NMHS42480

Learning Outcomes:

On completion of this module, students should be able to:
-Demonstrate the importance of ac culture of quality and safety that promotes openness and transparency, teamwork, and effective communication.
-Describe key QPS considerations and tools to promote the ongoing enhancement of quality and safety in healthcare delivery.
-Understand errors and patient harm and demonstrate knowledge of how to apply tools to support the identification of factors contributing to errors and strategies to monitor and address issues.

Indicative Module Content:

This module is aligned with the HSE QPS Strategy and policy and is rooted in the Irish context. Through the framework for safe, reliable, and effective care, students will develop the ability to self-reflect, identify strengths and defects, and proactively act on them. Students will recognise the significance of culture as the product of individual and group values, attitudes, competencies and behaviours that form a strong foundation for building a learning system.

A strong focus on the clinical learning outcomes is retained in this module, with a necessity to complete the Clinical Competence Assessment Tool (CCAT) and the specialist competencies on the clinical aspects of the programme.

Student Effort Hours:

Approaches to Teaching and Learning:

Large group teaching is delivered lecture-style and in a small group setting to facilitate student engagement. The preceptors and clinical coordinators support students in the clinical settings to fulfil the clinical competencies required in this module.

Learning Requirements:

Students must have a contract of employment for a minimum of 78 hours per month for the duration of the programme to achieve competencies.

Students must provide nomination and confirmation of a designated clinical assessor to support the achievement of competencies.

Equivalents:
Clinical Practicum (Paed EN) (NMHS40240), Clinical Practicum (Paed EN) (NURS40240)


 

Assessment Strategy  

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Continuous feedback and guidance provided throughout both semesters.

Frankel A, Haraden C, Federico F, Lenoci-Edwards J. (2017) A Framework for Safe, Reliable, and Effective Care. White
Paper. Cambridge, MA: Institute for Healthcare Improvement and Safe & Reliable Healthcare.
https://www.safeandreliablecare.com/publications/white-paper-a-framework-for-safe-reliable-and-effective-care-2017 (Accessed 20th April 2022).

Ward M, Ní Shé E, De Brún A, Korpos C et al. (2019) The co-design, implementation and evaluation of a serious board game PlayDecide patient safety to educate junior doctors about patient safety and the importance of reporting safety concerns. BMC Medical Education volume 19, Article number: 232.

UCD School of Nursing, Midwifery and Health Systems. Professionalism and Patient Safety. www.patientsafetydiscussions.ie (accessed 24th April 2022)