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MODULE DESCRIPTOR
Module Title
Integrating a Quality Improvement Culture in Occupational Therapy Practice
Reference	HS2154	Version	1
Created	March 2023	SCQF Level	SCQF 8
Approved	June 2023	SCQF Points	30
Amended	August 2021	ECTS Points	15

Aims of Module
To enable the student to develop knowledge of quality improvement approaches and effective decision making to inform occupational therapy practice.

Learning Outcomes for Module
On completion of this module, students are expected to be able to:
1	Demonstrate an applied understanding of the key principles and concepts of quality improvement integrated in occupational therapy practice
2	Evaluate the types of evidence that might be used to justify and inform effective decision making, in traditional and contemporary occupational therapy practice.
3	Explain the impact of a range of quality improvement methods within an area of occupational therapy practice.
4	Examine the essential skills to lead person centred, quality driven occupational therapy practice.

Indicative Module Content
The "3-Step Framework for Improvement for Scotland's Public Services", quality improvement principles, approaches and applications to traditional and contemporary occupational therapy practice. Critical thinking, professional reasoning, effective decision making and informed evidenced based (policy, legislation, practice and professional guidelines and standards, literature), person centred care practice, and processes, system tools and techniques required in achieving continuous quality improvement. Leadership, leadership skills, engagement with people who use services to design quality improvement in practice. Human Factors.

Indicative Module Content

The "3-Step Framework for Improvement for Scotland's Public Services", quality improvement principles, approaches and applications to traditional and contemporary occupational therapy practice. Critical thinking, professional reasoning, effective decision making and informed evidenced based (policy, legislation, practice and professional guidelines and standards, literature), person centred care practice, and processes, system tools and techniques required in achieving continuous quality improvement. Leadership, leadership skills, engagement with people who use services to design quality improvement in practice. Human Factors.

Module Delivery
Blended delivery comprising on campus and online learning and engagement. This will include – Workshops, Tutorials, Seminars, Keynote Lectures, and Digital Learning Resources

Indicative Student Workload	Full Time	Part Time
Contact Hours	60	N/A
Non-Contact Hours	240	N/A
Placement/Work-Based Learning Experience [Notional] Hours	N/A	N/A
TOTAL	300	N/A
Actual Placement hours for professional, statutory or regulatory body

ASSESSMENT PLAN
If a major/minor model is used and box is ticked, % weightings below are indicative only.
Component 1
Type:	Coursework	Weighting:	100%	Outcomes Assessed:	1, 2, 3, 4
Description:	Quality Improvement Proposal
Component 2
Type:	Coursework	Weighting:	0%	Outcomes Assessed:	1, 2, 3, 4
Description:	This relates to a minimum of 80% mandatory attendance of all scheduled module delivery. Attendance will be assessed on a pass/unsuccessful basis.

MODULE PERFORMANCE DESCRIPTOR
Explanatory Text
Individual quality improvement proposal. To pass the module a Grade D in C1 and a pass in C2 is required.
Module Grade	Minimum Requirements to achieve Module Grade:
A	C1:A and C2:pass
B	C1:B and B2:pass
C	C1:C and C2:pass
D	C1:D and C2:pass
E	C1:E and/or C2:unsuccesful
F	To achieve this grade you will have failed to achieve the minimum requirements for an E and/or fails to meet module attendance requirements
NS	Non-submission of work by published deadline or non-attendance for examination

Module Requirements
Prerequisites for Module	Successful completion of all Stage 1 modules of the Master of Occupational Therapy
Corequisites for module	None.
Precluded Modules	None.

ADDITIONAL NOTES
Failure to meet the minimum of 80% attendance at first attempt of the module will normally lead to a fail and the requirement to return the next year to complete the module as a second diet attempt. If a student fails to have a provisional pass in any module which is a prerequisite to a practice placement they will be withdrawn from the subsequent placement. Failure to meet 80% attendance on a second diet attempt will normally lead to a fail for the course.

ADDITIONAL NOTES

Failure to meet the minimum of 80% attendance at first attempt of the module will normally lead to a fail and the requirement to return the next year to complete the module as a second diet attempt. If a student fails to have a provisional pass in any module which is a prerequisite to a practice placement they will be withdrawn from the subsequent placement. Failure to meet 80% attendance on a second diet attempt will normally lead to a fail for the course.

INDICATIVE BIBLIOGRAPHY
1	CLIFFIRD O'BRIEN, J., PATNAUDE, E., and REIDY, T.C., 2022. Therapeutic Reasoning in Occupational Therapy. 1st Ed. Oxford: Elsevier
2	COTTRELL, S., 2017. Critical thinking skills: Developing effective analysis and argument. 3rd Ed. China: Palgrave MacMillian.
3	CREEK, J., POLLARD, N., and ALLEN, M., 2023. Theorising Occupational Therapy Practice in Diverse Settings. London: Routledge
4	HIGGS, J, JONES, M., LOFTUS, S and CHRISTENSEN, N., (2018) Clinical Reasoning in the Health Professions. (6th Edition). Butterworth Heinemann
5	KUMAR, R., 2019. Research Methodology: a step by step guide for beginners. 5th Ed. London: Sage.
6	KORDOWICZ, M., and SIRIWARDENA, A.N., 2023 Quality Improvement in Healthcare: A Guide for Students and Practitioners. London: Sage.
7	LINSLEY et al, 2019. Evidence Based Practice for Nurses and Healthcare Professionals: 4th Ed. SAGE.

Robert Gordon University, Aberdeen

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