PUN019 Implementation Science - Theory and Application in Health
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | PUN019 |
|---|---|
| Assumed Knowledge: | Principles of an evidence-based approach to practice is assumed knowledge |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $2,124 |
| Pre-2021 CSP student contribution | $1,663 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,416 |
| International unit fee | $4,944 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | PUN019 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Nil |
| Coordinator: | Sandeep Reddy | sandeep.reddy@qut.edu.au |
Overview
Implementation Science is the study of factors that influence the full and effective use of evidence, and can accelerate the systematic uptake and integration of evidence-based interventions into routine practice and public health. Additionally, Improvement Science is concerned with systems-level processes to improve the quality, safety and value of health services. Both fields are concerned with the organisation and delivery of healthcare with consideration of the specific context of the system, as well as the knowledge, beliefs, and behaviours of the individuals involved. In this unit, you will learn the theory of implementation science, and develop knowledge and skills in implementation, innovation and improvement practices which can be used for implementing and embedding practice and system change in healthcare. On completing the unit, you will be able to lead the design, delivery and evaluation of a health service initiative.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe common theories, models, and frameworks used in implementation science and determine a suitable theory, model, or framework for planning, implementing or evaluating a new health service initiative
- Apply advanced theoretical and technical knowledge of concepts, skills, and methodologies related to innovation, improvement, and implementation relevant to healthcare settings
- Analyse the context of a health service where an innovation will be implemented and select evidence-based implementation strategies to minimise barriers and enhance enablers
- Design a logic model for implementing and evaluating a new health service initiative
- Use principles of communication and stakeholder engagement to articulate the purpose of a new health service initiative
Content
This unit will cover the following:
- Introduction to implementation science principles including project design, relevant methods and their application
- Theories, models and frameworks used in implementation science
- Behaviour change theories and models relevant to implementation of health service initiatives
- Implementation strategies to enhance adoption and sustainability of health service initiatives
- The importance of assessing and understanding implementation context
- Key leadership and facilitation roles important for successful implementation of health service initiatives
- Adaption and sustainability of projects to improve health and health services
- Methods for structure, process and outcome evaluation of an implementation project
- Strategies for identification, engagement, and communication with stakeholders
- Communication, dissemination and knowledge translation in health
Learning Approaches
In this unit, you will learn by engaging in the following:
- weekly lectures, workshops, guest speaker presentations, group discussions and practical activities
- online readings and learning materials
The unit will include face-to-face/synchronous online learning with interactive group discussions and practical group activities. Learning activities and in-class interactions will draw upon the diverse professional and disciplinary cohorts enrolled in the same unit and you will be expected to actively engage with and take responsibility for self-directed learning.
This unit will use a blend of face-to-face and online activities to develop analytical skills, self-reflection skills, and a collaborative approach to learning. Self-directed learning will be encouraged and you will be provided with a range of online materials and resources including readings, scenarios, case studies and problem based exercises. Teaching and learning strategies are student-centered, technology-enhanced, aligned in terms of the unit learning outcomes and objectives, and focus on real world learning and practice.
Feedback on Learning and Assessment
Problem based exercises, online activities and workshops will provide opportunities for formative feedback. Assessment items will be spaced to provide the opportunity for feedback at each stage of your learning. You will be provided with individual feedback on each written assessment item as you progress through the unit and generic feedback will be provided to all students.
Assessment
Overview
There will be two items of assessment for this unit.
1. Critique of implementation theory-Part A and Part B
2. Context assessment of an implementation setting
The second assessment is authentic and relates to real world implementation applications you are likely to experience when you graduate.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Critique of implementation theory
- Part A: Student reflection via video recording
- Part B: Written critique
You are required to both provide a video reflection and a written critique of implementation theories, models and/or frameworks as covered in the lectures and tutorials. You will discuss the advantages and disadvantages of the chosen theories/models to underpin the design of an implementation plan for a new model of care or service improvement.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Context assessment of an implementation setting
You are an implementation scientist and have been asked by a hospital and health service to provide a professional written report outlining your implementation plan based on a provided real world health scenario. You will write a structured report that includes a context assessment of an implementation setting and selection of relevant implementation strategies for submission to your hospital and health service.
