Clinically-Led Commissioning provides a sophisticated understanding of the requirements for commissioning health care with a view to developing change leaders with a compelling vision for how healthcare can be improved. Specifically the programme aims to equip its graduates with the ability to:
•Develop and critically reflect upon their own professional practice in leading change to address local commissioning priorities.
•Develop and implement innovative approaches for improving the quality and efficiency of health care services which benefit from insights from a wide range of perspectives and methodologies
•Develop strategies for collaboration and stakeholder engagement that benefit from analyses of a wide range of different modes of partnership governance and accountability.
•Interaction with other healthcare professionals, learning from others in the field
•Variety of visiting lecturers from many disciplines
(The outlined modules are subject to a module modification process currently being undertaken):
•Leading commissioning (30 credits)
Enables you to reflect critically upon your own practice and the particular leadership challenges you face in the commissioning of public services. You will critically analyse competing models of public leadership, deploying such models to evaluate your own practice and to identify personal development opportunities.
The module thus begins by evaluating different tools of reflective practice and action learning. It then assesses the specific leadership challenges of commissioning public services, reflecting upon different models of transformational leadership, collaborative working and change management and their implications for policy and practice in commissioning across the public, private, voluntary and community sectors.
From the outset, you are required to identify the critical leadership challenges you face in commissioning public services and the range of potential responses to such challenges to your personal practice. In meeting such challenges, the module develops and builds on skills in critical thought and reflective practice as well as the skills of written, oral and interpersonal communication.
Outline content: - Action learning methodology - Tools for reflective practice - Models of leadership - Perspective on managing change
•Quality, innovation and governance (30 credits)
Rising expectations, new technologies, changing needs and ever-present budgetary constraints have increasingly focused the attention of healthcare professionals on quality of provision and innovative approaches to healthcare service improvement. Responding to such concerns, this module begins by exploring concepts of framework for quality in the contemporary healthcare context.
It then analyses the role of quality improvement and innovation within the commissioning cycle. The planning, procurement and monitoring phases of the cycle are each explored with respect to the requirements for information and skills that they impose on the stakeholders involved in commissioning at the local level.
In order to address these needs the module then draws on a range of perspectives (epidemiological, legal, financial, ethical, managerial, social science) for insights, tools and techniques that students can use to enhance their own practice.
Finally it brings the learning together via a focus on the scope for integrated models of care as an innovative approach to improving the quality of care for patients whilst simultaneously delivering an overall reduction in public expenditure.
Outline content: - Concepts of quality, innovation and governance - Quality frameworks and benchmarks in the NHS - Quality, innovation and governance in the commissioning process - Methodologies for health needs assessment - Perspectives on procurement in the public sector context - Approaches to monitoring and evaluation - Integrated care and clinical pathways
For both modules you will experience block study days with workshops led by practice experts. An all learn, all teach approach is promoted with participation in an action learning set as a key element of the teaching, learning and assessment strategy. Students will also have the support of a Blackboard site populated with distance learning materials on key content and study support.
Teaching and Assessment:
The teaching methods and the assessment tasks on this course have been specifically designed to meet your needs for action and problem-based learning and reflection on your professional practice. You will learn within workshops, action learning sets and interaction with e-learning packages.
Assessment will be via essays, presentations and reflective pieces. You will need to be prepared to work in groups, deliver presentations, challenge and discuss ideas with your tutors, and motivate to study many hours outside the classroom.
As an established provider of high quality education and training for the public sector, the new course draws heavily on the subject expertise already available within the faculty. This will ensure that the course remains current and has credibility within the target market.
We recognise that many learners on this course will already be holding senior practitioner roles. As such this course will be an opportunity to consolidate and advance your commissioning skills.
This course will also enhance career prospects for individuals who are clinical leaders experiencing a transition into a commissioning role as a result of the governmental agenda.
The course has been developed in conjunction with our local health stakeholders who support this initiative and contribute to the teaching. Input from practitioners means that you will benefit from learning the most current debates, concerns, issues and topics in the field of practice. It will assist managers and staff to meet their objectives in relation to agenda for change.
"Clinically-Led Commissioning has been designed with existing and future leaders in mind; to ensure that they are equipped to tackle the immense challenge of effective and safe commissioning: to deliver on the promise of patient centred care."
Dr Rishabh Prasad MBBS, MA MRCGP Honorary Principal Lecturer and RCGP Clinical Commissioning Champion
2013 entry:•Students will typically be qualified medical/healthcare practitioners or have an undergraduate degree in a relevant subject. They will also need to be in paid or voluntary post that enables them to undertake the work-based assessment tasks.•Alternatively, experience in a relevant field and demonstration of capability of performing at Masters level may give grounds for entry.•Experienced practitioners are encouraged to apply.
Recipient: De Montfort University
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