Implementing Strategies for Quality Improvement in Healthcare Settings., 7.5 credits

A Bachelor's degree or a professional degree worth at least 120 credits in medicine, dentistry, speech and language pathology, nutrition, physiotherapy, midwifery or nursing. And proficiency in English equivalent to English B/English 6.

After completing the course, the general aim is that students should be able to apply and integrate knowledge around evidence-based methods for implementation and development in health care.

After completing the course, the student should be able to:
- show knowledge of evidence-based methods regarding implementation and development in health care,
- argue for strengths and weaknesses for different measurement methods in quality development and improvement work in health care,
- analyse and reflect on different implementation strategies and its use in health care, och
- show scientific precision via analysis and through written text.

The course's content focuses on evidence-based methods for implementation and development in health care, such as implementation strategies and methods of measurement for quality development. Further works with course strategies to create preconditions for implementation in health care.

The teaching is based on a problem-oriented and collaborative approach to learning in which the tasks provide opportunities for the student to take active responsibility for their learning. The working methods that are used are student-activated teaching and working methods (individual, in groups and as seminars). Students will work in groups and participate in seminars through a web-based learning management system.
Working in groups and active participation in web seminars is compulsory.

The examinator decides if, and how, absence from compulsory parts can be compensated. Study results cannot be reported until the student has participated in compulsory course elements or compensated for any absence in accordance with instructions from the course coordinator and/or examinator. Absence from a compulsory course element could mean that the student can not retake the element until the next time the course is offered.

The course is assessed through part examinations and the final examination consits of the discussions within the project groups (peer learning), as well as written individual works and peer reviews.

Students who do not pass a regular examination are entitled to re-sit the examination on five more occasions. Students without approved results after three examinations can be offered to retake the course or parts of it once more; subject to availability. This is subject to availability If the student has failed six examinations/tests, no additional examination is given. Each occasion the student participates in the same test counts as an examination. Submission of a blank exam paper is regarded as an examination. When a student is registered for an examination but does not attend, then this is not regarded as an examination. An electronic examination that has been opened via the learning management system counts as an examination session even if the examination is not submitted. Late submissions of examinations are not accepted. Students who have not submitted their examination on time are required to then take another examination.

If there are special reasons, or need for adaptation for students with disabilities, the examiner may decide to depart from the syllabus's regulations on examination form, number of examination opportunities, possibility of supplementing or exemptions from compulsory educational elements, etc. Content and learning objectives as well as the level of expected skills, knowledge and abilities must not be changed, removed or lowered.

Students will be allowed to take the examination up to one year after the closing of the course. The examination can be carried out according to an earlier literature list during a period of one year after the date of a renewal of the literature list.

Language of instruction: English.

Course evaluation is carried out in accordance with guidelines established by the Committee on Education at basic and advanced level (KU) at the Karolinska Institutet.