Masters Degrees (Healthcare Quality)

"Ensure the delivery of consistent high quality person-centric care"

Developed by the Institute of Digital Healthcare at WMG, along with Warwick Medical School and National Health Service (NHS) partners from University Hospitals Coventry and Warwickshire, and University Hospitals Birmingham,. This part-time MSc programme will provide a foundation for future health service management, with the essential knowledge to manage the integration of people, processes, systems and technologies to ensure the delivery of consistent high quality person-centric care.

Why Enrol?

As the service landscape around the delivery of care evolves, so will the jobs of those who oversee healthcare operational management. Managers in the sector will face unique challenges on the best ways to manage care while providing a diverse range of services. This will require a broad-based set of skills that can manage services successfully and efficiently while ensuring they are of the highest quality. An education in healthcare operational management will equip you with the skills required for working within key parts of the sector including direct healthcare providers, commissioner organisations, policy agencies, and industry.

This programme is tailored to suit the needs of both clinicians and non-clinicians, as they seek to understand demands on the organisation and identify key tasks and best practice in an evolving and complex service environment.

You may already lead teams and have managerial responsibilities in your current job, or you may be looking to develop a career in healthcare management. This course will enable you to effectively lead complex change within your organisation.

Who is it for?

- UK or overseas based professionals
- Clinicians wishing to develop a career in healthcare operational management
- Healthcare managers looking to build on their existing knowledge and skills
- Biomedical or Clinical Engineers, Medical Physicists, or Healthcare Technologists wishing to integrate health care technologies within complex service systems
- Graduates interested in careers as Managers, Directors and Healthcare Analysts within healthcare organizations
- Those pursuing a PhD or research career in e-Health, health or medical information

Modules

Core Modules

- Leading Change
- Quality and Productivity in Health Service Systems
- Operational Management and Clinical Systems Improvement

Elective Modules
You may select seven out of the following electives:

- e-Health Technologies and Informatics
- Use of Electronic Health Records
- Resource Management in Healthcare Service Delivery
- Patient Co-production in Healthcare Decision Making
- Epidemiology and Statistics
- Health Economics
- Medical Ethics and Governance
- Evidence-based Healthcare
- Global Health Systems

Learning Outcomes

This programme will provide you with the skills required by healthcare providers, commissioner organisations, policy agencies, and industry such as:

- A clear understanding of the strategies required to deliver services within an ever changing and evolving healthcare environment
- Tools to explore, develop, and implement necessary plans to deliver those strategies such as capacity, workforce, and quality
- The ability to understand and implement systems and processes that deliver improved effectiveness and efficiency of care
- Skills to manage complex workforce scenarios, service redesign, and evaluation of services
- The ability to engage with patients, their families, and carers to meet care expectations
- An understanding of ethics and regulatory affairs

“This MSc is a timely development to fill a widening skills gap. The role of operational management in healthcare has never been so complex. Colleagues need to juggle the immediate priorities of improving the quality of care for patients and maintain clinically appropriate waiting times against a backdrop of increasing demand and, in real terms, reduced resources. This MSc seeks to complement the generic skills gained through education or experience with the higher level skills required to succeed in one of the fastest moving industries in the world.”
Tim Jones
Executive Director of Delivery, University Hospitals Birmingham NHS Foundation Trust

“I am delighted to be a Director of the MSc in Healthcare Operational Management at WMG. As a senior clinician and medical manager, I recognise the need for training clinical and non-clinical staff in healthcare operational management. This MSc will provide an understanding of theoretical concepts and enable development of strategies to overcome the challenges we face in the NHS today”.
Professor Meghana Pandit. FRCOG, MBA
Chief Medical Officer & Deputy CEO, University Hospitals Coventry & Warwickshire NHS Trust

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Course Aims

The programme will attend to both theoretical and practical aspects of healthcare quality and patient safety; it will draw on the internationally renowned research of the SAPPHIRE (Social science APPlied to Healthcare Improvement Research) and TIMMS (The Infant Mortality & Morbidity Studies) research groups as well as other experts at the University of Leicester.

Information on the research groups can be found at:
SAPPHIRE - http://www2.le.ac.uk/departments/health-sciences/research/soc-sci
TIMMS - http://www2.le.ac.uk/departments/health-sciences/research/timms

The course offers a sound grounding in research methods, practice and theory in the field of healthcare quality and patient safety as well as developing key transferable skills in critical appraisal, academic writing, project management and communication.

Course Modules

Current compulsory modules include:
•Quality and Quality Improvement in Healthcare
•Patient Safety
•Human Factors and Ergonomics for Patient Safety
•Measuring and Monitoring in Healthcare
•Leading, Managing and Organising Quality and Safety in Healthcare

with two research methods modules:
•Quantitative Methods in Applied Health Research
•Qualitative Research in Applied Health esearch

Modules shown represent choices available to current students. The range of modules available and the content of any individual module may change in future years.

Teaching and Assessment Methods

Taught modules will use a variety of assessment methods, usually including oral presentations, assignments and written tests. Students will also be required to produce a dissertation relating to a healthcare quality and safety theme.

Modules will usually be taught in blocks of two/three days. Each student will be allocated a personal tutor as well as a supervisor for their dissertation.

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Healthcare is a dynamic and challenging subject, and this innovative course is designed for internationally-educated nurses qualified to British diploma standard who want to develop their knowledge at BSc level before progressing to Masters level studies.

You will explore healthcare from a UK and global perspective, learn to analyse and synthesise aspects of your practice, and develop the expertise and skills that will enable you to undertake a wide variety of holistic assessments in acute and long-term conditions.

Why choose this course?

• Study on a course that will enable you to become part of a global community, learning with other healthcare professionals who wish to improve their practice and reduce inequalities
• Explore the concept of change management and relate to current patient safety and quality agendas, and use investigative strategies and techniques to undertake critical analysis relevant to healthcare practice
• Develop advanced nursing knowledge and understanding of the principles of homeostatic mechanisms, and demonstrate an awareness of personal responsibility
• Gain a solid academic underpinning in nursing knowledge and theories, and enhance your scholarly and evidenced based approach to healthcare practice
• Benefit from the ability to assess the determinants of global health policy and practices within the context of contemporary national and international healthcare challenges.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/international-nursing-and-healthcare-integrated

Course detail

This full-time combined-level MSc is developed for qualified and registered healthcare professionals with a Diploma of Higher Education who wish to study for a master’s degree over a 30 month period.

