96340 Managing for Value-Based Care
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject is essential grounding for clinicians, managers and planners of health and social care services, who seek to improve the value of care, within the context of expectations of clinical and corporate governance, organisational performance and workplace change. The subject examines each of the components of quality, risk, health outcomes and cost as they relate to high value health and social care.
The subject aims to build core skills in new thinking in care delivery by focusing on the way care is planned, organised, managed and delivered in relation to quality, risk, health outcomes and cost. Utilising the Institute for Healthcare Improvement’s Triple Aim framework and Porter’s Value-based Health Care Framework as a starting point, students develop a critical view on the organisation of health care, measurement and delivery of outcomes, from the patient and population perspective, as well as organisational accountability for cost and quality. The subject focuses on current approaches to quality and safety, identifying and maximising value in healthcare, patient/client satisfaction, and commonly recognised issues with healthcare delivery systems, as well as different ways of organising and managing health care.
Subject learning objectives (SLOs)
| A. | Consider the key imperatives for meeting health service objectives of safety, quality, and cost-effectiveness within a management context, and how they relate to achieving value; |
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| B. | Critically appraise contemporary strategies and frameworks designed to manage value within the healthcare environment; |
| C. | Propose improvements in value at a local healthcare organisation level by identifying issues, considering ethical implications, offering policy direction and formulation and recommending priorities for action; |
| D. | Create a variety of ways in which complex issues can be effectively communicated for a variety of target audiences. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who influence practice, policy and research to achieve clinical excellence and transform healthcare services (1.0)
- Is an effective, collaborative and responsive leader who considers health care in a global context (2.0)
- Demonstrate relevant leadership skills to effectively manage healthcare services utilising contemporary local, national, and international perspectives (2.1)
- Discriminate between social and ethical accountability to enable efficient use of resources and equity of access to optimal and safe health care (3.1)
- Communicate effectively and appropriately in challenging, complex and diverse situations (4.0)
- Demonstrate respect and value for world view differences and in particular Australian Indigenous ways of knowing, being and doing (5.1)
- Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (5.2)
Teaching and learning strategies
This subject is designed to assist students to understand the complexities associated with improving value through measuring and addressing quality, safety, risk and cost issues from the perspective of health services management. These are key concerns for health and social care managers. Especially so in the context of recent and current Royal Commissions and the pandemic.
This subject is taught using a variety of teaching and learning strategies. The strategies used emphasise active and applied approaches to developing students’ ability to understand health service management, and apply this knowledge to generate effective, practical solutions to health system challenges. An overarching theme of the approaches to teaching and learning is to support students to actively learn with the support of a facilitator who can assist and coach them. Understanding and critical thinking skills will be encouraged via a range of activities, including but not limited to:
- Learning via online resources with active engagement opportunities with the subject content
- Thought-provoking and interactive content that stimulates thinking, promotes understanding and supports analysis and evaluation
- Problem solving, discovery-based and critical thinking activities via a range of guided stepwise and self-directed learning opportunities.
- Learning that is supported by real world examples, case studies, and data presented in the Zoom meetings.
- Zoom meetings also provide opportunities for students to reflect on, explain and record their input under advice and guidance.
Online learning materials
The Zoom sessions will be designed to provide practical real world examples of the course content material through the use of case studies presented by the Subject Coordinator or guest presenters, followed by student reflection through group discussion. The Zoom sessions will also provide students with the opportunity to ask questions, engage and undertake shared learning. Overviews of specific sessions will be detailed on Canvas, and all resources will be located on Canvas. Videos and presentations from key industry representatives will provide students with an understanding of the key issues associated with this course.
Assessment Range
Students will be given the opportunity to undertake a variety of assessments. Formative and summative feedback will be provided throughout the subject.
Early feedback will be provided from online exercises embedded in the course content. Structured feedback will also be provided in assessment tasks, worth 20%, 30%, and 50%
Content (topics)
- Introduction to Value and Frameworks for Managing for Value-Based Care
- Improving Health Outcomes for value
- Risk and Vulnerability effects on value
- Improving quality for value
- Improving cost and cost-effectiveness for value
- The final aim: caring for staff
Assessment
Assessment task 1: The impact of chronic diseases on value in health and social care
| Intent: | This assessment item focuses on understanding the impact of the increase of chronic diseases on delivering high value health and social care systems. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.0 and 4.0 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 750 words total |
| Criteria: |
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Assessment task 2: Vulnerability and the impact on value
| Intent: | In this assessment we ask you to examine demographic and health status profiles of an area, and identify which groups you think might be more or less vulnerable to a chronic health condition, and its clinical and social consequences. We have defined the characteristics of ‘vulnerability’ in module 3 of this subject. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 2.0 and 5.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1500 words, report style |
| Criteria: |
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Assessment task 3: Using time driven activity-based costing for managing value through cost management
| Intent: | The purpose of this assessment is for you to construct a process map and care pathway that identifies resources and sources of costs that will influence value in health or social care delivery. Process maps and care pathways were discussed in Module 5 as a part of cost measurement for improving cost and cost-effectiveness. You will then reflect on how these tools can be used as a part of value management, and propose potential areas for value improvement. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 2.0, 2.1, 3.1, 5.1 and 5.2 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Maximum of 1700 words |
| Criteria: |
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References
Refer to Canvas for access to up to date references for this subject.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
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