Health and Social Care Management

learning outcomes of a unit. One credit is equal to 10
hours of TQT.


ENTRY REQUIREM ENTS

For entry onto the OTH Level 7 Diploma in Health and Social Care Management, learners
must possess:
• An honours degree in related subject or UK level 6 diploma or an equivalent
overseas qualification
• Mature learners with management experience (learners must check with the delivery
centre regarding this experience prior to registering for the programme)
• Learner must be 21 years old or older at the beginning of the course

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• English requirements: If a learner is not from a majority English-speaking country
must provide evidence of English language competency. For more information visit
English Language Expectations page in our website www.othm.org.uk.


PROGRESSION

Achieving the OTHM Level 7 Diploma in Health and Social Care Management qualification
enables learners to progress into or within employment and/or continue their further study.
As this qualification is approved and regulated by Ofqual (Office of the Qualifications and
Examinations Regulation), learners are eligible to progress to Master’s top-up programmes
at many universities in the UK and overseas with advanced standing. For more information
visit University Progressions page.


DELIVERY OF OTHM QUALIFICATIONS

OTHM do not specify the mode of delivery for its qualifications, therefore OTHM Centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
Learners. However, OTHM Centres should consider the Learners’ complete learning
experience when designing the delivery of programmes.

OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted.
Where it is reasonable and practicable to do so, it will take steps to address identified
inequalities or barriers that may arise.

Guided Learning Hours (GLH) which are listed in each unit gives the Centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.


ASSESSMENT AND VERIFICATION

All units within this qualification are internally assessed by the centre and externally verified
by OTHM. The qualifications are criterion referenced, based on the achievement of all the
specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment
criteria. Judgement that the learners have successfully fulfilled the assessment criteria is
made by the Assessor.

The Assessor should provide an audit trail showing how the judgement of the learners’
overall achievement has been arrived at.

Specific assessment guidance and relevant marking criteria for each unit are made
available in the Assignment Brief document. These are made available to centres
immediately after registration of one or more learners.

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OPPORTUNITIES FOR LEARNERS TO PASS

Centres are responsible for managing learners who have not achieved a Pass for the
qualification having completed the assessment. However, OTHM expects at a minimum, that
centres must have in place a clear feedback mechanism to learners by which they can
effectively retrain the learner in all the areas required before re-assessing the learner.


RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT

Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit
through knowledge, understanding or skills they already possess and do not need to
develop through a course of learning.

RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
• Accreditation of Prior Learning (APL)
• Accreditation of Prior Experiential Learning (APEL)
• Accreditation of Prior Achievement (APA)
• Accreditation of Prior Learning and Achievement (APLA)

All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the
learning outcome and its related assessment criteria at that particular level.

Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more
learning outcomes, or to partly meet the need of a learning outcome, then additional
assessment methods should be used to generate sufficient evidence to be able to award the
learning outcome(s) for the whole unit. This may include a combination of units where
applicable.


EQUALITY AND DIVERSITY

OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all
other related equality and diversity legislation, in relation to our qualifications.

We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
religion or belief, and sexual orientation.

If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly
in the qualification specification.

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UNIT SPECIFICATIONS

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HEALTH AND SOCIAL CARE LEADERSHIP

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1. Understand theories of
leadership utilised in health
and social care settings.
1.1 Analyse key leadership theories.
1.2 Analyse how leadership theories can develop
and maintain trust and accountability.
1.3 Evaluate the challenges of leadership in the
health and social care sector.
1.4 Analyse how different leadership styles may
influence outcomes.
• Theories, models and styles of leadership and their
application to different situations: impact of
leadership styles; theories and practices of
motivation e.g. Maslow, McGregor, Herzberg;
influencing and persuading others; influence of
cultural environment within the organisation;
differences between leadership and management;
leadership power bases; delegation; emotional
intelligence.
2. Understand influences on
motivation and
performance in the health
and social care sector.
2.1 Assess the relevance of motivational theories
to organisational performance in health and
social care.
2.2 Explore factors influencing motivation and
• Motivation: theories of motivation e.g. F Taylor, E
Mayo, A Maslow, F Herzberg, D McGregor, D
McClelland, V Vroom; Ouchi, relationship between
motivation theories and reward; employee