Your first 15 months will be equivalent to a final year of a BSc before progressing to study at master’s level, with a particular focus on the importance of developing a critical understanding of research methodology and comprehensive bioscience principles to enable you to adopt a holistic approach to assessment and care.

You will develop essential theoretical and practical skills concerning healthcare and analyse how social, political and cultural factors have the capacity to both sustain and undermine the delivery of equitable healthcare. You will be required to draw upon your professional, practice and policy guidelines to develop or enhance approaches to healthcare practice.

Following your first year of study, you will be provided with opportunities to develop your professional knowledge, skills and attitudes in selecting, synthesising, analysing and appraising data from a range of sources and for a range of purposes. You will also engage with complex healthcare issues in a global context, where legal and ethical principles are applied and you will be encouraged to be mindful of the fragility of healthcare services and practices.

Opportunities for inter-professional learning are provided on the option units. You will be required to work with near-peers in paired and small group work during scheduled learning, and, in some units, in guided learning activities. The course will prepare you to drive and influence change and development of your healthcare practice.

Modules

• Applied pathophysiology for nursing practice
• Context of professional practice
• Introduction to research and study skills
• Promoting quality healthcare
• Advancing healthcare practice: concepts and principles
• Dissertation: Systematic review of the literature on global healthcare
• Evidence-based healthcare practice
• Global healthcare perspectives
• International perspective of human factors in patient safety (option)
• Long-term conditions: a global perspective in integrated care (option)

Assessment

Assessment tasks are designed so that you can tailor them to your professional interests, experience and development needs. They are also designed so that you can rehearse ways of thinking and acting that are professionally relevant. Assessment tasks are graduated to provide you with opportunities to develop your academic literacies and enquiry skills over time.

Your assessment is supported in a range of ways including: comprehensive assessment briefs; use of formative assessment techniques (including those embedded within summative assessment tasks); through use of exemplar answers (including those previously submitted by students where possible); through rehearsing approaches to assessment tasks during contact sessions; through scheduled tutorials which focus on academic literacies including literature search, critique and referencing skills.

You will receive feedback on submitted work within 15 working days and can discuss your work in scheduled tutorials and/or office time. You will also have to access to central support services designed to support the development of study skills and academic writing.

Careers

Students on this course are qualified healthcare professionals; consequently, the course will typically support your ambitions for career progression.

Graduates will have extended their knowledge base and potential scope of practice. They will adopt an evidence based approach to healthcare practice and be able to lead changes in team and organisational practices. They will be better able to plan, implement and manage complex tasks and activities whether working alone or with others.

Progress to the dissertation stage depends on performance in the taught stage.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Our programme will produce managers and practitioners able to improve the patient experience through innovation, integrated care, technological improvements and their position at the forefront of advances in healthcare.

The curriculum of this programme reinforces the need for professionals to demonstrate improvement in their care delivery through high-level, expert knowledge and an in-depth understanding of the context of healthcare management and delivery.

Staff in the School of Health Sciences are motivated to support students to meet the challenges they face in their practice with a solution-focussed approach, utilising the existing evidence base whilst demonstrating creativity in their own research approaches.

Programme structure

The full-time non-endorsed programme is studied over one academic year. The endorsed part time programmes are studied over five academic years (60 months). 

Pathways

There are a range of pathways available for MSc programmes. These variants are made clear to students in all marketing material and student handbooks.

Example module listing

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

Core modules

• Decisions, Judgements and Risks
• Dissertation
• Leadership in Healthcare
• Research Design and Methodology
• Transforming Services for Quality

Delivering Quality Healthcare (full-time) core modules

• Enabling Individuals to Achieve Health, Wellbeing and Independence
• Evidence Based Practice
• Fundamentals of eHealth
• Fundamentals in Quality Improvement and Patient Safety

Pathway modules

Acutely ill patient

• Care of the Acutely Ill Patient
• Complex Health Assessment
• Health Assessment

Cancer and Older People

• Cancer in Society
• Understanding the Complexities of Caring for the Older Person

Cancer

• Cancer in Society
• Challenges in Pain Management

ehealth

• Fundamentals of e-Health
• Innovation and Practice Development in Long-Term Conditions

Long Term Conditions

• Leading and Managing Long Term Conditions
• Managing Multi-morbidity in Long-Term Conditions

Maternal, Child and Family Health

• Women’s Health and Wellbeing

Or

• Safeguarding Children, Young People and Vulnerable Adults

And

• High Risk Midwifery

Or

• Enabling Individuals to Achieve Health, Wellbeing and Independence

Older People

• Understanding the Complexities of Caring for the Older Person
• Developing Skills and Supporting Quality Dementia Care in the Acute Environment

Paramedic Practitioner

• Evidencing Your Practice
• Complex Health Assessment
• Leading and Managing Long-Term Conditions
• Managing Common Illnesses and Injuries

Patient Safety

• Fundamentals in Quality Improvement and Patient Safety
• Innovations in Quality Improvement and Patient Safety

Optional modules

• Cancer in Society
• Care of the Acutely Ill Patient
• Challenges in Pain Management
• Complex Health Assessment
• Developing Skills and Supporting Quality Dementia Care in the Acute Environment
• Enabling Individuals to Achieve Health, Wellbeing and Independence
• Evidencing Your Practice
• Fundamentals of e-Health
• Fundamentals in Quality Improvement and Patient Safety
• High Risk Midwifery
• Managing Mulit-mobidity in Long-Term Conditions
• Innovations in Quality Improvement and Patient Safety
• Leading and Managing Long-Term Conditions
• Managing Common Illnesses and Injuries
• Safeguarding Children, Young People and Vulnerable Adults
• Understanding the Complexities of Caring for the Older Person
• Women’s Health and Wellbeing

