Overall: All the assignment can be found on Moodle page instruction will be given in class during the first lecture
Books in Ebrary:
Bhat, K.S. 2010. Total Quality Management.
Bolman & Teal T.E 2008: Reframing organization, artistry and leadership.
Christensen, E.H. 2013. Certified Quality Process: an analyst handbook.
Guinane, C. & Davis, N. 2011. Improving quality in outpatient services.
Buus, N. et al. 2013. Developing a Manual for Strengthening Mental Health Nurses' Clinical Supervision. Issues in Mental Health Nursing 34 (5), 344-9.
Campbell, S. M. (2002): Research methods used in developing and applying quality indicators in primary care. Quality and Safety in Health Care 11 (4), 358–364.
Conti, T. 2002. A road map through the fog of quality and organizational assessments. Total Quality Management 13 (8).
Crofts, J. et al. 2014. Adaptation and implementation of local maternity dashboards in a Zimbabwean hospital to drive clinical improvement. Bulletin of the World Health Organization 92 (2), 146-52.
Donabedian, A. 2003. An Intoduction to Quality Assurance in Health Care.
Grol et al. 2013. Improving patient care. The implementation of change in health care.
Haines, ST. et al. 2010. Protected professional practice evaluation: A continuous quality-improvement process. American Journal of Health-System Pharmacy 67 (22), 1933-1940.
Hallock, A. B. (2019). A Case for Leadership Development in Nursing Practice. Nephrology Nursing Journal, 46(3), 325–328. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=137025803&site=ehost-live
Hughes, R. 2008. Patient safety and quality. An evidence-based handbook for nurses.
Kelly, P., Vottero, B.A., Christie-McAuliffe, C. 2014. Introduction to Quality and Safety Education for Nurses: Core Competencies.
Lillrank, P. et al. 2001. Continuous improvement: Exploring alternative organizational designs. Total Quality Management 12 (1), 41-55.
Mannix, J., Wilken, L., Daly, J. (2015). ‘Good ethics and moral standing': a qualitative study of aesthetic leadership in clinical nursing practice. Journal of Clinical Nursing. 24(11/12)pp 1603-1610
Pun, KF. & Hui, I.K. Integrating the safety dimension into quality management systems: a process model. Total Quality Management 13 (3), 373-391.
Selladurai, R. 2002. An organizational profitability, productivity, performance (PPP) model: going beyond TQM and BPR. Total Quality Management 13 (5), 613-619.
Sureshchandar, G. S. 2001. A Conceptual model for total quality management in service organizations. Total Quality Management 12 (3), 343-363.
World Health Organization 2002. A background for national quality policies in health systems. http://www.euro.who.int/__data/assets/pdf_file/0019/142066/E77983.pdf
Wisniewski, M. 2001. Assessing customer satisfaction with local authority services using SERVQUAL. Total Quality Management 12(7), 995-1002.
Zairi, M. 2002. Beyond TQM implementation: the new paradigm of TQM sustainability. Total Quality Management 13 (8).
lectures and group discussion and seminar
30.08.2021 - 31.12.2021
11.06.2021 - 29.08.2021
Faculty of Health and Welfare
Degree Programme in Social Services and Health Care
3 writen assignments and forum discussion
1 sp= 27 hours
The student has not followed the instructions and their knowledge of the other students' work is missing. The student shows limited substantive knowledge, cannot be essential
The student has followed the instructions and their knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential.
The student has followed the instructions for the written work and shows insufficient knowledge about the other students' written work. The student has mastered the substance of his work, but the application is limited.
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' written work and can ask relevant questions and lead a discussion at the seminar. The written work and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections and independent working methods)
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' work and can ask relevant questions and lead a discussion at the seminar.