Study Guide

Learning outcomes

The student is able to
- analyse concepts, principles and policies of health care evaluation
- implement evidence-based infection prevention measures in health care
- development efficient, cost-effective and effective infection prevention interventions

Teaching methods

Methods: Lectures, workshops, an individual e-tivity assisted Health technology analysis and seminar presentation.

Learning materials and recommended literature

Examples of relevant literature:

Centers for Disease Control and Prevention. 1999. Framework for Program Evaluation in Public Health. MMWR 1999;48(No. RR-11). https://www.cdc.gov/eval/framework/index.htm

Donaldson, S.I., Azzam, T. & Conner, R. F. (Eds.) 2013. Emerging Practices in International Development Evaluation. Information Age Publication. Charlotte, NC.

EUPATI. Search Toolbox - EUPATI Toolbox

European Commission. Health Technology assessment.
https://ec.europa.eu/health/technology_assessment/overview_en

European Medicines Agency. Medical Devices. https://www.ema.europa.eu/en/human-regulatory/overview/medical-devices

Health IT Evaluation Toolkit. https://digital.ahrq.gov/health-it-tools-and-resources/evaluation-resources/health-it-evaluation-toolkit-and-evaluation-measures-quick-reference Accessed 14 January 2022.

Mulder, R.L., Brown, M.C., Skinner, R., Hudson, M.M. & Kremer, L.C.M. 2014. Handbook for guideline development; collaboration between International Guideline Harmonization Group, PanCareSurFup and Cochrane Childhood Cancer Group. http://www.ighg.org/wp-content/uploads/2013/10/Handbook-for-guideline-development_Version-2_August-2016.pdf

Patton, MQ. 2011. Developmental Evaluation. Applying Complexity Concepts to Enhance Innovation and Use. The Guilford Press. New York. London.

Peters, D. H., Tran, N. T. & Taghreed, A. 2012. Implementation research in health: a practical guide. Alliance for Health Policy and Systems Research, World Health Organization. 9789241506212_eng.pdf;jsessionid=CB73EB51AA397DCE61736C1EDC271491 (who.int)

Sorenson C, Drummond M & Kanavos P. Ensuring value for money in health care - The role of health technology assessment in the European Union. European Observatory on Health Systems and Policies. Observatory Studies Series No 11. https://www.euro.who.int/__data/assets/pdf_file/0011/98291/E91271.pdf

Spencer et al. 2003. FRAMEWORK FOR ASSESSING QUALITATIVE EVALUATIONS. Government Chief Social Researcher’s Office. UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/498322/a_quality_framework_tcm6-38740.pdf Accessed 4 Nov 2022.

World Health Organization. 2019. Guidance for After Action Review (AAR). Geneva, Switzerland: World Health Organization. https://apps.who.int/iris/bitstream/handle/10665/311537/WHO-WHE-CPI-2019.4-eng.pdf?sequence=1&isAllowed=y

WHO. Global Strategy on Digital Health. 2020-2025.
https://www.who.int/docs/default-source/documents/gs4dhdaa2a9f352b0445bafbc79ca799dce4d.pdf

WHO Handbook for Guideline Development 2nd edition https://apps.who.int/iris/bitstream/handle/10665/145714/9789241548960_eng.pdf?sequence=1&isAllowed=y

WHO. Medical devices. https://www.who.int/health-topics/medical-devices#tab=tab_1

Alternative completion methods of implementation

None

Important dates

17th Feb 2024 at 1 to 4.30 P.M.

15th March 2024 at 1 to 4.30 P.M.

18th April 2024 at 9 to 4.30 P.M. Seminar presentations. (Dead line for submission 12th April 2024)

17th May 2024 at 1 - 4.30 P.M. Implementation research lecture and workshop.

Students workload

Workload: Contact-learning hours 20 and individual heath technology assignment report 115 hours.

Content and scheduling

Content:
• Health Care evaluation methods and tools
Ethical issues in health care evaluation
• Evidence-based infection prevention interventions
• Patient safety
• Health Technology assessment
• Patient / service user perspective in infection prevention and control (Patient preferences, Quality of life)
• Adherence to infection prevention recommendations / guidelines

Further information for students

In the study unit information the competences are out dated, the year 2023 competences should be:

The student is able:
• to distinguish and justify the use of different methods in health care evaluation
• to evaluate infection prevention and control measures for enhancing evidence-based practices in diverse health care
settings
• to develop efficient, cost-effective, and effective infection prevention and control interventions

Grading scale

H-5

Evaluation methods and criteria

CRITERIA BASED EVALUATION for Health Care Evaluation and Infection Prevention Interventions will be focused on Knowledge base, Problem solving, Development and Communication at European Qualification Framework 7-level (EQF 7).

Evaluation criteria, fail (0)

Knowledge base*
The student is not able to gather, process, produce and evaluate information about health care evaluation and infection prevention interventions widely. or to use concepts of the area of expertise systematically.

Problem solving:
The student is not able to solve problems in health care evaluation and infection prevention interventions development and/or innovation activities.

Development:
The student is not able to recognize and analyze foci of health care evaluation and infection prevention interventions development making use of the knowledge base.

Communication
The student is not able to communicate about health care evaluation and infection prevention interventions in health care clearly both orally and in writing

Evaluation criteria, satisfactory (1-2)

Knowledge base*
The student is able to gather, process, produce and evaluate information about health care evaluation and infection prevention interventions widely. and to use concepts of the area of expertise systematically.

Problem solving:
The student is able to solve problems in health care evaluation and infection prevention interventions development and/or innovation activities.

Development:
The student is able to recognize and analyze foci of health care evaluation and infection prevention interventions development making use of the knowledge base.

Communication
The student is able to communicate about health care evaluation and infection prevention interventions in health care clearly both orally and in writing.

Evaluation criteria, good (3-4)

Knowledge base
The student is able to gather, process, produce and evaluate information about health care evaluation and infection prevention interventions critically and widely making use of both national and international scientific sources and to use concepts of the area of expertise fairly.

Problem solving:
The student is able to solve problems in health care evaluation and infection prevention intervention development and/or innovation activities by applying and combining information from different fields.

Development:
The student is able to o create target-oriented, justified development plans for health care evaluation and infection prevention interventions considering the community.

Communication
The student is able to communicate about health care evaluation and infection prevention interventions in health care in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

Knowledge base
The student is able to o create a consistent knowledge base for health care evaluation and infection prevention interventions making use of both national and international scientific sources in a critical analytic fashion.

Problem solving:
The student is able to solve demanding problems in development and/or innovation activities in health care evaluation and infection prevention interventions where new knowledge and competence is created as well as to apply and combine information from different fields.

Development:
The student is able to develop the activities of the health care evaluation and infection prevention interventions competence area in a target-oriented and communal fashion.

Communication
The student is able to communicate about health care evaluation and infection prevention interventions in health care convincingly both orally and in writing to audiences within and exterior to the field.