Programme learning outcomes

Knowledge and understanding

• Evaluate and critically explore complex problems in order to apply relevant knowledge and skills to develop solution focussed approaches
• Critically analyse and demonstrate an ability to interpret research evidence and data in order to communicate health care information into the practice setting effectively
• Demonstrate and apply deep knowledge and understanding relevant to their area of practice

Intellectual / cognitive skills

• Critically evaluate, challenge and apply relevant health policy to their own area of practice
• Demonstrate consideration of relevant ethical principles
• Apply contemporary thinking and analytical skills when analysing the existing evidence base
• Critically evaluate research and methodological approaches taken within the existing evidence available
• Defend originality in their own research work to complement the existing evidence base

Professional practical skills

• Demonstrate the utilisation of innovative approaches to health care within their own area of practice to engender a progressive culture
• Utilise a range of analytical and influencing skills including emotional intelligence, to demonstrate effective leadership
• Effectively address complex and challenging issues to make sound, informed and appropriate judgements in their practice

Key / transferable skills

• Synthesise information effectively to inform health care practices
• Demonstrate and utilise critical awareness to improve health care
• Initiate change and development in their current practice, engaging in the inter-professional arena to facilitate reflective learning in the wider health care team

Global opportunities

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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Designed for

This course has been designed to fulfil the specific needs and requirements of those interested in a management or leadership role within the complex health service sector. It is suitable for students from a range of academic backgrounds within engineering, business, and sciences. Whilst no previous healthcare background is required, the course will appeal to clinically qualified students looking to move into health systems modelling, e-health, health or medical informatics.

The Course Provides

We will provide you with the skills and knowledge to assess organisational performance and drive the development and implementation of innovation in healthcare organisations in order to facilitate improvement.

You will learn to evaluate effective programme components and systems, and gain a detailed understanding of quality systems management and the integration of healthcare technologies, systems, and processes within complex service systems.

Healthcare organisations share commonalities with production facilities, including the need for efficient process flow, change management, and quality standards. As a student you will explore the principles, approaches, strategies, and techniques for analysing, designing, and managing complex healthcare systems. You will learn to measure efficiency and improve effectiveness and productivity without compromising quality or safety.

Course Structure and Content

The structure and weighting of this course is slightly different to other MSc courses at WMG. The taught component of the MSc Healthcare Operational Management has a larger credit weighting than the dissertation project.
8 taught modules – assessed by: Post module assignments
Modules are 15 or 20 CAT points, requiring 150 or 200 hours of student effort respectively.

Research project – assessed by: Dissertation
The dissertation is 60 CAT points requiring 600 hours of student effort. Oral examination

Core Modules:
1. Leading Change in the Healthcare Environment
2. Electronic Healthcare Records
3. Quality and Productivity in Health Service Systems
4. Epidemiological and Statistical Methods for Quality Improvement
5. Operational Management and Clinical Systems Improvement
6. Introduction to Health Economics
7. Introduction to Health informatics
8. Resource Management in Healthcare Service Delivery

Learning Style

The taught component of the course is a mixture of lectured material, syndicate or group work, practical work, online learning and forum activities. Module leaders are experts in their fields and are supported by external speakers working in organisations at the forefront of their fields.

Industrial visits are available to all students and the course is assessed through assignments.

Each module will usually last one week.

After You Graduate

As a graduate of Healthcare Operational Management, you can expect to work in a managerial or organisational leadership role within a wide range of organisations including hospitals and other healthcare institutions, consulting firms, software companies, governmental organizations, research firms, health insurance companies, healthcare equipment manufacturers, pharmaceutical companies, and management consultancies. With additional experience, you would expect to progress into a key executive role in the healthcare sector, which would involve leading and overseeing programmes and policy.

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This programme is the culmination of work to develop healthcare chaplaincy as a profession. It is available to healthcare chaplains and graduates considering healthcare chaplaincy as a profession. Applicants who are considering entering healthcare chaplaincy will also have to satisfy the eligibility criteria for registration with the UK Board of Healthcare Chaplaincy. The University of Glasgow has no locus in this decision.

Why this programme

◾It enables chaplains to evidence the Spiritual and Religious Care Capabilities and Competences for Healthcare Chaplains and demonstrate fitness to practice as a Healthcare Chaplain and so become Board Registered.
◾You will learn to assess and meet spiritual and religious care needs, develop educational support for quality spiritual and religious care and facilitate professional role development and staff support.
◾The programme has been commissioned by NHS Education for Scotland and it enables chaplains to evidence the Spiritual and Religious Care Capabilities and Competences for Healthcare Chaplains and demonstrate fitness to practice as a healthcare chaplain and so become Board Registered, subject to satisfying eligibility criteria of the UK Board of Healthcare Chaplaincy.

Programme structure

The programme is designed as a part-time programme of study days and distance learning to enable working chaplains to study and gain a professional qualification.

Core courses
◾Providing spiritual and religious care in healthcare
◾Professional practice in spiritual and religious care
◾Advanced healthcare practice.

Applicants who do not meet the eligibility criteria for registration with the UK Board of Healthcare Chaplaincy and meet the criteria for admission to the MSc (MedSci) Advanced Practice in Healthcare can study the courses as optional courses towards a Postgraduate Certificate in Healthcare.

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Make future breakthroughs within healthcare with the MSc Biomedical Engineering with Healthcare Technology Management course.

Who is it for?

This course is for inquisitive students who want to design, develop, apply or even manage the use of cutting-edge methods and devices that will revolutionise healthcare. It is open to science and engineering graduates and those working within hospitals or related industry who want to work in healthcare organisations, in the medical devices industry, or in biomedical engineering research.

The course will suit recent graduates and/or clinical engineers with a technical background or those working in healthcare who want to move into a management position.

Objectives

With several medical conditions requiring extensive and continuous monitoring and early and accurate diagnosis becoming increasingly desirable, technology for biomedical applications is rapidly becoming one of the key ingredients of today and tomorrow’s medical care.