This is an authentic assessment because this task requires the application of implementation science knowledge into a real-world context and mirrors professional practice applications.
This assignment is eligible for the 48 hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There is no prescribed text, although you may find the two recommended textbooks below useful. You will be guided to a selection of key publications and websites and encouraged to explore the vast array of other resources available through the library databases or freely available on the internet.
Resource Materials
Recommended text(s)
Harvey, G., Kitson, A. (2015) Implementing Evidence-Based Practice in Healthcare: A Facilitation Guide. Oxfordshire, UK: Routledge.
Nilsen, P., Birken, S (ed). (2020). Handbook on Implementation Science. Sweden: Edward Elgar Publishing.
Risk Assessment Statement
There are no out of the ordinary risks with this unit, apart from those associated with this with substantial computer-based work. You should ensure that you take regular rest breaks when engaging in prolonged computer-based work.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU60 Graduate Diploma in Public Health
- Apply knowledge of public health principles to current public health issues in diverse local and international contexts
Relates to: ULO2, ULO4, Critique of implementation theory, Context assessment of an implementation setting - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: ULO1, Critique of implementation theory - Apply advanced oral, written and technical communication and academic skills to professional practice
Relates to: ULO5, Context assessment of an implementation setting - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: ULO3, Context assessment of an implementation setting
PU70 Graduate Certificate in Digital Health Leadership and Management
- Apply a holistic understanding of how digital data, information and knowledge are managed for clinical care, research and health policy and planning. [KNOWLEDGE, SKILLS AND PRACTICE]
Relates to: ULO3 - Take leadership in identifying the challenges, opportunities and potential of disruptive technologies, and evaluate their impact on models of healthcare delivery. [SKILLS, PRACTICE AND KNOWLEDGE]
Relates to: ULO1, ULO2, ULO4, ULO5 - Critically analyse socio-technical, ethical and political issues associated with the implementation and use of digital information systems in healthcare. [VALUES, DISPOSITIONS]
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5 - Lead the management of technologies in multi-disciplinary teams across diverse stakeholders at all stages of the health information system life cycle. [SKILLS AND PRACTICE]
Relates to: ULO4, ULO5
PU77 Graduate Diploma in Health Management and Leadership
- Design innovative and strategic responses to health leadership and management challenges to improve consumer, community, organisational and system level outcomes.
Relates to: Critique of implementation theory - Formulate strategies for culturally safe and inclusive approaches that optimise health system design and service delivery.
Relates to: Critique of implementation theory - Plan ways to communicate, collaborate and negotiate with stakeholders from diverse backgrounds to co-design equitable outcomes and sustainable performance in healthcare.
Relates to: Critique of implementation theory
PU86 Master of Public Health
- Apply advanced knowledge of public health principles to complex, current public health issues in diverse local and international contexts
Relates to: ULO2, ULO4, Critique of implementation theory, Context assessment of an implementation setting - Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: ULO1, Critique of implementation theory - Apply advanced oral,written and technical communication and research literacy skills to professional practice in interprofessional teams
Relates to: ULO5, Context assessment of an implementation setting - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: ULO3, Context assessment of an implementation setting
PU87 Master of Health Management and Leadership
- Design innovative and strategic responses to health leadership and management challenges to improve consumer, community, organisational and system level outcomes.
Relates to: Critique of implementation theory - Formulate strategies for culturally safe and inclusive approaches to optimise health system design and service delivery.
Relates to: Critique of implementation theory - Communicate, collaborate and negotiate with stakeholders from diverse backgrounds to co-design equitable and sustainable healthcare.
