Overview
Managing risk is a significant factor in ensuring effective organisational outcomes. In this unit you will explore the use of historical and contemporary health data, benchmarking and strategies to identify and reduce risk. You will have the opportunity to analyse a set of health data, determine risk against compliance and recommend change.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Optional Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Explore historical and current use of different types of health data
- Analyse how health care data is used to establish risk and address issues of compliance
- Examine the use of benchmarking tools and quality frameworks in risk management
- Develop a framework of interventions to minimise risk and to meet regulatory compliance.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 60% | ||||
| 2 - Presentation and Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Portfolio - 60% | ||||||||
| 2 - Presentation and Written Assessment - 40% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.mulvogue@cqu.edu.au
Module/Topic
The history of data collection
Chapter
Events and Submissions/Topic
Module/Topic
Defining health care data types
Chapter
Events and Submissions/Topic
Module/Topic
Data credibility and integrity
Chapter
Events and Submissions/Topic
Module/Topic
Exploring data types
Chapter
Events and Submissions/Topic
Module/Topic
Predictive analysis of risk in health care settings
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Benchmarking
Chapter
Events and Submissions/Topic
Module/Topic
Predicting risk
Chapter
Events and Submissions/Topic
Module/Topic
Local data sets, Key Performance Indicators (KPIs) and strategic planning
Chapter
Events and Submissions/Topic
9th September 2019. Written Assessment and Presentation due.
Written Assessment and Presentation Due: Week 8 Monday (9 Sept 2019) 11:00 am AEST
Module/Topic
Quality improvement, compliance and data
Chapter
Events and Submissions/Topic
Module/Topic
Population health
Chapter
Events and Submissions/Topic
Module/Topic
Hidden data
Chapter
Events and Submissions/Topic
Module/Topic
Coding data
Chapter
Events and Submissions/Topic
8th October 2019. Portfolio due.
Portfolio Due: Week 12 Tuesday (8 Oct 2019) 11:45 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Using
Health Data: Recognising Risk to Initiate Change
HHSM 20003. Term 2. 2019. Portfolio.
This assessment relates to learning outcomes:
1.
Explore historical and current use of different types of health
data
2.
Analyse how health care data is used to establish risk and address
issues of compliance
3.
Examine the use of benchmarking tools and quality frameworks in
risk management
4.
Develop a framework of interventions to minimise risk and to meet
regulatory compliance.
Weighting 60%
Word count 500 words each week (+/- 10%)
The word count is considered from the first word of the
introduction to the last word of the conclusion. It excludes the cover page,
abstract, contents page and reference list. It includes in-text references and
direct quotations.
You are required to use American Psychological Association
referencing abridged guide term 1, 2019.
Due date: 8th October 2019
Portfolio
tasks
In this assessment, you are required to answer
questions, complete tasks and activities within a portfolio. Tasks introduced
through your Moodle pages and a summary of tasks is listed at the end of each
week, after the recommended reading section.
You will need to create a Mahara Portfolio and enter your tasks into the
Mahara platform on a weekly basis. On completion the portfolio is submitted to
the Moodle site using the assignment tab. To submit, select the print function
and then submit as a file.
Week 12 Tuesday (8 Oct 2019) 11:45 am AEST
Submit to Moodle using assignment tab
Review/Exam Week Monday (14 Oct 2019)
Students will be emailed once assignment is marked
Marking Rubric. Term 2, 2019. Using Health Data: Recognising Risk to Initiate Change . HHSM20003.
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Structure |
|
|
|
|
|
|
Presentation 15% |
|
|
|
|
|
|
Very well
presented. No spelling or grammatical errors. Very well proof read. Written
in clear and cohesive style. |
Very well
presented. Minimal spelling and grammatical errors (1-4). Well proof read.
