Course: Ensuring quality and innovation 2 bachelor level 2 dt credits: 10

Course code
HVMB26BKIPLN2
Name
Ensuring quality and innovation 2 bachelor level 2 dt
Study year
2026-2027
ECTS credits
10
Language
Dutch, with parts in English
Coordinator
A.C. de Vries
Modes of delivery
  • Action learning
  • Assignment
Assessments
  • BKI - Level 2 - Portfolio assessment

Learning outcomes

Area of Expertise and Learning Outcome(s)

4. Ensuring Quality and Innovation – Level 2

LOL 4.1 – BKI – N2

The novice practitioner independently monitors, measures and screens the quality and safety of a quality aspect within a healthcare organisation at both the micro and meso levels, using the most appropriate models within a complex, authentic context. In doing so, the novice professional proactively participates in quality assurance systems to monitor, safeguard or improve the quality of care, in accordance with applicable legislation, regulations and professional standards.

LOL 4.2 - BKI - N2

The novice practitioner demonstrates independent and enterprising behaviour within a complex, authentic context by actively contributing to sustainable innovation, using healthcare technology where appropriate.

Indicators
Description

4.8 Demonstrates personal, professional and organisational leadership (BN2030).

4.9 Initiates and designs a well-founded implementation plan (BN2030).

4.10 Initiates and designs, based on ‘shared governance’, a well-founded improvement plan in the field of care quality or safety, and actively involves relevant stakeholders (BN2030).

4.11 Takes the initiative to improve the quality of care, applying professional standards in doing so and taking responsibility for their own actions (BN2030).

4.12 Considers clinical, economic, environmental and organisational interests within various healthcare contexts when improving the quality of care (BN2030).

4.13 Demonstrates organisational sensitivity by taking into account the informal structure and objectives, and their own influence on these (BN2030).

4.14 Ensures the sustainability of the innovation (BN2030).

4.15 Makes use of healthcare technology where this is feasible and adds value (BN2030).

Content

In this course, the novice professional develops an interprofessional improvement proposal based on an analysis of a quality aspect within the healthcare organisation. In doing so, the novice professional takes the initiative to implement and embed the intended innovation. During the teaching sessions, this improvement proposal is developed step by step. Attention is paid to quality thinking, ethical issues, legislation and regulations, societal developments and organisational interests. Throughout this process, the novice professional actively involves the relevant stakeholders in the decision-making process.

Following the analysis, the professional works methodically to establish the conditions for the innovation. In doing so, they take into account the diverse interests, objectives and potential resistance of stakeholders, as well as formal and informal structures and professional standards within the healthcare context. The final improvement proposal focuses on a sustainable innovation, preferably utilising healthcare technology. Where possible, the proposal is actually implemented.

A quality-oriented mindset is reflected in the use of quality systems and quality measurement tools, and in the ability to analyse, monitor, evaluate and ensure quality at the micro, meso and macro levels. In addition, attention is paid to the entrepreneurial attitude of both novice practitioners and nurses in general, as well as to patient safety. In many situations, healthcare technology can make a valuable contribution in this regard.

 

Competence Proficiency Level 2 (CBN, 2022)

The second level involves a highly complex context in which the focus is on acting methodically in unpredictable, complex situations. The nature of the task is complex and unstructured. The focus is on student-led learning, with supervision provided more on an on-demand basis. Actions are carried out as independently as possible, with justification provided retrospectively. Novice practitioners are encouraged to apply (strategic) planning, self-efficacy, motivation and reflection independently. Reflection on their actions centres on daring, willing and being, with the focus on sustainable development.

Assessment:

In this course, students’ competences are assessed on the basis of specific learning outcomes, with the indicators serving as a guide and support for the assessment. The assessment consists of a portfolio assessment. The early-career professional determines, in consultation with the lecturer and work supervisor, which supporting documents will be used to demonstrate the learning outcomes. The portfolio assessment is marked using a rubric with a grade and must be passed.

  • TEST 01 - BKI - Level 2

Evidence for the assessment

Improvement proposal

 

The student draws up a proposal for improving a quality aspect of professional practice and submits the following as supporting evidence:

  • An improvement proposal containing an implementation plan.
  • A recorded presentation of the improvement proposal in a professional practice setting.

Short Practical Evaluations

Individual product

Short practical evaluations by relevant parties regarding performance in relation to the learning outcomes associated with the module, which are independent of the learning pathway.

  • In practice, the student must collect at least one practical evaluation demonstrating that they proactively participate in quality assurance systems within a highly complex situation to monitor, safeguard or improve the quality of care.
  • In practice, the student must collect at least one practical evaluation demonstrating that they actively contribute to sustainable innovation within a highly complex situation, using healthcare technology where appropriate.

 

Included in programme(s)

School(s)

  • Health, Care & Vitality
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