From miniaturised home diagnostic instruments to therapeutic devices and to large scale hospital imaging and monitoring systems, healthcare is becoming increasingly dependent on technology. This course meets the growing need for biomedical and clinical engineers across the world by focusing on the design of medical devices from conception to application.

One of the few accredited courses of its kind in London, the programme concentrates on the use of biomedical-driven engineering design and technology in healthcare settings so you can approach this multidisciplinary topic from the biological and medical perspective; the technological design and development perspective; and from the perspective of managing the organisation and maintenance of large scale equipment and IT systems in a hospital.

This MSc in Biomedical Engineering with Healthcare Technology Management course has been created in consultation and close collaboration with clinicians, biomedical engineering researchers and medical technology industrial partners. The programme fosters close links with the NHS and internationally-renowned hospitals including St. Bartholomew's (Barts) and the Royal London Hospital and Great Ormond street so that you can gain a comprehensive insight into the applied use and the management of medical technology and apply your knowledge in real-world clinical settings.

Placements

In the last few years there have been some limited opportunities for our top students to carry out their projects through placements within hospital-based healthcare technology groups or specialist London-based biomedical technology companies. Placement-based projects are also offered to selected students in City’s leading Research Centre for Biomedical Engineering (RCBE). As we continue our cutting-edge research and industrial and clinical collaborations, you will also have this opportunity.

Academic facilities

As a student on this course you will have the opportunity to work with cutting-edge test and measurement instrumentation – oscilloscopes, function generators, analysers – as well as specialist signal generators and analysers. The equipment is predominantly provided by the world-leading test and measurement equipment manufacturer Keysight, who have partnered with City to provide branding to our electronics laboratories. You also have access to brand new teaching labs and a dedicated postgraduate teaching lab. And as part of the University of London you can also become a member of Senate House Library for free with your student ID card.

Teaching and learning

You will be taught through face-to-face lectures in small groups, where there is a lot of interaction and feedback. Laboratory sessions run alongside the lectures, giving you the opportunity to develop your problem-solving and design skills. You also learn software skills in certain modules, which are taught inside computer labs. We also arrange hospital visits so you gain hands-on experience of different clinical environments.

We arrange tutorials for setting coursework, highlight important subject areas, conduct practical demonstrations, and offer support with revision. You are assessed by written examinations at the end of each term, and coursework assignments, which are set at various times throughout the term.

You also work towards an individual project, which is assessed in the form of a written thesis and an oral examination at the end of the summer. The project can be based on any area of biomedical engineering, telemedicine or technology management and will be supervised by an academic or clinical scientist with expertise in the subject area. Many projects are based in hospital clinical engineering departments, or if you are a part-time student, you can base the project on your own workplace. You will have regular contact with the supervisor to make sure the project progresses satisfactorily. Some of the programme’s current students are working on a project focusing on devices that use brain signals to move external objects such as a remote control car and a prosthetic arm.

Some of the previous projects students have worked on include:
-A cursor controller based on electrooculography (EOG)
-Modelling a closed-loop automated anaesthesia system
-Design of a movement artefact-resistant wearable heart rate/activity monitor
-Review of progress towards a fully autonomous artificial mechanical heart
-Design of smartphone-based healthcare diagnostic devices and sensors.

If you successfully complete eight modules and the dissertation you will be awarded 180 credits and a Masters level qualification. Alternatively, if you do not complete the dissertation but have successfully completed eight modules, you will be awarded 120 credits and a postgraduate diploma. Completing four modules (60 credits) will lead to a postgraduate certificate.

Modules

Along with the 60 credit dissertation eight core modules cover diverse subject areas including biomedical electronics and instrumentation, technology infrastructure management, as well as the latest advances in medical imaging and patient monitoring.

The course includes a special module which gives you an introduction to anatomy, physiology and pathology designed for non-clinical science graduates.

The most innovative areas of biomedical and clinical engineering are covered and the content draws from our research expertise in biomedical sensors, bio-optics, medical imaging, signal processing and modelling. You will learn from academic lecturers as well as clinical scientists drawn from our collaborating institutions and departments, which include:
-Charing Cross Hospital, London
-The Royal London Hospital
-St Bartholomew's Hospital, London
-Basildon Hospital
-Department of Radiography, School of Community and Health Sciences, City, University of London

Modules
-Anatomy, Physiology and Pathology (15 credits)
-Physiological Measurement (15 credits)
-Biomedical Instrumentation (15 credits)
-Medical Electronics (15 credits)
-Cardiovascular Diagnostics and Therapy (15 credits)
-Medical Imaging Modalities (15 credits)
-Clinical Engineering Practice (15 credits)
-Healthcare Technology Management (15 credits)

Career prospects

This exciting MSc programme offers a well-rounded background and specialised knowledge for those seeking a professional career as biomedical engineers in medical technology companies or research groups but is also uniquely placed for offering skills to clinical engineers in the NHS and international healthcare organisations.

Alumnus Alex Serdaris is now working as field clinical engineer for E&E Medical and alumna Despoina Sklia is working as a technical support specialist at Royal Brompton & Harefield NHS Foundation Trust. Other Alumni are carrying out research in City’s Research Centre for Biomedical Engineering (RCBE).

Applicants may wish to apply for vacancies in the NHS, private sector or international healthcare organisations. Students are encouraged to become members of the Institute of Physics and Engineering in Medicine (IPEM) where they will be put in touch with the Clinical Engineering community and any opportunities that arise around the UK during their studies. Application to the Clinical Scientist training programme is encouraged and fully supported.

The Careers, Student Development & Outreach team provides a professional, high quality careers and information service for students and recent graduates of City, University of London, in collaboration with employers and other institutional academic and service departments. The course also prepares graduates who plan to work in biomedical engineering research and work within an academic setting.

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Nowadays, the term Healthcare indicates a process that requires to create a new complex and multifactorial system in which technological factors, organizational, and human dimensions must find a balanced mix to provide safe and high quality care for patients. This also requires clinically effective and well-designed medical devices, as well as effective and reliable healthcare services based upon innovative technologies and systems, and the related organizational models to be implemented.