Written in clear and easy to read style. |
Well
presented. Some spelling and grammatical errors. Written in an easy to read
style. |
There may be
one or more areas where there was evidence of lack of attention to
presentation. |
Many errors in
presentation. |
/15 |
|
Referencing 5% |
|
|
|
|
|
|
Consistently
integrates appropriate references to support and reflect ideas, factual
information and quotations. |
Generally
integrates appropriate references to support and reflect ideas, factual
information and quotations with one or two exceptions. |
Partly
integrates appropriate references to support and reflect ideas, factual
information and quotations, with 3 or 4 exceptions. |
Occasionally
integrates appropriate references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. |
Fails to or
infrequent attempts (>7 errors) to integrate appropriate references to
support and reflect ideas, factual information and quotations. 0-1 |
/5 |
|
Accurate APA
referencing. No errors. |
Accurate APA
referencing. One error. |
Accurate APA
referencing. Two errors. |
Accurate APA
referencing. Three errors. |
More than
three errors. |
|
|
Content 20% |
|
|
|
|
|
|
Each portfolio
task is completed. |
Portfolio
tasks are completed with one or two exceptions. |
Portfolio
tasks as completed with three or four exceptions. |
At least five
portfolio tasks are not completed. |
Portfolio
tasks are not completed. |
/20 |
|
Analysis 60% |
|
|
|
|
|
|
Responses are
very well thought through, are easy to read/understand and coherent. Analysis
is apparent and responses demonstrate clear justification and discussion is
very clear. |
Responses are
well thought through, are easy to read/understand and coherent. Analysis is
apparent and responses mostly demonstrate justification and discussion is
clear. |
Responses are
some what well thought through, and are easy to read/understand. Analysis is
somewhat apparent, and responses somewhat demonstrate justification and
discussion is somewhat clear. |
The response
is not well described and/or not well thought through. There is relevant
content missing. |
The response
is not described, or the answer is not appropriate. |
/60 |
|
TOTAL |
|
|
|
|
/100 |
Comments
- Explore historical and current use of different types of health data
- Analyse how health care data is used to establish risk and address issues of compliance
- Examine the use of benchmarking tools and quality frameworks in risk management
- Develop a framework of interventions to minimise risk and to meet regulatory compliance.
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Presentation and Written Assessment
Using Health Data: Recognising Risk to Initiate Change. HHSM20003.
Term 2, 2019.
Assessment 1. Written assessment and presentation
This assessment relates to learning objectives 1, 2, 3 & 4.
These include:
1. Explore historical and
current use of different types of health data
2. Analyse how health care
data is used to establish risk and address issues of compliance
3. Examine the use of
benchmarking tools and quality frameworks in risk management
4. Develop a framework of
interventions to minimise risk and to meet regulatory compliance.
Written assessment and presentation
This assignment requires you to write a report of up to 2,000
words (+/- 10%) and to complete a presentation. The presentation should be
recorded and uploaded to you tube, with the link included with your submission.
Due date: 9th September 2019
Format: report
Word count: 2,000 words (+/- 10%).
Weighting: 40%
The word count is considered from the first word of the
introduction to the last word of the conclusion. It excludes the cover page,
abstract, contents page and reference list. It includes in-text references and
direct quotations.
You are advised to refer to the rubric prior to writing the
assessment
You are required to use American Psychological Association
referencing abridged guide term 1, 2019.
Scenario
You are managing a medical unit of a regional hospital. You are
concerned that the numbers of workplace bullying incidents are increasing. The
current data are collected by hand by the Human Resource department and then
entered into a Microsoft Excel spreadsheet at the end of each week. It shows
that workplace bullying incidents have increased over the last couple of
months, however you find that the way data is collected is difficult to
understand or to draw analysis.
Report
For this assignment you are required to create a report to the
hospital board recommending a system of improving data management in the
hospital. Within this report you should:
- Describe
the evolution of technology used in data management
- Provide
an analysis of the current data management process and its strengths and
shortcomings
- Contrast
the current data management processes with improvements possible for the
organisation
- Justify
how your recommendations will specifically identify risk and compliance
- Identify
how your recommendations will change risk management in human resource management
- Demonstrating
how you will compare data once the new management system is in place
Presentation
You are required to create a five minute presentation to the
management committee where you ‘show’ the committee a better way to collect and
to analyse data. The presentation should differ from your written report, in
that it should present suggestions for a better way of managing data, by
providing examples and evidence to support your recommendations.
