Development Methods and Skills (5 cr)

Objective

The purpose of the course is to improve the student's professional expertise in development methods and skills.

Goals
• The student is able to plan, execute, lead, administer and evaluate a project.
• The student is familiar with the relevant development methods to improve quality of care in their clinical practice area/organisation.
• The student is familiar with quality improvement and project management methods and tools.
• The student is able to critically evaluate strengths and weaknesses of development/quality improvement projects.
• The student is able to apply the results of project management and development methods to the practices of working life.

Content

• Fundamentals of development methods and skills
• Quality Improvement
• Project planning
• Project management and leadership
• Project tools
• Reporting and evaluating a project, and disseminating the results
• The ethicality, strengths and limitations, and sustainability of the development work

Location and time

Moodle workspace: Name of the workspace: Development methods and skills 5 ECTS

Interactive online teaching:

Weeks 40-50

5.10.2023 10.30 - 16.00

22.11.2023 12.00 - 16.45

30.11.2023 12.00 -18.00

7.12.2023 10 - 14.30

12.12.2023 10.00 - 15.00


Course Evaluation deadline for students: 1.12 - 22.12.2023

Materials

Satake E. 2015. Statistical methods and reasoning for the clinical sciences

Creswell J.W. 2014 (or newer). Research design: qualitative, quantitative, and mixed methods approaches.

NHS Institute for Innovation and Improvement. The Handbook of Quality and Service Improvement Tools. available from: https://wessexahsn.org.uk/img/projects/NHS%20III%20Handbook%20Service%20Improvement.pdf

NHS Improving quality. 2014. First steps towards quality improvement: A simple guide to improving services. available from: https://www.england.nhs.uk/improvement-hub/wp-content/uploads/sites/44/2011/06/service_improvement_guide_2014.pdf

Shah A. 2019. Using data for improvement. British Medical Journal, 364. available from: https://www.bmj.com/content/364/bmj.l189

Teaching methods

Online lectures that may be live or pre-recorded.

• Directed work/activities

• Online small group work

Employer connections

-

Exam schedules

Written assignment due 15.12.2023 by 12.00 (midday) . Please refer to the more specific assessment criteria in the Moodle workspace.

Re-submission Week 2: 8th January 2024 by 12:00 (midday)

International connections

Some lectures and workshops will be organized in collaboration with King’s College, London, Faculty of Nursing, Midwifery and Palliative Care.

Completion alternatives

-

Student workload

135 hours in total student work (5 ECTS).

Content scheduling

Week 40: Introduction to the course, what is quality improvement (QI) - in collaboration with King’s College London

Week 47: Choosing a QI topic, literature searching for QI

Week 48: QI designs, methods and ethical issues; SuSQi workshop

Week 49: Measurement and data analysis in QI

Week 50: Project planning, management & leadership and project tools

Further information

The learning materials and workbooks designed by the teachers are protected by the Finnish Copy Right Act (404/61). According to the legislation, teachers reserve all the rights for the study material. The study material cannot be used for any other than personal study purposes. The study material (e.g., learning materials and workbooks) can only be shared if permitted by the teacher/s.
Finnish Copy Right Act: https://www.finlex.fi/fi/laki/kaannokset/1961/en19610404_20150608.pdf


Course Evaluation for students:
As part of the Metropolia UAS strategy, we use an electronic course feedback system. This provides an opportunity for you to feedback on different aspects of the course through a series of pre-set questions and qualitative comments. Approximately two weeks before the end of the course, you will receive an automated invitation via your Metropolia email account to complete your evaluation online.

Please take the time to complete as your feedback is important. It informs ongoing developments to individual courses to ensure that the learning needs and expectations of the School of Health Care student community are met to a high standard.

To strengthen the feedback cycle, a report summarizing the course lead’s reflections on your feedback will be sent to you after the online evaluation survey has closed.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

Fail:
The student does not demonstrate competence in the basic content of the course, and there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment methods and criteria

Please refer to the more specific assessment criteria in the Moodle workspace.