In the last 20 years the technological development of biomedical devices has reached an enormous progress, in terms of high performance and reliability, and also for safety and quality. Today medicine involves the use of many equipment and devices for the diagnosis, therapy and rehabilitation and to support the correct clinical decision or the best treatment. Healthcare industry is requiring this multidisciplinary approach and know-how.

The Specializing Master Product Service System Design for Healthcare aims at providing the students with the fundamentals for designing biomedical devices, starting from the basics of methodologies and technologies for the measurement of physiological signals in clinical and home care applications.

Thanks to the proposed educational activity in the areas of:

• Research and development,
• Testing and certification,
• Regulatory systems and reference models,
• Marketing and analysis of user needs,

the main career opportunities with a strong orientation to the USER Centred Design and product innovation, process and service with leading-edge technologies, are expected in the following areas:

• Industrial and Services: for R&D, market analysis and user needs, 
• Clinical: design and application of systems for diagnosis, cure and theraphy, prevention and rehabilitation,
• Policy makers and/or policy managers in Healthcare and in technologies for healthcare.

Degree awarded

The Specializing Master grants 62 CFU, equivalent to 62 ECTS. Upon completion, students earn a Politecnico di Milano first-level Specializing Master diploma.

Didactics

The training modules are designed to meet the need for an international panorama of growing competitiveness in which the designer should be able to increase the product value by generating innovations thanks to the technology available.

The mostly used devices will be analyzed and presented during the course. Standards, norms and reference services are another fundamental part of the Specializing Master providing the reference framework for how to develop devices and products for healthcare. Design Methods and Ergonomics will be also presented as reference methodologies in designing innovative product-service systems in healthcare, as well as to support methodologically and with reference data the design of new systems. For a better understanding and participation, visits to medical facilities (hospitals and laboratories) will be proposed.

A final workshop to develop innovative systems will conclude the Specializing Master as practical demonstration of the achieved goals. A stage in selected companies/institutions will make the students to experience the acquired knowledge.

Attendance to the activity is mandatory for at least 75% of the course. 

The modules will cover the following teaching areas:

• Organizational and management models of the new healthcare processes
• Technologies and systems
• Environments and Users
• Design Methodologies, Standards, Ergonomics in Healthcare Design
• standard and innovative clinical Challenges
• Design of products and systems for Healthcare

Internship of 325 hours.

For more info, please visit http://polidesign.net/en/healthcare

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Healthcare professionals wishing to extend their understanding of issues relating to quality, information and safety are encouraged to apply for this specialised pathway. Teaching is delivered by specialists in their field and a student advisor supports students in selecting modules and in reviewing their personal development plan and career goals.

Degree information

Students explore various facets of healthcare quality with an emphasis on the role of information evidence, regulation and safe practice. They develop insights into the challenges of managing high-quality service delivery change, and confidence to tackle the complex job of improving patient care. Implicit in the selection of modules is the acquisition of skills and knowledge relevant to a student’s day-to-day professional life.

Students undertake modules to the value of 60 credits.

The programme consists of one core module (15 credits), and three optional modules (45 credits).

Core modules
-Healthcare Quality and Evidence Based Practice

Optional modules - choose three from the following:
-Healthcare Associated Infection Prevention, Control and Organisational Aspects
-Information Law and Governance
-Leadership and Professional Development
-Legal and Regulatory Aspects of Healthcare Associated Infection Control
-Litigation, Complaints and Concerns: Raising Clinical Standards
-Patient Safety and Clinical Risk
-Quality Improvement in Healthcare
-Research Methods in Healthcare

Teaching and learning
Some modules are taught by full distance learnnig. Other modules are delivered through blended learning, combining formal contact time with academic staff, research fellows and guest speakers, and interactive online study using the virtual learning environment. The amount and timing of campous attendance varies between modules - see module library for details. Assessment varies according to the modules selected but is primarily via coursework.

Careers

The programme offers practitioners a focused education and training, which chimes with the NHS's commitment to incorporate elements of clinical governance, quality assurance, health informatics, and change management into continuing professional development curricula for both clinicians and managers.

Employability
Increasingly employers are advertising posts with job titles which include the terms 'patient safety', 'risk', 'quality' and 'clinical governance'. This award is aimed at clinical professionals who have taken on a new role in their organisation with a remit for safety and quality or who are seeking to shift their career in this direction. The skills and knowledge acquired from this certificate will assist students in furthering their career in this expanding field.

Why study this degree at UCL?

This new specialised Health and Medical Sciences pathway focuses on key topics relating to quality, information and safety, and equips students with the professional skills needed in modern healthcare settings.

The programme offers the opportunity to study at a time and place convenient to your own circumstances making it feasible to combine study and full-time work.

It provides access to a range of modules relating to quality, governance, information and safety, as well as opportunities to interact with a range of senior academics and professional experts drawn from across UCL and beyond.

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The Quality Diabetes Care programme will be of interest to health care professionals (e.g. doctors, nurses, pharmacists, dieticians, podiatrists) working in diabetes care settings. It will equip participants with skills for modern evidence based management of diabetes patients, and offer practical experience in organisational management, reflective practice and quality improvement.

Why study Quality Diabetes Care at Dundee?

Dundee has a particular international reputation for Diabetes research, education and informatics developments. With the growing prevalence of diabetes (currently around 5% in the UK with a doubling of rates predicted over the next 15 years), there is an increasing need for generalists to upskill in diabetes care.

This course will equip you with essential skills and modern evidence based practice for clinical management of diabetes patients. In addition, this programme offers knowledge and practical experience in organisational management, reflective practice and quality improvement.

Much of the work can be completed flexibly in your own free time, and has been designed around the needs of students who are also working full time.