Your assignment and your presentation should be focused on
‘systems’ rather than human resource management as such. You should aim to
analyse how your recommendations in data management will improve staff outcomes
in the healthcare sector. The URL for the presentation should be submitted with
your report.
Your report may include headings, diagrams, graphs and pictures.
You should actively draw from the literature to support and to guide your
report.
Week 8 Monday (9 Sept 2019) 11:00 am AEST
Submit to Moodle using the assignment tab
Week 9 Monday (16 Sept 2019)
Students will be informed by email when assignment is marked
Assessment Criteria – HHSM20003
Using Health Data: Recognising Risk to Initiate Change. Term 1, 2019.
Written Assessment and
Presentation
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
Structure 20% |
||||
|
Introduction 5% |
||||
|
Highly appropriate and relevant to content. Provides
very clear sense of what follows. |
Appropriate and relevant to content. Provides clear
sense of what follows. |
Largely appropriate and relevant to content.
Provides sense of what follows. |
Somewhat appropriate and relevant to content.
Provides some sense of what follows. |
Not evident and/or not appropriate. |
|
Conclusion 5% |
||||
|
Provides very strong sense of closure and highly
appropriate. |
Provides sound sense of closure and appropriate. |
Provides a sense of closure and largely appropriate. |
Somewhat provides a sense of closure and somewhat
appropriate. |
No recognisable conclusion or conclusion is
inappropriate. |
|
Presentation 5% |
||||
|
Very well presented written report. No spelling or
grammatical errors. Well proof read. Written in a clear and cohesive style.
The presentation is very clearly presented. |
Very well presented written report. Minimal spelling
and grammatical errors. Well proof read. Written in a clear and easy to ready
style. The presentation is well presented. |
Well-presented written report. Some spelling and
grammatical errors. Written in an easy to ready style. The presentation is
clear, however has some areas not addressed. |
There may be one or more areas where there was
evidence of lack attention to presentation. |
Many presentation errors. |
|
Referencing 5% |
||||
|
Consistently integrates appropriate references to
support and reflect all ideas, factual information and quotations. |
Generally integrates appropriate references to
support and reflect ideas, factual information and quotations, with 1 or 2
exceptions. |
Partly integrates appropriate references to support
and reflect ideas, factual information and quotations, with 3 or 4 exceptions. |
Occasionally integrates appropriate references to
support and reflect ideas, factual information and quotations, with 5 or 6
exceptions. |
Fails to or infrequent attempts (>7 errors) to
integrate appropriate references to support and reflect ideas, factual
information and quotations. |
|
Accurate APA referencing. No errors. |
Accurate APA referencing. One error. |
Accurate APA referencing. Two errors. |
Accurate APA referencing. Three errors. |
More than three errors. |
|
Analysis 80% |
||||
|
40% Clarity |
|
|
|
|
|
The response is very clearly described. The
information is very well thought through and the information is easy to read
and coherent. The presentation is easy to understand and the information is
well described. |
The written assessment and the presentation are
clearly described. The information is well thought through, well presented,
easy to read and coherent. |
The response is somewhat well described. The
information is easy to read and coherent. The presentation is somewhat well
described. |
The response is not well described. There is
relevant content missing. |
The response is not described or the answer is not
appropriate. |
|
Analysis and justification 40% |
|
|
|
|
|
There is analysis and clear justification of the
presenting topic and very clear discussion. |
There is some analysis and justification of the
presenting topic and clear discussion within the analysis. |
There is some analysis evident in the topic
presented however key components of analysis are missing. |
There is minimal analysis and justification. |
There is no analysis or justification provided. |
Comments
- Explore historical and current use of different types of health data
- Analyse how health care data is used to establish risk and address issues of compliance
- Examine the use of benchmarking tools and quality frameworks in risk management
- Develop a framework of interventions to minimise risk and to meet regulatory compliance.
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
