Year
2024Credit points
10Campus offering
Prerequisites
NilUnit rationale, description and aim
Future health service delivery will undergo substantial change due to an ageing population, high morbidity due to chronic diseases, technological advancement, changes in consumer expectations and economic constraints. These types of influence create pressure for new models or care and new, sustainable ways of building efficiencies into healthcare processes. This unit is essential for students to be able to develop theory-based knowledge and skill in redesigning health services, to be able to critically evaluate the role of evidence-based ethical practice in leading and managing process improvements and in creating effective cost efficiencies and better resource utilisation within a range of health care settings.
Therefore, the aim of this unit is to prepare leaders and managers of the future who can initiate and monitor health service redesign in practice that will lead to sustainable change in health service processes, improvements in organisational performance and better health outcomes.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Critically analyse theories and methodologies that underpin redesign in health service delivery processes | GC1, GC3, GC4, GC6, GC7, GC9, GC11 |
| LO2 | Evaluate redesign processes in health service delivery that optimise efficiency and quality improvement in health care settings | GC1, GC2, GC4, GC6, GC7, GC8, GC9, GC11 |
| LO3 | Analyse sources of risk when planning redesign in health service delivery and formulate strategies to minimise risk to organizational efficiency | GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC11 |
| LO4 | Apply a process improvement methodology to redesign care delivery with reference to quality improvements, cost efficiencies, resource utilisation and health outcomes | GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC11 |
Content
Topics will include:
- Theories and Foundations of Redesign in Health Service Delivery
- Redesign theories/models
- Systems thinking
- Application of Redesign
- Resource management
- Foundational project management
- Process mapping and modelling
- Design solutions
- Leading redesign in health service delivery
- Capacity Building and Evaluation
- Continuous sustainable capacity building
- Organisational readiness for change
- Scoping, diagnostics, interventions and evaluation for quality improvement
- Evaluating models of care and implications of redesign in health service delivery
- The future of redesign in health service delivery
Learning and teaching strategy and rationale
ACU Online
This unit utilises an active learning approach whereby students will be supported in the exploration and analysis of essential knowledge associated with redesign in health service delivery processes and evaluation of potential outcomes of such processes. Knowledge and skill in managing the redesign of health services is essential for students who are aspiring to effective leadership and management in the industry because of the dynamic, ever changing health environment and the need to re-assess and redesign models of care.
Students will be supported to explore the theories, methodologies and processes that underpin redesign in health service delivery in a series of interactive lessons and activities. Unit content and learning activities will assist students in the construction and synthesis of relevant knowledge so as to develop a level of skill sufficient to plan, implement and evaluate a redesign process.
Multi-mode
Using a blended learning strategy, students are able to explore the theories, methodologies and processes that underpin redesign in health service delivery in a series of on-campus lecture style classes, activities and online readings. Students attend class-based lectures and tutorials that serve as resource sessions where they will have opportunity to participate in discussion, debate, role play and other learning activities that facilitate the construction and synthesis of relevant knowledge so as to develop a level of knowledge sufficient to plan, implement and evaluate a redesign process. There is potential for interaction with industry practitioners who may be invited to provide occasional guest lectures.
Assessment strategy and rationale
To pass this unit, students are expected to submit two graded assessment tasks. In addition, students must achieve a cumulative grade of at least 50% across both assessments. The assessment strategy used allows for the progressive development of knowledge and skills necessary for the student to be able to analyse and evaluate models of care which they can apply to redesigning health service delivery. The assessment tasks for this unit are designed for the student to demonstrate their achievement of each learning outcome, allowing the student to graduate with the knowledge and skill to be able to implement redesign strategies and models for optimal health outcomes.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Narrated PowerPoint Presentation and Submitted Script Enables students to analyse the impact of process improvement/redesign on health service delivery outcomes. | 50% | LO1, LO2, LO3 |
Assessment Task 2: Proposal/Report Enables students to develop a proposal/progress report detailing a redesigned model of care that will improve quality, reflect cost efficiencies and optimise health outcomes. | 50% | LO1, LO2, LO3, LO4 |
Representative texts and references
Ben-Tovim, D.I. (2017). Process redesign for health care using lean thinking: A guide for improving patient flow and the quality and safety of care. Boca Raton, Fl.: Taylor & Francis Group.
Booker, C., Turbutt, A., Fox, R. (2016). Model of care for a changing healthcare system: Are there foundational pillars for design? Australian Health Review, 40(2), 136 – 140.
Clegg, S., Pitsis, T., & Mount, M. (2021). Managing and Organizations: An introduction to theory and practice (6th ed.). Sage Publications. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013185699702352
Murray, R., Bennett, L., Collins, B., Dunn, P., Gilburt, H., … & Wenzel, L. (2015). Making change possible: A transformation fund for the NHS. Available from: https://www.kingsfund.org.uk/publications/making-change-possible
Willis C. D., Best, A., Riley, B., Herbert, C. P. Millar, J., 7 Howland, D. (2014). Systems thinking for transformational change in health. Evidence & Policy, 10 (1), 113- 126.