Aims of the programme

The programme aims to:
- Provide a comprehensive programme to enable understanding of diabetes care (from patient to organisational management) for health care professionals
- Establish a stimulating environment for research, teaching and learning about diabetes
- Ensure a high quality evidence based approach in patient management, teaching, research and evaluation.
- Ensure a critical understanding of current issues in diabetes management.
- Enable students with theory and practical tools for healthcare quality improvement.
- Establish students with a basic grounding in educational/ behaviour change theory with application to patient and professional education
- Encourage students to apply critical analysis to complex problem solving.
- Allow development of generic attributes and skills including reflective practice, professionalism, literature appraisal and academic writing
- Encourage a culture of multidisciplinary working in the workplace.

Who should study this course?

This programme will be of interest to health care professionals (e.g. doctors, nurses, pharmacists, dieticians, podiatrists) working either as generalists or in specialist diabetes care settings.

How is this course taught?

The teaching approach is one of blended learning with fixed face to face teaching (lectures, group work, case discussions, workshops, simulation exercises, quizzes) blended with online activities, case based studies and workplace assessment. Much of the later work can be completed flexibly in the students own free time, and has been designed around the needs of students who are also working full time.

The face to face component requires attendance in Dundee, 3 times throughout the year (2 consecutive days teaching each time). The remainder of the course delivered is online.

Other material will be delivered via an online learning zone through online activities in the form of:
Recorded lectures
Quizzes
Interactive e-learning material
Forums
Discussion Board debates
Group
Wikis
Case Discussions

Much of the private study will be self-directed and relate to various work place projects (see assessments). Students are expected to undertake approx. 8 - 12 hours of work per week, either as self directed study or undertaking specific activities associated with the course.

What will you study?

Year 1: PG Certificate
The proposed Year 1 PG certificate programme will be taught over a period of 12 months. It will be taught and assessed as 3 x 20 credit compulsory modules (SCQF level 11 credits), namely:

Diabetes Clinical Care (20 credits)
Diabetes Organisational Care (20 credits)
Enhanced Patient Care and Professional Development (20 credits)


Year 2: PG Diploma
Students who decide to progress to the diploma stage will have the option of doing a further two modules totalling 60 credits. These modules will develop further advanced skills in clinical care and organisation, healthcare quality improvement and research methodology to allow students to develop their own diabetes service more effectively and embed skills required for their 3rd year dissertation (thesis).

Two of the modules also run as part of the MSc in Quality Improvement:
Quality Improvement in Action (30 credits)
Developing Research and Evaluation Skills (compulsory for students continuing to Year 3) (30 credits)

The third optional module for year 2 is
Advanced Diabetes Clinical Practice (30 credits)

Year 3: MSc Dissertation
Year 3 will involve students undertaking a more substantial project in the field of either Diabetes Care with either a Clinical/ Quality Improvement or Educational theme. Students will be allocated an appropriate university supervisor. This work will be presented as a 10-15,000 word thesis.

How is this course assessed?

Each modules will be assessed individually. Assessments include completion of clinical case scenarios, work place projects, and associated reflective essays in an attempt to embed learning and reflection into real life clinical practice. Quality improvement modules will require additional topic specific written work and on-line activities.

Careers

We would envisage this course/ qualification being of interest to health care professionals (e.g. doctors, nurses, pharmacists) working either as generalists or in diabetes care settings. The qualification may be used by primary care doctors for personal development/ CPD accumulation, and to enable them to set up and enhance their own diabetes specialist services.

For the secondary care training doctors, or allied health professionals, the qualifications could be used to help general career progression or be used to aid a move into specialist diabetes care services either within primary or secondary care.

This qualification is NOT equivalent to accreditation onto the diabetes medical specialist register e.g. allowing the individual to operate as a diabetes consultant.

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Whether you are interested in learning more about the legal and ethical aspects of your job, recognise the impact a qualification with a legal and ethical basis can have on prospects of promotion, or simply have an interest in healthcare law, this programme is for you.

Why study Healthcare Law and Ethics at Dundee?

Healthcare Law and Ethics is concerned with how the law regulates certain aspects of healthcare practice, why it does so, and whether it does so effectively, and in accordance with ethical principles.

The programme has been devised to accommodate busy healthcare professionals. Unlike other programmes, this one is not open to law graduates, but has been designed specifically for those whose first degree is in a healthcare subject such as medicine, nursing, pharmacy, dentistry, etc.

The programme aims to give you an understanding and appreciation of law and ethics as they apply to professional practice. It will help you understand legal and ethical concepts, terminology and sources of law.

It is offered on a part-time, modular basis with the emphasis being on Distance Learning. This flexibility allows you to study at a time and place of your own choosing and at a pace that is comfortable for you.

"From the beginning of the programme, I was challenged. I was challenged to think, challenged to explore, and challenged to engage more deeply with concepts within the realms of law, ethics and health care that I hadn't previously reflected upon to the same degree. The organization of the course and the quality of the instructors greatly facilitated my understanding of concepts and encouraged me to engage in further readings so as to continue to expand my intellectual horizons."
Ahman B. Haji, graduate

What's great about Healthcare Law and Ethics at Dundee?

In the Times Good University Guide 2012 Dundee Law School was placed 7th in the United Kingdom law school rankings, and we were ranked 1st in Scotland in the 2011 National Student Survey (NSS).

In the 2008 Research Assessment Exercise Dundee Law School was one of only two law schools in the United Kingdom to achieve a 100% international standard classification, with half of our submissions being graded internationally excellent or world leading. Our commitment on is to provide high quality instruction, with a focus on matters of practical relevance, to prepare students for a successful legal career, whether at home or abroad.

Dundee Law School prides itself as being a friendly Law School where all members of staff are accessible and students are treated as individuals and valued members of our legal community.

Who should study this course?

This course is not for those with a law degree, but instead is suitable for graduates holding a medical or dental degree, or another health care subject (including nursing, pharmacy, physiotherapy) with at least 2 years post-qualifying experience, or a minimum of 5 years' practice in a healthcare profession.

Careers

A qualification with a legal and ethical basis can improve your prospects of promotion in the field of healthcare.

We have close links with employers and we offer programmes to support and develop the employability of our students. Our good reputation throughout the profession and close links to employers help Dundee graduates find employment.