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performance in the health and social care
sector.
2.3 Analyse the impact of performance
management on the success of health and
social care organisations.
2.4 Analyse how own practice supports a positive
culture in the organisation.
involvement techniques; devolved authority and
responsibility; open communications; organisational
culture (ethos, values, mission);
• Monitoring: probation; appraisal, feedback;
performance indicators goal theory; SMART
(specific, measurable, achievable, realistic, time
constrained) targets (sales, growth, financial,
waiting times, pass rates, punctuality, and
attendance); benchmarking
• Reward management: job evaluation; factors
determining pay, reward systems; pay;
performance-related pay; pension schemes; profit
sharing; flexible working; leave; health care
Identifying development needs: learning styles and
processes; planning, recording, monitoring and
evaluating; group development processes and
behaviour
• Planning, work orientation and job design:
application of motivation theories and empowerment
techniques; communication styles and techniques;
delegation techniques and processes; supervision
styles, working culture and practices
• Performance monitoring and assessment:
measuring effective performance; providing
feedback; appraisal processes; benchmarking
performance processes; codes of practice and
procedures relating to disciplinary situations;
diversity issues; management principles.
• Own practice-sharing information; communicating;
listening to others; making sure team works to
common goal/objectives
3. Understand the features of
effective team performance
within the health and social
care sector.
3.1 Explain the features of effective teams.
3.2 Analyse the different models of team
leadership and their application to the health
and social care sector.
• Team-working and development: flexible working
practices; team formation e.g. Tuckman, structures
and interactions e.g. Belbin’s Team Role Theory,
Adair’s Action Centred Leadership model; benefits

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3.3 Explain how challenges to effective team
performance can be overcome.
3.4 Analyse how different management styles
may influence outcomes of team performance.
of team working; politics of working relationships;
diversity issues; working cultures and practices;
promotion of anti-discriminatory practices and
behaviours; team building processes; conflict
resolution; delegation and empowerment; coaching,
support, mentoring; training, supervision, monitoring
and evaluation.


Assessment

To achieve this unit, learners must achieve the learning outcomes and meet the standards specified by all assessment criteria for the unit.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 3 All ACs under LO 1 to 3 Report 3000 words


Indicative Reading list

Agness, L. (2010) Change Your Business with NLP: Powerful Tools to Improve Your Organisation's Performance and Get Results. United
Kingdom: John Wiley & Sons

Barrett, R. (2014) The Values-Driven Organization: Unleashing Human Potential for Performance and Profit. Oxon: Routledge

Hanna, D. (1998) Designing Organizations for High Performance (Addison-Wesley Series on Organisation Development) United Kingdom:
Addison-Wesley

Stanford, N. (2010) The Economist Guide to Organisation Design: Creating high performance and adaptable enterprises. London: Profile Books
Ltd.

Verweire, K., Dewettinck, K. and Slagmulder, R. (2012) Managing for performance excellence. Leuven: Lannoo Campus Publishers

Walburg, J., Bevan, H., Wilderspin, J. and Lemmens, K. (2005) Performance Management in Healthcare: Improving Patient Outcomes, An
Integrated

Approach Oxford: Routledge Health Management. London and New York: Routledge

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Managing People in Health and Social Care

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1. Understand recruitment and
selection processes in health
and social care.
1.1 Explain the factors involved in the planning of
recruitment in health and social care.
1.2 Explain situations when it is necessary to seek
specialist expertise in relation to recruitment
and selection.
1.3 Describe the relevant legislative and
regulatory frameworks that affect recruitment
and selection in health and social care.
1.4 Evaluate the different approaches used in the
selection process in health and social care.
1.5 Analyse the policies and procedures resulting
• Defining human resource requirements in health
and social care e.g. fulltime, part-time
• Job description and person specification eg
qualifications, experience, personal attributes;
advertising; vacancies; career progression
opportunities; training and development needs;
relevant and current legislation, codes of practice
and policies in health and social care; shortlisting
applicants,
• Models of selection e.g. Qualification and
suitability checks, taking up of references, pre

