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 Type	Hours
Lectures	30
Specified Learning Activities	20
Autonomous Student Learning	125
Placement/Work Experience	75
Total	250

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  

Description	Timing		Component Scale		% of Final Grade
Continuous Assessment: Engagement with and full completion of a series of clinical components - CUSP	Varies over the Trimester	n/a	Pass/Fail Grade Scale	Yes	100
Journal: Reflection on Key themes after engaging with Play/Decide game	Week 12	n/a	Pass/Fail Grade Scale	No	0
Group Project: Human factors (SEIPS Model) application as a group task.	Week 10	n/a	Pass/Fail Grade Scale	No	0

 

Remediation Type	Remediation Timing
Repeat (CFP)	Within Three Semesters

• 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

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)

Name	Role
Laura Currivan	Lecturer / Co-Lecturer
Mr Jim Hickson	Lecturer / Co-Lecturer
Dr Claire Magner	Lecturer / Co-Lecturer
Dr Suja Somanadhan	Lecturer / Co-Lecturer

Year Long (12 months - Sep)
Lecture	Offering 1	Week(s) - 20	Mon 09:00 - 12:50