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 | $2,040 |
| Pre-2021 CSP student contribution | $1,597 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 | $4,092 |
| International unit fee | $4,584 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | PUN019 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Nil |
| Coordinator: | Paula Bowman | paula.bowman@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:
- Apply advanced theoretical and technical knowledge of concepts, skills and methodologies related to innovation, improvement and implementation relevant to healthcare settings
- 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
- 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 three items of assessment for this unit.
1. Two progress quizzes
2. Critique of implementation theory
3. Context assessment of an implementation setting
This third 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: Quiz/Test
You are required to complete 2 x 10% assessments to be completed independently online via Canvas. Each 10% assessment will align with the content of the previous two modules.
Assessment: Critique of implementation theory
You are required to write a critique of two or more implementation theories, models and/or frameworks used in implementation research. You will discuss the advantages and disadvantages of each for underpinning 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
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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.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 - Critically analyse research to inform ethical, evidence-based health management and policy decisions.
Relates to: Quiz/Test - 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
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 - Critique and engage in research to inform ethical, evidence-based health management and policy decisions.
Relates to: Quiz/Test - 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 2024, 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:
- Apply advanced theoretical and technical knowledge of concepts, skills and methodologies related to innovation, improvement and implementation relevant to healthcare settings
- 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
- 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 three items of assessment for this unit.
1. Two progress quizzes
2. Critique of implementation theory
3. Context assessment of an implementation setting
This third 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: Quiz/Test
You are required to complete 2 x 10% assessments to be completed independently online via Canvas. Each 10% assessment will align with the content of the previous two modules.
Assessment: Critique of implementation theory
You are required to write a critique of two or more implementation theories, models and/or frameworks used in implementation research. You will discuss the advantages and disadvantages of each for underpinning 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
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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.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 - Critically analyse research to inform ethical, evidence-based health management and policy decisions.
Relates to: Quiz/Test - 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
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 - Critique and engage in research to inform ethical, evidence-based health management and policy decisions.
Relates to: Quiz/Test - 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