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from serious case reviews and inquiries which
contribute to safeguarding in health and social
care.
employment checks, interview, audition,
psychometric assessment, assessed task;
involvement of stakeholders e.g. members of
team, service users, external stakeholders.
2. Understand training and career
development opportunities
available for individuals.
2.1 Explain how to maximise individual and group
performance by implementing different
performance management solutions.
2.2 Analyse career development and lifelong
learning opportunities in the health and social
care sector.
• Observation, appraisal, periodic review,
achievement of successful outcomes, use of
targets, benchmarks, feedback from others;
identifying individual needs e.g. monitoring
performance, career development planning,
changing personal circumstances.
• Continuous professional development in health
and social care; achieving competence; training
versus education; partnerships; compliance with
external requirements e.g. care standards,
professional registration; dedicated allocation of
resources; use of external kite marks e.g.
Investors in People; implementing a staff
development training plan
3. Understand performance
management in health and
social care.
3.1 Explain techniques for monitoring
performance in health and social care
3.2 Assess methods for identifying individual
training and developing needs
3.3 Analyse techniques for promoting continuous
professional development in health and social
care
• Performance management and appraisal, career
development, lifelong learning, aspirations,
reflection, reward and motivation, influences on
employee behaviour, the psychological contract.

4. Understand strategies for
managing a diverse workforce.
4.1 Analyse the significance of cultural diversity to
the health and social care sector.
4.2 Explain the benefits of a culturally diverse
workforce.
4.3 Assess strategies for managing a diverse
workforce.
• Cultural diversity and the workforce, equal
opportunities, employee relations and trade
unions, discipline and grievance procedures,
employee welfare, role-modelling, effective
communication, team building, constructive
feedback, shared values; accountability.

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Assessment

To achieve this unit, learners must achieve the learning outcomes and meet the standards specified by all assessment criteria for the unit.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 All ACs LO1 Presentation with speaker notes 10 minutes (speaker notes 500 words)
All 2 to 4 All ACs under LO 2 to 4 Report 3500 words

Indicative Reading list

Mckibbin, J., and Walton, A. (2012). Leadership and management in health and social care and children and young people's services. 2
nd

edition. Harlow: Pearson Education Ltd.

Moss, B. (2008) Communication skills for health and social care, London: Sage

Stretch, B (2007). Health and social care: Core themes, Oxford: Heinmann

Torrington, D., Hall, L., Taylor, S. and Atkinson, C. (2014) Human Resource Management. 5
th
Edition, London: Pearson

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Managing Finance in the Health and Social Care Sector

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1. Understand the role of
financial information in
managing health and social
care organisations
1.1 Explain the importance of accounting and
finance management in the context of a
health and social care organisation.
1.2 Evaluate how financial software is utilised
within the accounting functions of
organisations.
1.3 Describe how key financial ratios are used
by health and social care organisations.
• Structure, format and requirements of published
accounts:
• Role of auditors, published vs internal financial
information, main published financial statements:
statement of financial position, statement of
financial performance, statement of cash flows;
• Different ratios: profitability, liquidity, efficiency,
capital, investor, using ratios: calculation and
interpretation, industry benchmarking, limitations of
ratio analysis

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2. Understand the different
sources of finance available
for the health and social care
organisations
2.1 Differentiate between long and short term
business finance needs of health and social
care organisations.
2.2 Explain the benefits and limitations of
various sources of finance available to an
organisation.
2.3 Evaluate the process of budgetary control
and revenue management in a health and
social care organisation.
• Business finance needs and sources of finance:
• Long term – non-current assets;
• Short-term – working capital; importance of working
capital for business continuity.
• Costs of finance, effect on financial statements,
range of sources, external and internal sources,
long-term and short-term role of stock markets and
advantages, disadvantages of each source
3. Understand how business
decisions in health and
social care can be informed
by financial information
3.1 Explain the rules of double-entry book-
keeping and how it is used to maintain
financial records.
3.2 Interpret organisational budgets in health
and social care
3.3 Evaluate capital expenditures and
investment projects using different
investment appraisal techniques
3.4 Make recommendations for financial
management in health and social care
organisations
• Budgets, cash flow and investment appraisal:
• Cash flow forecasts, budgetary control systems and
budget formation and managing cash flow.
• Net present value, discounted cash flows, internal
rate of return, payback, accounting rate of return.
• Analysing results, non-financial considerations,
decision making, supporting recommendations


Assessment

To achieve this unit, learners must achieve the learning outcomes and meet the standards specified by all assessment criteria for the unit.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 3 All ACs under LO 1 to 3 Preparatory Report 1500 words
Report 1500 words

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Indicative Reading list

Atrill, P. (2011) Financial Management for Decision Makers. London: Pearson

Brigham, E. and Ehrhardt, C. (2010) Financial Management: Theory and Practice. USA: South-Western Cengage Learning

