Responsible Leadership, Quality and Patient-Client Safety in Health Care Services (5 cr)

Objective

The student is able to lead safety and quality improvement processes through responsible leadership practices. Develop workforce planning strategies. Apply relevant research approaches and implement ethical leadership practises.

Content

• Client and patient safety and its significance to leadership
• Quality monitoring, evaluation and improvement
• Evaluating staff competences, professional development needs, and workforce planning strategies
• Professional training and work development research
• Principles of process and management research in healthcare organisations
• Ethical leadership practises

Location and time

Moodle workspace: Name of the workspace: Responsible Leadership, Quality and Patient-client safety in health care services 5 ECTS

Materials

Core material on Patient Safety and Quality:

The Oxford Handbook of Health Care Management (2016). Eds. Ferlie, E., Montgomery, K. and Pedersen, A.R. Oxford: Oxford University Press. - Chapter 14 Patient safety and quality-

Salem, D.N. (Ed). (2020). Quality Measures: The Revolution in Patient Safety and Outcomes. Springer.


Core material on evaluating staff competences:

Lejonqvist et al. 2021. Evaluating nursing competence with the Nurse Competence Scale from an ontological and contextual point of view: An integrative literature review. Nordic Journal of Nursing Research 42 (1). https://journals.sagepub.com/doi/full/10.1177/20571585211000972

Soares et al. 2019. Competence-based performance evaluation in hospital nurses. Revista Latino-Americana de Enfermagem 27, e3184. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6792338/

Core material on Professional development needs and training, and workforce planning strategies:

Wray, J. & Aleo, G. 2021. The importance of Continuing professional development (CPD) for nurses. Read 23th May 2023 from: https://blogs.bmj.com/ebn/2021/11/14/the-importance-of-continuing-professional-development-cpd-for-nurses/ (please also check the reference list)

Rodriguez, J. & Walters, K. 2017. The Importance of Training and Development in Employee Performance and Evaluation. World Wide Journal of Multidisciplinary Research and Development. Read 23th May from: https://www.researchgate.net/publication/332537797_The_Importance_of_Training_and_Development_in_Employee_Performance_and_Evaluation

Weston, M.J. 2022. Strategic Planning for a Very Different Nursing Workforce. Nurse Leader 20 (2). Read 7th June from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8770040/

Teaching methods

Online lectures that may be live or pre-recorded.

• Directed work/activities

• Online small group work

Employer connections

n/a

Exam schedules

written assignment

International connections

-

Completion alternatives

n/a

Student workload

135 hours in total student work (5 ECTS).

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: 22.11.2023 - 2.12.2023
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 displays competence to deal with the basic content of the study unit but lacks competence in independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace.

Assessment criteria, good (3)

The student fulfils the requirements for the study unit well. S/he displays competence in active data acquisition and is able to interpret the key features of the data to a clinical setting. The student has the ability to analyse the acquired knowledge and to apply it to the context of workplace.

Assessment criteria, excellent (5)

The student displays broad and versatile competence in the content of the study unit. S/he has great competence in targeted data acquisition. The student’s ability to make decisions shows independent thinking, responsible actions and leadership skills. The ability to apply the acquired knowledge to the context of workplace is creative and versatile.

Assessment criteria, approved/failed

Fail:
The student is not proficient in the basic content of the study unit (competence evaluation). Also, independent data acquisition, interpretation and the ability to apply the acquired knowledge to the context of workplace has shortcomings.