Relates to: Critique of implementation theory
Unit Outline: Semester 1 2025, Online
| Unit code: | PUN019 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Nil |
Overview
Implementation Science is the study of factors that influence the full and effective use of evidence, and can accelerate the systematic uptake and integration of evidence-based interventions into routine practice and public health. Additionally, Improvement Science is concerned with systems-level processes to improve the quality, safety and value of health services. Both fields are concerned with the organisation and delivery of healthcare with consideration of the specific context of the system, as well as the knowledge, beliefs, and behaviours of the individuals involved. In this unit, you will learn the theory of implementation science, and develop knowledge and skills in implementation, innovation and improvement practices which can be used for implementing and embedding practice and system change in healthcare. On completing the unit, you will be able to lead the design, delivery and evaluation of a health service initiative.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe common theories, models, and frameworks used in implementation science and determine a suitable theory, model, or framework for planning, implementing or evaluating a new health service initiative
- Apply advanced theoretical and technical knowledge of concepts, skills, and methodologies related to innovation, improvement, and implementation relevant to healthcare settings
- Analyse the context of a health service where an innovation will be implemented and select evidence-based implementation strategies to minimise barriers and enhance enablers
- Design a logic model for implementing and evaluating a new health service initiative
- Use principles of communication and stakeholder engagement to articulate the purpose of a new health service initiative
Content
This unit will cover the following:
- Introduction to implementation science principles including project design, relevant methods and their application
- Theories, models and frameworks used in implementation science
- Behaviour change theories and models relevant to implementation of health service initiatives
- Implementation strategies to enhance adoption and sustainability of health service initiatives
- The importance of assessing and understanding implementation context
- Key leadership and facilitation roles important for successful implementation of health service initiatives
- Adaption and sustainability of projects to improve health and health services
- Methods for structure, process and outcome evaluation of an implementation project
- Strategies for identification, engagement, and communication with stakeholders
- Communication, dissemination and knowledge translation in health
Learning Approaches
In this unit, you will learn by engaging in the following:
- weekly lectures, workshops, guest speaker presentations, group discussions and practical activities
- online readings and learning materials
The unit will include face-to-face/synchronous online learning with interactive group discussions and practical group activities. Learning activities and in-class interactions will draw upon the diverse professional and disciplinary cohorts enrolled in the same unit and you will be expected to actively engage with and take responsibility for self-directed learning.
This unit will use a blend of face-to-face and online activities to develop analytical skills, self-reflection skills, and a collaborative approach to learning. Self-directed learning will be encouraged and you will be provided with a range of online materials and resources including readings, scenarios, case studies and problem based exercises. Teaching and learning strategies are student-centered, technology-enhanced, aligned in terms of the unit learning outcomes and objectives, and focus on real world learning and practice.
Feedback on Learning and Assessment
Problem based exercises, online activities and workshops will provide opportunities for formative feedback. Assessment items will be spaced to provide the opportunity for feedback at each stage of your learning. You will be provided with individual feedback on each written assessment item as you progress through the unit and generic feedback will be provided to all students.
Assessment
Overview
There will be two items of assessment for this unit.
1. Critique of implementation theory-Part A and Part B
2. Context assessment of an implementation setting
The second assessment is authentic and relates to real world implementation applications you are likely to experience when you graduate.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Critique of implementation theory
- Part A: Student reflection via video recording
- Part B: Written critique
You are required to both provide a video reflection and a written critique of implementation theories, models and/or frameworks as covered in the lectures and tutorials. You will discuss the advantages and disadvantages of the chosen theories/models to underpin the design of an implementation plan for a new model of care or service improvement.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Context assessment of an implementation setting
You are an implementation scientist and have been asked by a hospital and health service to provide a professional written report outlining your implementation plan based on a provided real world health scenario. You will write a structured report that includes a context assessment of an implementation setting and selection of relevant implementation strategies for submission to your hospital and health service.
This is an authentic assessment because this task requires the application of implementation science knowledge into a real-world context and mirrors professional practice applications.