Field, R. and Brown, K. (2007) Managing with Plans and Budgets in Health and Social Care. Glasgow: Learning Matters Ltd

Harris, M. (2005) Managing Health Services: Concepts and Practice. Australia: El Sevier

Miller, D., Plant, J. and Scaife, P. (2007) Managing Finance, Premises and Health & Safety (No-nonsense Series). Oxon: Routlege

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Health and Social Care Strategies and Policies

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1. Understand the development
of international healthcare
policy.
1.1 Summarise current global issues in health and
social care.
1.2 Explore approaches to health and social care
policy formation in an international context.
1.3 Assess how policy formation is influenced by
funding in a national context.
1.4 Critically evaluate health and social care policy
in own country.
1.5 Evaluate practical and political responses to a
current international issue.
• Global issues: attitudes to pharmaceutical
companies, new drugs and testing of drugs cost
- benefits; political agenda in public health.
Health priorities, mental health, cancer, Corona
Virus, AIDS, Ebola, malaria, obesity and other
current issues.
• Approaches - national health services, private
health services, local/national organisation,
charitable services, national priorities.
• Funding models - Public funding, private
funding, religious, charitable and mixed funding,
non-governmental organisation; legal, moral

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expectations of fund holders,
• Policies - Categories of health policies, e.g.
personal health care policy, pharmaceutical
policy, public health: vaccination policy, tobacco
control policy or breastfeeding promotion policy.
Topics include financing and delivery of health
care, access to care, quality of care, and health
equity.
2. Understand external and
internal environments for
health and social care
organisations.
2.1 Analyse the significance of external and internal
environmental analysis.
2.2 Analyse how competitively relevant strengths
and weaknesses can be used to suggest
appropriate strategic actions within a chosen
health and social care context.
2.3 Analyse policy solutions in relation to one aspect
of health and social care.
• Influences: cultural and religious beliefs;
education; class structure; cultural and social
priorities in healthcare
• Attitudes: concept and perceptions of health and
illness; importance of health; attitudes to health
interventions and medical professionals, locus of
control; influences.
• National context - Contrast cultural, social
priorities with national and policy priorities;
regional and national demography; morbidity
and mortality.
3. Understand strategic and
business plans for health
care organisations based on
environmental analysis.
3.1 Justify best strategic choice after strategic
analysis to implement strategy
3.2 Develop a business plan based on a current
market situation in relation to the best strategic
choice that is suitable for a health and social
care organisation.
3.3 Evaluate the business plan, making
recommendations for improvement.
• Business plan elements: Executive Summary-
Operations-People-Market Analysis-Marketing-
Financials-Risk-Appendix.
• Organisations: National health organisations;
international health organisations (e.g. World
Health Organisation); national and international
private providers; pharmaceutical companies,
their role and practices; charities promoting and
practicing health. The aims, administration and
funding of organisations
• Structure: how health care is organised and
delivered in a national context. Barriers – e.g.
accessibility -social and transport issues;
funding issues e.g. costs of treatment, private
health insurance costs; risk, war / conflict/
natural disasters; epidemics / pandemics etc.

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4. Understand the contribution
of public and health
promotion in the provision of
health and social care
services.


4.1 Examine national and international socio-
political issues in the promotion of public health.
4.2 Analyse the role of health promotion in
determining health care service demand in a
national setting.
4.3 Evaluate the impact of international campaigns
and national policies on the demand for
healthcare.
• Health promotion: how public health is
promoted, priorities in public health promotion,
link between priorities and politics
• Health care promotion: concept of public health
and health promotion, development of health
and healthcare services, development of
different attitudes to health and demand for
healthcare


Assessment

To achieve this unit, learners must achieve the learning outcomes and meet the standards specified by all assessment criteria for the unit.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 All ACs under LO 1 Case study 2000 words
All 2 to 4 All ACs under LO 2 to 4 Business Plan and Report 2500 words


Indicative Reading list

Baggott R (2010) Public Health: Policy and Politics. Palgrave Macmillan. London

Birn A; Pillay Y; Holtz T (2009) Textbook of International Health: Global Health in a Dynamic World. Oxford University Press. New York.

Blank R H; Burau V (2013) Comparative Health Policy. Palgrave Macmillan. London.

