HLSC660 - Redesign in Health Service Delivery

Year

Credit points

Campus offering

Prerequisites

Unit 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 of care and new, sustainable ways of building efficiencies into healthcare processes. Knowledge and skill in redesigning health services is required by students to lead and manage process improvements that result in cost efficiencies and better resource utilisation.

Therefore, the aim of this unit is to prepare leaders and managers of the future who can initiate and monitor Redesign in Health Service Delivery 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.

On successful completion of this unit, students should be able to:

LO1 - critically analyse theories and methodologies that underpin redesign in health service delivery processes (GA4, GA7); 

LO2 - evaluate redesign processes in health service delivery that optimise quality improvement in health care settings (GA2, GA5, GA7);

LO3 - evaluate sources of risk when planning redesign in health service delivery and formulate strategies to minimise risk (GA1, GA2, GA3, GA5, GA7);

LO4 - apply a process improvement methodology to redesign care delivery with reference to quality improvements, cost efficiencies, resource utilisation and health outcomes (GA1, GA2, GA3, GA4, GA5, GA6). 

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA2 - recognise their responsibility to the common good, the environment and society 

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA7 - work both autonomously and collaboratively 

Content

Topics will include:

•  Theories and Foundations of Redesign in Health Service Delivery
• Redesign theories/models
• Systems thinking 
• Application of Redesign
• The use of digital technologies in the redesign process
• 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

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. 

ACU Online

This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students will enagage with a range of online learning activities including webinars, online learning modules, and recorded lecture content. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.

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 are invited to 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.

Online mode

Online students will be supported to explore the theories, methodologies and processes that underpin redesign in health service delivery in a series of online interactive lessons and activities. Students are provided with the opportunity to attend facilitated synchronous and asynchronous online tutorial classes via the online learning platform, LEO, to participate 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.

There is potential for interaction with industry practitioners who may be invited to provide occasional online recorded guest lectures. 

Assessment strategy and rationale

In order to pass this unit, students are expected to submit three graded assessment tasks. In addition, students must achieve a cumulative grade of at least 50% across all 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

Multi-mode;

A range of assessment strategies are used including assessing students’ ability to: (i) critically analyse models of care to understand the impact of redesign processes on health outcomes through development of a theoretically based case analysis; (ii) formulate strategies to minimise risk associated with redesign processes through group work and collaborative seminar presentation (iii) apply process improvement methodology to develop a proposal/progress report for a redesigned model of care that will improve quality, reflect cost efficiencies and optimise health outcomes. 

Online mode

A range of assessment strategies are used including assessing students’ ability to: (i) critically analyse models of care to understand the impact of redesign processes on health outcomes through development of a theoretically based case analysis; (ii) formulate strategies to minimise risk associated with redesign processes through online peer interaction and online discussion\ presentation (iii) apply process improvement methodology to develop a proposal/progress report for a redesigned model of care that will improve quality, reflect cost efficiencies and optimise health outcomes.

ACU Online

A range of assessment strategies are used including assessing students’ ability to: (i) critically analyse models of care to understand the impact of redesign processes on health outcomes through development of a theoretically based case analysis; (ii) formulate strategies to minimise risk associated with redesign processes through online peer interaction and online discussion\ presentation (iii) apply process improvement methodology to develop a proposal/progress report for a redesigned model of care that will improve quality, reflect cost efficiencies and optimise health outcomes.

Representative texts and references

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.

Braithwaite J, Marks D, Taylor N. (2014). Harnessing implementation science to improve care quality and patient safety: A systematic review of targeted literature. International Journal for Quality in Health Care. 26(3), 321-329. doi: 10.1093/intqhc/mzu047

Mickahail, B. K., & de Aquino, C. T. E. (2019). Effective and Creative Leadership in Diverse Workforces Improving Organizational Performance and Culture in the Workplace (1st ed.). Springer International Publishing : Imprint: Palgrave Macmillan. https://acu-edu-primo.hosted.exlibrisgroup.com/permalink/f/hdp2hg/61ACU_ALMA51165414910002352

Murray, R., Bennett, L., Collins, B., Dunn, P., Gilburt, H., … & Wenzel, L. (2015). Making change possible: A transformation fund for the NHS

Mulgan, G. (2009). The art of public strategy: Mobilizing power and knowledge for the common good. Oxford: Oxford University Press. Available from: https://ebookcentral.proquest.com/lib/acu/reader.action?docID=431136.

Victoria State Government. (2017). Redesigning hospital care: An introduction to process redesign.

Vilcahuaman, L., Rivas, R., & Clark, T. (2017). Healthcare technology management systems : towards a new organizational model for health services. Academic Press. https://acu-edu-primo.hosted.exlibrisgroup.com/permalink/f/hdp2hg/61ACU_ALMA51201514610002352

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.