ISLA Santarém 26695

Quality and Continuous Improvement in Health

• ApresentaçãoPresentation

    
• ProgramaProgramme

  1 Theories and models inherent in the quality of health services: 1.1 Deming cycle /PDCA applied to health services 1.2 National Strategy for Healthcare Quality 2. Management of people and/or the community and its resources as a strategy for quality and continuous improvement. 3. Quality in healthcare provision and alignment with the Organisation's quality strategy and policy. 4. Organisational commitment and quality and safety policy. 5. Performance assessment criteria and indicators for assessing the Organisation's results. 6. Training and capacity building for professionals, as instruments of quality and continuous improvement. 7. Clinical governance structure and their role in transforming the organisation. 8. Professional structure and internal quality assurance systems: dimensions and metrics.
• ObjectivosObjectives

  O1 Intervene critically and discuss theories and models inherent to the QMC of health services, while developing communication and argumentation skills in defence of the principles of Quality. O2 Apply the KSA in the development of quality in healthcare provision in line with the Organisation's quality strategy. O3 Apply the KSA in adapting recent management tools and techniques for training and empowering professionals and for assessing organisational performance. O4 Critically develop indicators and metrics in the construction of internal quality systems. O5. Intervene in organisational transformation processes that respond effectively to the increase in QC in Health.
• BibliografiaBibliography

  Robert Lloyd, (2017). Quality Health Care, 2nd Ed., Jones & Bartlett Publishers.  Macfarlane, A.J.R. (2019). What is clinical governance?, BJA Education, 19, Issue 6, Robbins, S., Judge, T. (2018). Essentials of Organizational Behavior, Pearson Education Limited (Global Edition), UK. Brandrud A. S. et al. (2017); Domains associated with successful quality improvement in healthcare - a nationwide case study; BMC Health Services Research Claire Willmington et al. (2022); The contribution of benchmarking to quality improvement in healthcare. A systematic literature review; BMC Health Services Research Bowman, C., et al.; (2023), "Evidence of successful interprofessional education programs-models, barriers, facilitators and success: a systematic review of European studies", Journal of Health Organization and Management,
• MetodologiaMethodology

  Students should acquire a comprehensive understanding of the topics covered, their interconnections, and the ability to solve the proposed problems. Thus, the following methodologies will be used: Synchronous (distance): MET 1. - Classes are mixed (theoretical-practical) with an expository component, presenting fundamental concepts and demonstrations. In-person: MET 2. - Active methodologies, including case-based learning and Problem-Based Learning (PBL). Autonomous: MET 3. - Various educational resources (videos, links, apps, handouts, exercises and applications, instructor notes, etc.) will be made available on the Moodle platform. The instructor provides feedback (Tutorial Guidance - OT) on the results obtained by the student in the case studies and on their progress in solving the proposed problems, either in person during classroom sessions or asynchronously through the Moodle platform.  
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  5
• NaturezaNature

  Mandatory
• EstágioInternship

  Não
• AvaliaçãoEvaluation

  Avaliação Curricular (contínua (presencial):
  Esta modalidade de avaliação é constituída por:
  AVAL 1. Participação ativa nos exercícios e questionários das aulas.

  AVAL 2. Trabalho prático (relatório e projeto).
  AVAL 3. Teste final teórico/prático.
  A classificação final é calculada através da fórmula Classificação Final = 0,2*AVAL 1+0,4*AVAL 2 + 0,4 *AVAL3. O estudante é aprovado se obtiver classificação igual ou superior a 9,5 valores.

  Avaliação Final (presencial) - A: O estudante realiza o exame teórico-prático (100%) e é aprovado se obtiver uma classificação igual ou superior a 9,5 valores em 20.
  Época de Recurso e Época Especial (presencial) - A: O estudante realiza o exame teórico-prático (100%) e fica aprovado se obtiver uma classificação igual ou superior a 9,5 valores em 20.