Ginter P (2013) The Strategic Management of Health Care Organisations.Jossey Bass. San Francisco.

Ham C (2009) Health Care Policy in Britain (6
th
Ed) MacMillan. Basingstoke.

Harrison JS; Thompson SM (2014) The Strategic Management of Health Care Organisations. A stakeholder Approach BEP Press. New York.

Lister J (2013) Health Policy Reform: Global Health Versus Private Profit. Libri. Farringdon.

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Sim F (2011) Issues in Public Health: Understanding Public Health. McGraw Hill. Maidenhead.

Waldorff S et al (2015) Managing Change: From Health Policy to Practice (Organizational Behaviour in Health Care) Middlesex University
Business School. London.

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Leading Change in Health and Social Care

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1. Understand perspectives of
quality in health and social care
services.

1.1 Explain stakeholder roles in relation to quality
and standards in health and social care
settings.
1.2 Explore the role of external agencies in setting
and maintaining standards.
1.3 Evaluate the impact of poor quality and
standards on health and social care.
1.4 Analyse methods for evaluating health and
social care quality of service provision.
• Stakeholder Management: Stakeholder
definition; Stakeholders in the health and
social care
• Commissioners, customers, health care
professionals, government agencies, channels,
collaborators, competitors, pub and etc);
stakeholder analysis and mapping; managing
stakeholders; four and nine sector stakeholder
table; and synergy and antagonist analysis.
2. Understand strategies for
achieving quality in health and
2.1 Explain ways in which quality can be measured
in health and social care.
• NICE (National Institute for Health and Care
Excellence)

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social care services 2.2 Evaluate approaches to implementing quality
systems.
2.3 Analyse barriers to delivery of quality health
and social care services.
• Kings fund (independent think tank involved
with work relating to the health system in
England)
• Quality measurement framework; indicators of
quality improvement outcomes framework,
policies and procedures in health and social
care,
• Factors affecting quality of care, quality
improvement in health and social care.
3. Understand the principles of
change management in health
and social care settings.
3.1 Analyse factors that drive change.
3.2 Describe underpinning theories of change
management.
3.3 Describe approaches, tools and techniques
that support the change process.
3.4 Explain the importance of effective change
management for service provision.
• Causes of change: Explain external and
internal triggers of change and innovation:
changes in markets, economic downturns,
legislation, demographics, mergers and
acquisitions, re-engineering, TQM,
organisational constraints e.g. human and
financial resources etc. Appraise these triggers
of change and innovation
• Be able to apply approaches to organisational
change and relevant processes
• Principles of change: Understand the basic
principles of organisational change such as
systematic change for the humans, start at the
top, involve all the levels, effective
communication, create clear responsibilities,
consider cultural aspects, prepare for the
contingencies, individual focus, etc.
• Different approaches to organisational change:
This include in depth understanding of
principles of change, organisational change
processes and the different approaches
possible
4. Be able to create a plan and
implement effective change
within a health and social care
organisation.
4.1 Assess and select relevant tools and
techniques to implement and manage change.
4.2 Develop a plan to implement a change in an
organisation.
• Evaluating health and social care service:
• Quality of Care definition,
• Parameters for Quality of Care (Safety,
Effectiveness, Patient-centred, Timely, Efficient

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4.3 Develop measures to monitor and evaluate
progress of the change plan.
and Equitable)
• External and internal perspectives
5. Be able to analyse stakeholder
responses to organisational
change.
5.1 Assess possible risks associated with an
organisation’s change process.
5.2 Apply a stakeholder analysis to understand
possible resistance to change.
5.3 Critically appraise relevant strategies to
manage resistance to change in organisations.
5.4 Evaluate effectiveness of quality systems,
policies and procedures used in a health and
social care setting.
5.5 Analyse factors that influence the achievement
of quality in the health and social care
provision.
5.6 Suggest ways in which the health and social
care service could improve quality of service
provision.
• Potential resistance to change: organisational
culture and behaviour, organisational policies,
power and the influence of individuals and
groups.
• Types of conflicts: inter-personal,
intrapersonal, inter group.
• Sources of conflicts: poor communication, poor
leadership, different styles, conflicting
personalities, different perceptions, conflicting
goals, limited resources capabilities
• Managing conflicts: Integrating; obliging;
avoiding; compromising.
• Practical application


Assessment

To achieve this unit, learners must achieve the learning outcomes and meet the standards specified by all assessment criteria for the unit.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 2 All ACs under LO 1 to 2 Presentation with speaker notes 15 minutes (speaker notes 500 words)
All 3 to 5 All ACs under LO 3 to 5 Management Plan and Report 2500 words

Indicative Reading list

Britnell, M. (2015). In Search of the Perfect Health System. Palgrave Macmillan: London.

