Redesign in Health Service Delivery
PostgraduateACU-HLSC6602023
Course information for 2023 intake
Enrolments for this course are closed, but you may have other options to start studying now. Book a consultation to learn more.
- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- Part of a degree
- Duration
- 13 weeks
- Loan available
- FEE-HELP available
Redesign in Health Service Delivery
About this subject
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).
- 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
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 subject 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.
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.
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.
- Case Analysis based on analysis of selected case studies - Enables students to analyse the impact of process improvement/redesign on health outcomes. (30%)
- Group Work - Enables students to collaborate with peers in an online environment to formulate strategies that minimise risk associated with redesign processes. (25%)
- Proposal/Report - Enables students to develop a proposal/progress report detailing a redesigned model of care that will improve quality, reflect cost efficiencies and optimise health outcomes. (45%)
For textbook details check your university's handbook, website or learning management system (LMS).
Established in 1991 after amalgamating four eastern Australian Catholic tertiary institutes, Australian Catholic University now has seven campuses, from Brisbane to Melbourne and welcomes students of all beliefs. Specialising in arts, business, education, health sciences, law, theology and philosophy, ACU encourages its students to think critically and ethically and bring change to their communities and offer this online through Open Universities Australia.
Learn more about ACU.
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- 35
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- 26
Entry requirements
To enrol in this subject, you must be admitted into a degree.
Additional requirements
No additional requirements
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.