"Completion of all three years has certainly provided me with an excellent knowledge of the critical areas of medical law, such as negligence and consent, as well as more controversial and current issues. It has also taught me to critique and argue with facts (rather than simply recite them) in a cogent and succinct manner"

Douglas Hamilton, LLM 2009

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This course is for healthcare professionals interested and involved in a teaching or training role who want to develop their skills and expertise in clinical and educational practice. You study the teaching skills needed to support and assess learners in the workplace.

It helps you to meet your organisation's training needs, aiming to ensure better educational experiences for all staff. The healthcare educator has a lead role in developing a flexible workforce that can address future challenges in healthcare delivery. By providing a clear link to patient outcomes, educators can help to address the variation in standards of healthcare education and training currently delivered.

As a dentist, doctor or allied health professional you can demonstrate your revalidation and continuing professional development as the course is mapped to recognised professional standards.

If you are a nurse, midwife or specialist community public health nurse you can gain registration as an NMC teacher with the Nursing and Midwifery Council. You can also apply for accreditation with the Higher Education Academy and practice educator accreditation with the Society of Radiographers.

You are introduced to contemporary issues in healthcare education that place the educator at the heart of service enhancement and better patient care. We explore with you your role as an educational leader and interprofessional educator.

Action learning sets with your peers enable you to explore key theories and strategies and then apply them critically to your practice. You have opportunities to rehearse skills and explore a variety of learning teaching and assessment strategies. Face-to-face or online workshops allow you to explore contemporary issues and instigate new educational opportunities in your workplace.

You develop teaching and learning skills applicable to various clinical settings. You also draw on current work-based teaching and learning to strengthen links between your professional practice and educational role.

During the course you design and develop learning packages that have an evidence-based approach. You evaluate a range of learning and teaching strategies and develop your personal teaching style, in line with your educational and specialist expertise.

Observed teaching practice is available where you teach small groups of students in the workplace or at the University. We encourage you to film your teaching practice and receive feedback on your performance. This helps inform your teaching practice and identify your strengths and weaknesses. You also develop on-going action plans to address these issues and support your development.

Both full-time and part-time students are taught alongside each other on the course. This ensures that you are part of a larger group and will be able to share ideas and discuss issues with a range of different professionals.

The distance learning route runs parallel, using collaboration tools via the University's virtual learning environment Blackboard. You learn in action learning groups and use discussion forums and web portfolios to demonstrate your new knowledge. Social media helps bring you together with your peers to share comments and create a strong course community.

We provide tailored support to ensure you gain the most out of your course including one-to-one tutorial support. You are taught by an enthusiastic and multiprofessional course team passionate about high quality education for better patient care.

Professional recognition

When you successfully complete the postgraduate certificate you may receive Higher Education Agency (HEA) accreditation as Fellow or Associate Fellow - dependent on your role as an educator, which recognises your skills in teaching and learning to a national standard.

If you are a therapy radiographer, College of Radiographers approval has been applied for and further information will be given as this process reaches a conclusion.

**The postgraduate certificate is approved by the Nursing and Midwifery Council. Graduates are eligible to apply to register with the Nursing and Midwifery Council as a Nurse Teacher. **You must be registered with the Nursing and Midwifery Council in order to practise in the UK.

If you are an allied health professional then by completing a module in year one you can gain accreditation as a practice educator.

The course is mapped to AoME standards and COPDEND standards for doctors and dentists to use as evidence for continuing professional development.

Course structure

The postgraduate certificate (PgCert) is achieved by successfully completing 60 credits.

The postgraduate diploma (PgDip) is achieved by successfully completing 120 credits.

The masters award (MSc) is achieved by successfully completing 180 credits.

Postgraduate certificate core modules

• Introduction to healthcare education (30 credits)
• Advancing your healthcare education practice (30 credits)

Postgraduate diploma core modules

• Interprofessional education for quality enhancement (15 credits)
• Research methods for practice (15 credits)

Optional

• Developing simulation and human factors in education (15 credits)
• Supporting learners and colleagues in difficulty (15 credits)
• Technology enhanced learning for healthcare education (15 credits)

MSc

• Dissertation

Assessment

• work-based learning
• presentations
• reflections
• evaluations
• assignments such as creation of simulations, online learning assets, observed teaching assessments
• portfolio development

Employability

This course helps your career path in education and clinical practice. The ability to facilitate learning in others is an essential part of professional practice in modern healthcare settings.

Students from the medical professions use this course as part of their preparation for consultant posts. The course allows you to evidence and demonstrate educational leadership.

NMC registered professionals can use this towards gaining NMC teacher status. Others choose to enhance their career as part of a higher education team providing pre-registration nursing and midwifery education.

Dental trainers have used this course to enhance their eligibility in the support of dental trainees.

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NHS staff from all professions will need to acquire an understanding of analytic tools and techniques that help determine the system deficiencies and approaches to ensuring issues identified can be addressed.

The Improving Safety and Quality in Health Care module will enable you to reflect on the challenges of improving healthcare delivery and specifically enhancing patient safety. The module incorporates the latest thinking relating to improvement models and the contribution of human factors to patient safety.

Module content

Day 1
-Understanding the concept of variation in healthcare, how it can be identified and measured.
-Reflect upon the link between variation in delivery systems and overall system reliability and resilience.
-Explore the connection between variation, system performance and patient safety.

Day 2
-Explore models of improvement, the strengths and weaknesses of various tools and techniques.
-Understand systems thinking from the perspective of improvement and performance.
-Analyse the difference between personal v systems failure in contributing to patient safety.

Day 3
-Measurement of system performance, specifically statistical process control, risk assurance, both qualitative and quantitative data
-Contribution of patient (user input to health system assessment).
-The potential learning from other sectors, notably the nature and contribution of safety cases to improving patient safety.

Day 4
-The nature of error/failure modes and assessment approaches.
-Contribution of human factors, performance influencing factors and organisational culture to improvement and safety.
-Engagement of staff in improvement/safety and sustainability of interventions/improvements.