This assignment is eligible for the 48 hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There is no prescribed text, although you may find the two recommended textbooks below useful. You will be guided to a selection of key publications and websites and encouraged to explore the vast array of other resources available through the library databases or freely available on the internet.
Resource Materials
Recommended text(s)
Harvey, G., Kitson, A. (2015) Implementing Evidence-Based Practice in Healthcare: A Facilitation Guide. Oxfordshire, UK: Routledge.
Nilsen, P., Birken, S (ed). (2020). Handbook on Implementation Science. Sweden: Edward Elgar Publishing.
Risk Assessment Statement
There are no out of the ordinary risks with this unit, apart from those associated with this with substantial computer-based work. You should ensure that you take regular rest breaks when engaging in prolonged computer-based work.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PU60 Graduate Diploma in Public Health
- Apply knowledge of public health principles to current public health issues in diverse local and international contexts
Relates to: ULO2, ULO4, Critique of implementation theory, Context assessment of an implementation setting - Critically analyse and synthesise the specialised knowledge, theories and frameworks of public health practice
Relates to: ULO1, Critique of implementation theory - Apply advanced oral, written and technical communication and academic skills to professional practice
Relates to: ULO5, Context assessment of an implementation setting - Promote efficient and equitable gains in population health through culturally-safe, evidence-based practice.
Relates to: ULO3, Context assessment of an implementation setting
PU70 Graduate Certificate in Digital Health Leadership and Management
- Apply a holistic understanding of how digital data, information and knowledge are managed for clinical care, research and health policy and planning. [KNOWLEDGE, SKILLS AND PRACTICE]
Relates to: ULO3 - Take leadership in identifying the challenges, opportunities and potential of disruptive technologies, and evaluate their impact on models of healthcare delivery. [SKILLS, PRACTICE AND KNOWLEDGE]
Relates to: ULO1, ULO2, ULO4, ULO5 - Critically analyse socio-technical, ethical and political issues associated with the implementation and use of digital information systems in healthcare. [VALUES, DISPOSITIONS]
Relates to: ULO1, ULO2, ULO3, ULO4, ULO5 - Lead the management of technologies in multi-disciplinary teams across diverse stakeholders at all stages of the health information system life cycle. [SKILLS AND PRACTICE]
Relates to: ULO4, ULO5
PU77 Graduate Diploma in Health Management and Leadership
- Design innovative and strategic responses to health leadership and management challenges to improve consumer, community, organisational and system level outcomes.
Relates to: Critique of implementation theory - Formulate strategies for culturally safe and inclusive approaches that optimise health system design and service delivery.
Relates to: Critique of implementation theory - Plan ways to communicate, collaborate and negotiate with stakeholders from diverse backgrounds to co-design equitable outcomes and sustainable performance in healthcare.
Relates to: Critique of implementation theory
PU86 Master of Public Health
- Apply advanced knowledge of public health principles to complex, current public health issues in diverse local and international contexts
Relates to: ULO2, ULO4, Critique of implementation theory, Context assessment of an implementation setting - Critically analyse, synthesise and apply the specialised knowledge,theories and frameworks of public health practice
Relates to: ULO1, Critique of implementation theory - Apply advanced oral,written and technical communication and research literacy skills to professional practice in interprofessional teams
Relates to: ULO5, Context assessment of an implementation setting - Engage professionally to advance efficient and equitable gains in population health through leadership and culturally-safe, evidence-based practice.
Relates to: ULO3, Context assessment of an implementation setting
PU87 Master of Health Management and Leadership
- Design innovative and strategic responses to health leadership and management challenges to improve consumer, community, organisational and system level outcomes.
Relates to: Critique of implementation theory - Formulate strategies for culturally safe and inclusive approaches to optimise health system design and service delivery.
Relates to: Critique of implementation theory - Communicate, collaborate and negotiate with stakeholders from diverse backgrounds to co-design equitable and sustainable healthcare.
Relates to: Critique of implementation theory