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Unit Information Form

Unit Information Form (UIF) UIF01011

SECTION 1 - Changes made to Section 1 of the UIF will require Faculty level approval. If substantial changes to Units/Courses are required, consult with Sub Dean (Quality Enhancement) for advice

Unit Name Organising Modern Health Care Services

Unit Code SHR608-6

Level 7

Credit Value 15

Location of Delivery Luton, Putteridge Bury and International MBA Centres

Summary/Overview

This unit provides a structured space to deepen and apply notions of systems working to the specific challenges of organising complex health care services effectively and efficiently. The unit design supports the exploration of best practice and praxis (theory practice links) relevant for Health Service delivery in learners own contexts.

Appreciative enquiry and problem based learning promote the skills of critical analysis, negotiation and resolution required of all Health Care leaders. Participants will be provided with scenarios for debate, analysis and the merits of proposed resolutions will be further explored.

The teaching, learning and assessment philosophy of an open and constructive approach is chosen deliberately to support participants to develop the depth of critical evaluation required to generate a report recommending responses to an

specifically identified Health Care Service design issue, and reflect on the value of the process as a whole.

Aims

To constructively evaluate collegiate working and explore best practice

To develop capacity to manage differences of experience, expectation, uncertainty and risk inherent in the complex and ever changing health service environment

To develop the astuteness to balance innovation and creativity To identify a „real world concern‟ worthy of health service

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provision analysis leading to a recommendations report demonstrating how recommendations would be realised Core Learning Outcomes

Learning Outcomes

On completion of this unit you should be able to:

Assessment Criteria

To achieve the learning outcome you must demonstrate the ability to:

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Critically analyse and constructively reflect the realities associated with the organisation of current and future health care services

 Critically evaluate the use of Appreciative Inquiry and Problem Based Learning Propose, maintain and reflect on how to create effective and efficient collaborative strategic working relationships which embody risk awareness, leadership, influence and collegiality

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Identify factors that determine optimal design and delivery of organisational and operational structures in the presence of competing influences

 Demonstrate how the effective use of a range of specific organisational models support decision making

 Evaluate how the challenges of conflicting demands are resolved

3 Critically evaluate how the fiscal environment impacts on service delivery

 Evaluate the consequences of effective and ineffective fiscal foresight, non-compliance and unforeseen events

 Differentiate between and find common ground among the agendas of „profit‟ and „not-for profit‟ organisations 4 Global Health : Synthesise national and

organisational responsibilities associated with resource use

 Postulate the impact of changing population demographics and transport policies on access to health care services

 Critically review and demonstrate how the realities of maintenance,

depreciation, waste management, recycling and carbon minimisation may influence the design of future health care service

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Critically evaluate theories concerning the practical application of selected Human resource strategies

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 Exercise critical judgment in the selection of workforce planning tools, workforce development and succession strategies, contracting in or

sub-contracting out

 Critically explore how emotional intelligence supports responsiveness, change, creativity and stability

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SECTION 2 - Any changes made to Section 2 of the UIF will normally require Faculty level approval

Period of delivery Two years part-time/one year full-time Student Activity

(10 notional learning hours = 1 credit)

Activity Notional

Learning Hours Contact 10-39 e-learning - workshops, self

directed study, research, and voice to voice

61 -80

Groupwork 30

Assessment – preparation and writing

30 Total 150 Approach to Learning In this unit learners are consistently invited to apply a

range of models to particular healthcare settings. The approach is predominantly group work utilising problem based and self-directed learning and appreciative inquiry. You will be encouraged to identify the competing demands and agendas inherent in the design and development of modern healthcare services.

