The University of Southampton
Courses

HMPR2002 Creativity , Innovation and Improvement

Module Overview

Aims and Objectives

Module Aims

This module is divided into 4 interrelated units, creativity and innovation, change management, service improvement and safety/quality. The module is designed to give you the experience of putting theories into practice and many of the assignments and seminars will apply learning in practical situations. This module will link to a later module called Leadership application to Health Care offered in the final year in which the specific elements of leadership connected to these focus areas will be explored. The module also links to the Year 3 module “Innovation in Healthcare”, in which the theories of healthcare innovation are explored. 1. Creativity and Innovation Unit (2 weeks) The creativity and innovation unit is designed to stimulate your own creative abilities whilst applying theoretical frameworks. You will participate in exercises inside and outside the classroom as individuals and teams to explore the theory By the end of this module you should be able to: Discuss the principles of creativity and innovative thinking and critically evaluate the effectiveness of a range of tools. 2. Change management Unit (3 weeks) This unit will explore the complexities of introducing and implementing change within organisations. By the end of this module you should be able to: 2 Discuss and critically appraise the key theories on change management and develop an understanding of your reaction to change 3. Service Improvement (4 weeks) This unit is designed to introduce you to the science of improvement. You will learn the theoretical models of improvement and apply tools and techniques to your own short projects By the end of this module you should be able to: Discuss and critically appraise the key elements associated with service improvement and assess the value of a variety of tools and strategies in service improvement . 4. Safety and quality unit (2 weeks) We will finish the module with a unit linking improvement science to the quality and safety agenda within health and social care organisations. We will explore why errors occur and approaches to mitigate their occurrence. By the end of this module you should be able to: Critically discuss key concepts associated with safety and quality demonstrating an understanding of factors that contribute to error .

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Creativity and Innovation Unit The creativity and innovation unit is designed to stimulate your own creative abilities whilst applying theoretical frameworks. You will participate in exercises inside and outside the classroom as individuals and teams to explore the theory By the end of this module you should be able to: Discuss the principles of creativity and innovative thinking and critically evaluate the effectiveness of a range of tools.
  • Change management Unit This unit will explore the complexities of introducing and implementing change within organisations. By the end of this module you should be able to: 2 Discuss and critically appraise the key theories on change management and develop an understanding of your reaction to change
  • Service Improvement This unit is designed to introduce you to the science of improvement. You will learn the theoretical models of improvement and apply tools and techniques to your own short projects By the end of this module you should be able to: Discuss and critically appraise the key elements associated with service improvement and assess the value of a variety of tools and strategies in service improvement
  • Safety and quality unit We will finish the module with a unit linking improvement science to the quality and safety agenda within health and social care organisations. We will explore why errors occur and approaches to mitigate their occurrence. By the end of this module you should be able to: Critically discuss key concepts associated with safety and quality demonstrating an understanding of factors that contribute to error

Syllabus

Indicative content includes Unit 1 Creativity and Innovation 1. Why innovation matters, the pursuit of quality 2. Creativity, what is it? a. Theory: mental valleys b. Theory: first and second order change c. Theory: essential elements (Seelig) 3. Tools that stimulate the imagination a. Understanding the perspective of other “ walking in others’ shoes” b. Frame/reframe c. De Bono 6 thinking hats d. Analogies e. Organisation and visual display of ideas Unit 2 Change management 1. Models for change Kotter, Kubler Ross 2. Reactions to change 3. Mitigating resistance 4. Organisational readiness for change 5. Sustainable change, stakeholder relationships Unit 3 Service Improvement 1. Model for improvement (IHI) 2. Aim Statement 3. Measurement, supporting change with data, 4. Performance monitoring and good governance 5. Understanding variation 6. Organising information: driver diagram 7. PDSA cycle and hypothesis testing 8. Viewing systems and processes: Value stream mapping Unit 4 Safety and quality 1. Human factors in designing error free systems 2. Root cause analysis 3. Impact on staff when error occurs 4. Interface of technology with processes

Learning and Teaching

Teaching and learning methods

We will use workshops, lectures, national and international case studies and practical exercises throughout the module. Formative feedback from the tutor and student peers will be a key component of the learning environment to ensure that you can move forward in your learning. The assignments described in the service improvement unit will be short and completed between lecture sessions. The aim is to apply the learning to a practical situation and evaluate the impact.

TypeHours
Completion of assessment task80
Seminar6
Lecture22
Wider reading or practice23.5
Preparation for scheduled sessions56
Total study time187.5

Resources & Reading list

Kotter.J (1996). Leading Change. 

The run chart: A simple analytical tool for learning from variation in healthcare processes.. ,20 , pp. 46-51.

Scotland's successful national approach to improving safety in acute care. ,30 , pp. 755-763.

McCarthy D, Blumenthal D. (2006). Committed to Safety: Ten Case Studies on Reducing Harm to Patients. The Commonwealth Fund. Publication No. 923. 

Bisognano M, Kenney C. (2012). Pursuing the Triple Aim: Seven Innovators Show the Way to Better Care, Better Health, and Lower Costs.. 

Langley, G (2009). The Improvement Guide. 

Kotter, John P., and Lorne A. Whitehead. (2010). Buy-In: Saving Your Good Idea from Getting Shot Down.. 

Nielsen DM, Merry MD, Schyve PM, Bisognano M. (2004). Can the quality gurus' concepts cure healthcare? Quality Progress. Page 25-34. 

Richard Bohmer, Amy C. Edmondson, Laura R. Feldman (2002). Intermountain Health Care, Prod. #: 603066-PDF-ENG. 

Frampton S, Gilpin L, Charmel P (Editors) (2003). Putting Patients First: Designing and Practicing Patient-Centered Care. 

Plsek, P (1997). Creativity, Innovation and Quality. 

More quality measures versus measuring what matters: A call for balance and parsimony.. ,24;21 , pp. 964-968.

Assessment

Summative

MethodPercentage contribution
Essay  (2500 words) 50%
Presentation 50%

Referral

MethodPercentage contribution
Individual synoptic essay  (3500 words) 100%

Repeat Information

Repeat type: External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Books and Stationery equipment

Students may wish to purchase texts to support their learning, however, the library is well stocked with suitable texts.

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

Share this module Share this on Facebook Share this on Google+ Share this on Twitter Share this on Weibo

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×