lee, A. (February 2015) Leadership and Leadership Development in Health Care: The Evidence Base. Kings Fund Centre for Creative Leadership. Available for download:

Articles

Biddison, E., Paine, L., Murakami, P., Herzke, C. &Weaver, S. (2015) Associations between safety culture and employee engagement over time: a retrospective analysis. BMJ Quality & Safety. [Online]. First [03/06/15] doi: 10.1136/bmjqs-2014-003910

Deeny, S. & Steventon, A. (2015). Making sense of the shadows: priorities for creating a learning healthcare system based on routinely collected data. BMJ Quality & Safety. [Online]. First [10/06/15] doi:1136/bmjqs-2015-004278. Available from:

Dixon-Woods, M., Baker, R., Charles, K., Dawson, J., Jerzenibek, G., Marktin, G., McCarthy, I., McKee, L., Minton, J., Ozieranski, P., Willars, J., Wilkie, P. & West, M. (2014). Culture and behaviour in the English NHS. Overview of lessons from a large multi method study. BMJ Quality & Safety. [Online]. First: [28/07/2015] doi:10.1136/bmjqs-2013-001947

Manley, K., Sanders, S., Cardiff, S.,Webster, J. (2011) Effective workplace culture: the attributes, enabling factors and consequences of a new concept. International Practice Development Journal: 1(2): 1-29

Nieva, V. & Sorra, J. (2003) Safety culture assessment: a tool for improving patient safety in healthcare organizations. Qual Saf Health Care 2003;12(Suppl II):ii17–ii23

Rasmussen J, Vicente K J, (1989). Coping with human errors through system design: implications for ecological interface design. Int J. Man-Machine Studies (1989) 31, 517-534. Available for download at:

  1. Learning and Teaching methods:

The module is 30 credits and total time regarding learning endeavour will be 300 hours, which is outlined below.

There will be a preparation package which students will complete prior to attending the first taught session (10hrs).

The remaining contacting and study hours include45 hours (7.5 hrs x 6 days) taught provision usually taught over 6 individual separate days over a 7 month duration; plus 44 hrs workshops (4 hrs x 11 days);mentor or programme facilitator support face to face and additional negotiated tutorial face to face or at a distance (e.g. use of email/telephone/VLE)minimum of 7 hours (1hr x 7 days) which may be negotiated depending on the nature of the project.

The remainder will be self- directed study including delivery of the project in the workplace (144 hrs) and compiling the portfolio for assessment (50hrs).

  1. Assessment methods:

This assessment will comprise of the submission of single assignment. The assignment is the development of a critical portfolio, which has three elements.

The students will be supported with the development of the portfolio.Formative feedback will be provided by mentors or the programme facilitator on the development of the units throughout the duration of the module, at times specified within the Module Handbook.

The portfolio will test all the Module and Generic Learning Outcomes. An overall pass must be gained in order to successfully complete the module.

Students are required to produce a critical portfolio of equivalent to 5000 words. The portfolio three sections should to include:

  1. Personal Pre Reflective Section aimed at participant self assessment against the module competences at the outset of the module with evidence such as: a self-assessment andpre-module culture and competency survey.(500 words or equivalent)
  2. Story-Board and Presentation Sectionaimed at demonstrating the design, development, delivery and evaluation elements of the student’s workplace project conducted to bring about improvements in patient safety.Thestudents’project is an impact case study, which demonstrates the application of theory, gained on the module in relation to human factors and safety improvement techniques, applied into an area of practice that links to patient safety and that can be determined to have impact within and beyond the immediate workplace setting. The case study topic should be negotiated through the local workplace line manager. (3000 words or equivalent)
  3. Learning Evaluation Sectionaimed at participant contributing to the evaluation of the learning and module including evidence such as: learning logs, completion of post module culture and competency survey, analysis of peer review feedback, individual and team After Action Reviews, and development of an action plan focused on these findings. (1500 words or equivalent)
  1. Map of Module Learning Outcomes (sections 8 & 9) to Learning and Teaching Methods (section12) and methods of Assessment (section 13):

Module learning outcome / 8.1 / 8.2 / 8.3 / 8.4 / 8.5 / 9.1 / 9.2 / 9.3 / 9.4 / 9.5
Learning/ teaching method / Approximate hours allocated
Preparation Pack / 10 / X
Lectures / 45 / X / X / X / X / X / X / X / X / X / X
Workshops / 44 / X / X / X / X / X / X / X / X / X / X
Mentor meetings / 7 / X / X / X / X / X / X / X
Reflection, self study and application into work based practice: / 144 / X / X / X / X / X / X / X / X / X / X
Assessment method
Portfolio / 50 hours / X / X / X / X / X / X / X / X / X / X
  1. The School/Collaborative Partner (delete as applicable) recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexiastudent support service, and specialist support will be provided where needed.
  1. Campus(es) or Centre(s) where module will be delivered:East Kent Hospital University NHS Foundation Trust site.

If the module is part of a programme in a Partner College or Validated Institution, please complete sections 17 and 18. If the module is not part of a programme in a Partner College or Validated Institution these sections can be deleted.

  1. Partner College/Validated Institution:East Kent Hospital University NHS Foundation Trust (EKHUFT).
  1. University School responsible for the programme: Centre for Professional Practice

FACULTIES SUPPORT OFFICE USE ONLY

Revision record – all revisions must be recorded in the grid and full details of the change retained in the appropriate committee records.

Date approved / Major/minor revision / Start date of the delivery of revised version / Section revised / Impacts PLOs( Q6&7 cover sheet)

V2- 1

Module Specification Template (September 2015)

[DR1]Note for Faculty Colleagues

The partner organisation needs to list a full reading list in order that the Mod Spec can be used to secure resources.