Assessment is by report and structured critical reflection on the learning journey during the unit. Skills Development Communication

To help with the development of this;-

Your oral communication skills are developed through practical tasks, and via informal group work activities, focused on problem solving. These activities and opportunities seek to mimic activities and settings to be found in the real world. Application of report and reflective academic writing skills are required for assessments 1

Information Literacy

To help with the development of this you will:- Make effective use of the virtual learning environment (VLE); · Use of books, journals, conference

proceedings as well as the online subscribed content to information for current topics;

Research and Evaluation

To help with the development of this you will be guided (and encouraged) to access and critically review information sources throughout the unit in support of topics relevant to practical learning activities,

Creativity and Critical Thinking

To help with the development of this you will:- Develop innovative/creative solutions and will be exposed to a number of scenarios to which you will

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apply both critical and appreciative thinking. A creative approach to problem solving is encouraged, not only in relation to specific practical tasks, but also to wider issues that relate to “real world” concerns in relation to information systems. All the assessments provide opportunities for you to demonstrate applied leadership, management skills, knowledge,

understanding creativity and critical awareness. Assessment Strategy You will apply your critical understanding of factors

that impact on modern healthcare organisations to writing a structured report with recommendations on a service design and delivery case study 3000 words. (70%)

The second part of the assessment is a reflective account (1500 words) of your learning process which highlights your personal professional development and how the unit has contributed to your capacity to organise modern healthcare services. (30%)

No Assessment Method* Description of Assessment Method Weight % Learning Outcomes Assessed Submission week (assignments ) or length (exam) 1 2 3 4 5 1 CS Report and recommendations 70 x x x x Week 11 2 RE Reflective account of

learning and development 30 X x Week 14

*The following codes for assessment methods apply:-

AR Artefact PC Practical

CB computer-based PF Performance

CS case study PL placement

DI dissertation or project PO Portfolio

EX Exam PR Presentation

GR group report RE individual report

IT In-unit test OR Oral

LR literature review OT Other

SECTION 3 - Once initial approval of the unit has been given, the Unit Co-ordinator may make changes to this section, following appropriate consultation

Outline Teaching Schedule

 Introduction. Systems thinking review. Appreciative Inquiry (AI) & Problem Based Learning (PBL)

 The World as a healthy planet. Carbon Minimisation : Ethical & governance complexities

 Stakeholder politics: communication, consultation, engagement

 Demand verse Provision, Profit v Not for Profit

 Service delivery evolution : Mergers & acquisitions

 Accessing tomorrows health care provision - population transport models

 Tooling up : the challenges of technological innovation

 Centres of excellence v Community locality

 Workforce planning strategies : Growing our own or Bringing in Fresh

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 Innovative, creative & driven personalities : Organisational emotional intelligence

 Reflection & Reflexivity : Tensions in responsibility, awareness and personal development

 Problem Based Learning Group reflective presentations 1

 Problem Based Learning Group reflective presentations 2

 Unit review Recommended Resources Essential

Anderson, M. (2004) The metrics of workforce planning. Public Personnel Management. 33 (4) pp.363-378

Hughes, M. (2009) Handbook for developing emotional and social intelligence: best practices, case studies, and strategies. Oxford: Pfeiffer

Savin-Baden, M. (2004) Foundations of problem based learning. Maidenhead: Open University Press

Vissers, J. (2005) Health operations management: patient flow logistics in health care. London: Routledge

World Health Organisation (2005) Preparing a health care workforce for the 21st century: the challenge of chronic conditions. Available at:

http://www.who.int/chp/knowledge/publications/workforce_report.pdf (Accessed: 29 June 2010) World Health Organisation (2007) Assessing financing, education, management and policy context for strategic planning of human resources for health. Available at:

http://www.who.int/hrh/tools/assessing_financing.pdf (Accessed: 29 June 2010) Background

Walburg, J. (2005) Performance management in health care: improving patient outcomes an integrated approach. London: Routledge

Walsh, K. (2006) Healthcare management. Maidenhead: Open University Press Journals

Public Personnel Management

Review of Public Personnel Administration Workforce

Websites

NHS Workforce Planning http://www.healthcareworkforce.nhs.uk/ World Health Organisation http://www.who.int

SECTION 4 – Administrative Information

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Field Healthcare

Department/School/Division Business Systems Unit Co-ordinator

Version Number 1.0

Body approving this version Date of University approval of this version (dd/mm/yyyy)

Shared Units – Indicate below all courses which include this Unit in their diet Executive MBA Healthcare

MBA hospital and health services

Form completed by: Linda Jones / Bernadette Henderson

Name: Date: 30th June 2010

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC) Chair: ……… Date: …..……….

Unit Updates Date

(dd/mm/yyyy) Nature of Update

FTQSC Minute Ref:

Figure

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