Health & Social Care

The MSc Service Improvement develops your expertise in the application and evaluation of improvement science within complex and diverse organisational settings. It enables you to demonstrate self direction and promote a culture of change and innovation throughout your organisation. You will be able to contribute to the field of knowledge in improvement science and develop new skills in the application of research to your practice.

What you study

In Year 1 you cover the principles of service improvement. Year 2 concentrates on research methods which lead you to complete your dissertation in Year 3.

How you learn

A range of teaching and learning methods is used including key lectures, workshops and student- and tutor-led seminar groups. This is supported by work-based learning where you apply the theories learnt in the context of your role and workplace.

These strategies support:

• the provision of a learning environment which facilitates your development through active learning
• encouraging you to reflect on your knowledge in relation to promoting an evidence-based approach to your practice
• the development of knowledge and skills related to research underpinned by the application of theory to practice. You engage in aspects of research methods and apply relevant theory to an identified aspect of research.

You attend an induction where the requirements for the course leading to the award of the MSc are outlined so you can make an informed choice about your study plans. You receive course and school handbooks at this stage along with further details of study requirements for postgraduate study and the student support available to you, including the use of the e@tees sites. Members of the course team attend the induction to give you the opportunity to ask any outstanding questions.

The focus of workplace learning in this programme is building on your existing skills as well as providing the opportunity for the application of research methods to improve the quality of care in real projects in practice.

The role of technology in the programme includes:

• all submitted work must be word-processed
• use of the e@tees sites, for use of the discussion board and supplementary learning materials to facilitate programme learning and for tutorial guidance
• databases of academic and professional journals are available on the internet and are an important resource for learning in this subject area. It is expected that you use these databases for all academic work
• you will be directed to electronic sources for national and international resources to support your personal and professional development.

Supervision is provided during the dissertation module to support you in the planning, conducting and writing up of the research report. This may be the same as your personal tutor.

How you are assessed

Evidence-based Practice
This module has both formative and summative assignments. In week 4 you submit a 1,000-word essay about the nature of evidence which is used to assess the key skills associated with mastery. In week 14 you write a 3,000-word review for general management outlining the future direction of an aspect of your practice.

Designing Research Projects
This module has a two-part assessment strategy:
in Part 1 (30%), which is submitted in teaching week 25, you write a 1,000-word critical appraisal of either a quantitative or qualitative research paper
in Part 2 (70%), which is submitted in teaching week 28, you complete a research proposal (2,500 words).

Option Module
The option module is usually submitted in teaching week 28 and has different approaches to the assessment depending on which one you choose.

Dissertation
The dissertation comprises a detailed written account of the research project (15,000 words maximum) which is submitted in week 28.

Entry requirements

Applicants normally have an honours degree in a health or social care-related subject or in leadership or management. Applicants with other qualifications and experience may be considered if they can provide evidence of their ability to study at master’s level. Such applicants are invited to discuss individual needs with the programme team and programme leader.

Students also need to be in a position in their organisation which enables them to introduce and support research-based service improvement.

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