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Health Management and Clinical Governance
Scholar Year: 2017/2018
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| ME |
111 |
|
1º |
4,0 |
32 |
108,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
1 Understand the organization and operation models of healthcare organizations.
2-Understand the role of information systems in clinical practice.
3 Develop interpersonal communication skills.
4 Understand relevant aspects of quality systems in health including the accreditation of health facilities.
4 Analyze the role of each of the pillars of clinical governance.
5- Discuss the role of different organizational stakeholders in achieving clinical effectiveness.
6-Apply methodologies and strategies for promoting the safety of the sick person
Skills:
- Understanding the different levels of organizational dynamics.
- Management of information systems in the governance of clinical practice.
- Promotion of an work environment favorable to learning and quality practices.
- Leadership in different contexts.
- Organization of accreditation of a health care facility.
- Operationalization of each one of the pillars of clinical governance.
Syllabus
Structure and dynamics of healthcare organizations.
Information and Communication System
Learner organization and innovation processes.
Leadership processes in different contexts.
Favorable environments for clinical practice
Healthcare quality and accreditation systems
Safe Staffing
Pillars of clinical governance:
Involvement of the patient.
Clinical audit.
Education and training.
Management of clinical information
Resource Management
The clinical effectiveness.
Risk management and patient safety
Knowledge and skills management
From scientific knowledge to clinical practice
Methods of organization of nursing work
Indicators associated with work methods.
Skills of care management and continuous quality improvement.
Demonstration of the syllabus coherence with the UC intended learning outcomes
The syllabus seek understanding from healthcare organizations, their dynamics and the different roles and
functions in the various organizational levels to allow an understanding of their contribution to a practice of
excellence in each one of the healthcare units. Allow further understand the interconnection of clinical governance
with the entire structure of governance of health institutions. It is also important to understand the roles of those
involved at different levels, including the role of technical or scientific committees.
Syllabus are articulated and allow the steps needed to go from macro level to the micro level of the organization,
where it exerts care practice.
The development of skills will be tested through practical exercises including the analysis of published cases and
the analysis of relevant documentation and evidence based. The support materials will focus on the references
provided.
Teaching methodologies
Regarding hours of contact with the teacher, the teaching / learning will be organized based on lecture sessions.
Thus, individual study based on the bibliography of work, and the other will be the responsibility of the student
through their research oriented.
Students participate in the dynamics of the sessions both individually and in small groups, and based on
previously distributed resources or researching and also using his professional experience.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The teaching methodologies using seek to have a logical evolution from simple to complex. Begin with the
conceptual understanding of existing models evolving for integrating research in order to allow design a
scientifically based practical application.
There will be spaces for individual and group reflection, through the use of techniques of group work, guided
reading, classroom discussions and organizing workshops on the themes of the program.
Students may participate through a forum created for this purpose in the Moodle course or through classroom
guidance. In fact, each student co-responsible for their learning is expected, on their part, an active participation
during this stage of the formation process.
Most read documents will be available online and will be accessible in the e-learning platform [Moodle]
Assessment methodologies and evidences
Ongoing assessment involves:
- Realization of a paper, individual and group work on one of the themes
There will be a summative assessment moment. This, is developed by conducting a scientific article on one of the
themes of the program. Group work will be presented in the classroom. The final score, results from the arithmetic
mean of the partial results of the two time points (50% + 40% and 10% for participation in Semester sessions).
Tutorial sessions will also take place.
Attendance system
ESS academic regulation
Bibliografia
- Bratton, J., Gold,& J.(204). Human Resource Management- Theory and Practice, London: MacMillan.
- Currie, L; Clare Morrell, C. & Scrivener, R. (2003). Cinical governance: an RCN resource guide. London: Royal
College of Nursing.
-Departamento da Qualidade na saúde, Direção Geral de Saúde (2011). Manual de Acreditação das unidades de
saúde: gestão Clinica. Lisboa: Autor.
Donabedian, A. (2003). Na Introduction to Quality Assurance in Health care. Oxford: University Press.
- Fragata, j. (2012). Segurança dos doentes: Uma abordagem prática. Lisboa;Lidel
- Grol, R. ; Wensing, M. & Eccles, M. (2005). Improving Patient Care: The Implementation of Change in Clinical
Pratice. Edinburg: Elsevier.
– Logon , M. &Secker-Walker, J. Edts (2001). Advancing Clinical Governance. London: Royal Medicine Press.
- Straus, E. S.; Tetroe, J. & Graham, I. Editores (2009). Knowledge Translation in Health care : Moving from evidence
to pratice. Oxford : Wiley-Blackwell.
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