Brooks, I. (2008). Organisational Behaviour, Individuals, Groups and Organisations, 4th Edition, Prentice Hall ISBN: 10:0273715364

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Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument (Palgrave Study Skills). Palgrave Macmillan ISBN 978-
0230285293

Gold, J., Thorpe, R., and Mumford, A. (2010) Leadership and Management Development. CIPD

Hartley, J. and Bennington J. (2010). Leadership for Healthcare. Polity Press ISBN 15BN978 1 84742 486 0

Johnston, R., Clark, G., and Shulver, M. (2012). Service Operations Management: Improving Service Delivery. Pearson: London.

Kavitha R (2012) Service Quality Measurement in Health Care System. Lambert. London

Martin, V. (2010). Managing in Health and Social Care, (Routledge 2
nd
edition) ISBN-13: 978-0415493895

Parkin, P. (2009). Managing Change in Healthcare: Using Action Research. Sage 2009; ISBN: ISBN-10: 1412922593

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Research Methods for Healthcare Professionals

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1. Understand the relevance of
research within health and social
care contexts.
1.1 Justify the contribution of research to health
and social care provision.
• Quality improvement, evidence, guidelines
and policy.
2. Understand research approaches
in health care contexts.
2.1 Critically evaluate a range of research
philosophies.
2.2 Examine different approaches to research.
• Ontology, epistemology, axiology, positivism;
realism; interpretivism; pragmatism; and
qualitative and qualitative approaches.
3. Be able to plan a research
proposal relevant to management
of health and social care contexts.
3.1 Justify the elements of a research proposal.
3.2 Design an appropriate research proposal.
3.3 Analyse the ethical aspects of research.
• Elements: Statement of problem, Literature
review, conceptual framework, research
question, hypothesis, terms of reference,

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methodology, timelines – scope of work and
budget.
• Ethics: Permissions and approvals, consent,
confidentiality and anonymity.
4. Be able to analyse and interpret a
range of data.
4.1 Explain types and sources of research data.
4.2 Analyse data using appropriate approaches.
4.3 Draw conclusions from data collected.
• Data collecting methods, types of data,
analysis approaches, statistics packages,
grounded theory, validity and reliability.
5. Understand the relationship
between research and evidence
based practice.
5.1 Analyse the relationship between research
and evidence based practice.
5.2 Evaluate an existing piece of research
relevant to health and social care.
5.3 Analyse the contribution of research and
evidence based practice to decision-making.
• Integration of clinical expertise, patient
values, and the best research evidence into
the decision- making process for patient care.




Assessment

To achieve this unit, learners must achieve the learning outcomes and meet the standards specified by all assessment criteria for the unit.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 5 All ACs under LO 1 to 5 Research Proposal 2500 words


Indicative Reading list

Bell, J. (2010) Doing Your Research Project. 5
th
edn. Maidenhead: OU Press

Bowling, A. (2014). Research Methods in Health: Investigating Health and Health Services. Open University Press: Milton Keynes

Dickson, H. (2008) Evaluating outcomes in health and social care. Bristol: Policy Press

Dochartaigh, N. (2012) Internet Research Skills. 3
rd
Edition. London: Sage

Durrant, A. Rhodes, G., Young, D. (2009) Getting Started with University-level Work Based Learning. Middlesex: Middlesex University Press

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Ford, N. (2011) The Essential Guide to Using the Web for Research. London: Sage

Gomm, R., Needham, G. and Bullman, A. (2000) Evaluating research in health and social care. London: Sage

Saunders, M. and Lewis, P. (2011) Doing Research in Business management: An Essential Guide to Planning your Project. Harlow: Prentice
Hall

Walker, I. (2010). Research Methods and Statistics. Palgrave: London

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SPECIFICATION | 2023

IMPORTANT NOTE

Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during the course of your studies. You should, therefore, recognise that this booklet serves
only as a useful guide to your learning experience. For updated information please visit our
website www.othm.org.uk.