Day 5
-Matching capacity and demand in healthcare.
-Learning from other industries.
-Assignment planning.

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Overview

The one year, part time Postgraduate Certificate offers an exciting opportunity for those working within clinical audit to pursue a taught postgraduate qualification. The overall aims of the course is to improve the quality and effectiveness of clinical audit projects and programmes; enhance the value of clinical audit at individual, team and organisation level and to support the professional development of those working in clinical audit – whether at clinical or non-clinical level.

See the website https://www.keele.ac.uk/pgtcourses/medicalscienceclinicalaudit/

Course Aims

The programme will:
• explore clinical audit within wider health policy and regulatory contexts
• promote greater understanding of governance, quality, assurance and the management of risk within and between healthcare organisations
• equip students with an appreciation of system design, thereby enabling the critical review and further development of clinical audit rameworks
• develop practical skills in clinical audit
• enable participants to effectively engage and motivate others so as to bring about change and quality improvement
• actively support the development of clinical audit within the NHS (or other, health-related) organisations

The PG Certificate will normally be available part time, over one year. However, it may be possible for students to take the PG Certificate over two years, by agreement. A variety of teaching methods will be used in both the face-to-face and online elements of the course. In addition to lectures, presentations and tutor-led discussion, there will be opportunities for students to undertake group exercises as well as complete an extended project relevant to their own role.

Course Content

The PG Certificate requires successful completion of four, 15 credit modules. The modules are:
• Governance and Assurance in Healthcare
• Clinical Audit
• Managing Change and Quality Improvement
• Realising the Potential of Quality Audit

Course Content
Induction Session (including Study Skills and an Introduction to the University e-learning system)

Module One: Governance and Assurance in Healthcare
This module will enable participants to critically consider the governance requirements and regulatory frameworks which apply to healthcare organisations and within this the role and value of clinical audit as a source of assurance. The key focus will be on governance and healthcare in the NHS, although the module will draw on developments in other sectors and countries as these have influenced the requirements placed on healthcare organisations in the United Kingdom.

Core topics include:
• Understanding the NHS: Roles, Responsibilities and Relationships
• What is Governance and Why Does It Matter?
• Governance, Risk, & Assurance within the NHS
• Assuring the Quality of Care: The Pivotal Role of Clinical Audit

Module Two: Clinical Audit:
This module considers what constitutes robust clinical audit (at both strategy, programme and project level) and explores the value of clinical audit at all levels of an organisation - locating this within the wider quality framework for an organisation or team. The module also provides an opportunity for students to critically review the key stages within the clinical audit cycle, develop their skills in planning and undertaking audits and identify the key challenges involved in managing clinical audit projects and programmes.

Module Three: Managing Change and Quality Improvement:
All healthcare organisations are dependent on their staff, so how do you get the best from them? This module explores the core concepts associated with change so as to enable students to effectively manage the behavioural and organisational issues associated with audit and quality improvement programmes. The aim is for students to (i) develop strategies and actions and (ii) be able to apply a range of different tools and techniques which together enable them to contribute to the successful delivery of sustainable change across professional, functional and hierarchical boundaries.

Module Four: Realising the Potential of Quality Audit:
This module requires students to bring together the knowledge and skills from earlier in their programme of study and to purposefully apply these in a well researched, extended project. Students will be required to critically examine a self-chosen empirical issue or, preferably, a specific work-related problem and develop a related action plan.

Teaching & Assessment

The Postgraduate Certificate is assessed through coursework. This will involve completion of individual and group exercises together with submission of a formal assignment at the end of each module. There will be a choice of assignment subjects for each module and assignment titles, submission deadlines and reading lists will be supplied at the start of the course.

Further Study:
The PG Certificate in Medical Science (Clinical Audit) provides a bespoke introduction to clinical audit at postgraduate level and is a qualification in its own right. However, should students wish to continue their studies, the course has been designed to act as a precursor to further academic study at Keele University and other institutions. Students who successfully complete the PGCertificate can, for example, progress onto the Diploma or Masters in Medical Science within the Faculty of Health at Keele.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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The course will enable you to advance your knowledge in relation to a range of theories and concepts concerning the effective management of the wellbeing and health of individuals and/or groups of people with a healthcare need. It focuses on physiological, life-science and management theories, relevant for ensuring high quality services for consumers of healthcare. It provides a solid academic underpinning to management practices, set in a real work environment.

Course detail

You will receive a thorough grounding in the scientific foundations of health, illness and healthcare and will be taught the most up-to-date concepts in healthcare research methodology and data analysis. Course work and simulation will be used to emphasise the integration of scientific principles and the use of empirical evidence and validated theoretical health care models in guiding clinical practice. The course will equip you with the relevant knowledge and skills to better improve and support healthcare decision making.

Modules

Core:
• Service Design and Improvement in Healthcare
• Research Methods
• Genes, Diseases, Health and Illness
• MSc Project in Healthcare.

Optional modules:
• Leadership and Management Competence in Healthcare
• Advanced Approach in Diabetes Care and Management
• Promoting Sexual Health
• Substance Misuse Treatment and Interventions
• Communicable Diseases: Risks and Assessment for Substance Misusers
• Management of Long-Term Conditions.

Format

We use a variety of learning activities for each module including:
- lectures
- seminars
- group work
- tutorials
- workshops
- experiential learning
- self-directed study
- clinical simulation and lab practical
- research supervision.

Assessment

Tutors assess all modules using a wide range of methods, and a balance of coursework and examinations. Coursework assignments include essays, critical reviews, practical research reports and presentations.

Career and study progression

Students with prior registration with a professional body may progress to become Advanced Practitioners in their field. Candidates without prior registration may complete a 12 -18 month postgraduate training in Physician Assistantship for certification as a Physician Assistant in:

• Long-term Conditions Management
• Public Health
• Human Reproductive and Sexual Health
• Management and Leadership
• Drugs and Substance Use and Misuse Management.

Other successful students have also gone on to work in research and education.

Opportunities for further study include our MPhil or PHD in Human Sciences, or our MPhil or PHD in Communicable Diseases.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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