MSc Health Information Management

MSc Health Information Management Faculty of Applied Sciences Department of Computing, Engineering & Technology PROGRAMME SPECIFICATION Date of Validation Event: Date Approved by QMSC: MSc Health Information Management Programme Specification Page 57 of 81

Version History Please complete each time a new version is drafted e.g. Version Occasion of Change Change Author Last Modified 1.0 Internal Draft John Wraith 17th May 2008 2.0 Feedback from M Wyvill John Wraith 13th June 2008 3.0 Complete draft John Wraith 16th June 2008 4.0 Complete version John Wraith 19th June 2008 5.0 Modified version John Wraith 15th Sept. 2008 6.0 Modified version John Wraith 30th Sept. 2009 7.0 Modified version John Wraith 22nd Sept. 2010 8.0 Modified version John Wraith 13th Feb. 2010 9.0 Modified version John Wraith 16th May. 2012 10.0 Modified version John Wraith 30th Oct. 2012 11.1 Updated for Periodic Review John Wraith January 2013 11.2 Modified version John Wraith 20th Nov. 2014 MSc Health Information Management Programme Specification Page 58 of 81

1. Core Information Programme Title: MSc Health Information Management Target Award: MSc Health Information Management Interim or Exit Awards: Postgraduate Certificate in Health Information Management, Postgraduate Diploma in Health Information Management Awarding Body: University of Sunderland Programme Assessment Board: Postgraduate Computing & Engineering Programmes QAA Subject Benchmark(s) Applicable: http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/default.asp Accrediting Body / Bodies (if applicable): N/A Other Points of Reference: QAA Framework for Higher Education Qualifications http://www.qaa.ac.uk/academicinfrastructure/fheq/ewni/default.asp NICATS level descriptors https://docushare.sunderland.ac.uk/docushare/dsweb/get/document-679/ad14a+- +NICATS+Level+Descriptors.pdf National credit guidelines http://bookshop.universitiesuk.ac.uk/downloads/burgess_credit_report.pdf University of Sunderland credit framework and regulations https://docushare.sunderland.ac.uk/docushare/dsweb/view/collection-247 Collaborative Partners and Models of Collaboration (if applicable): None Location(s) at which Programme is Delivered: University of Sunderland (On Campus) Modes of Delivery and Duration: Tick all that apply Min number of years Max number of years Intake dates (months) Full-time Part-time 3 9 October Sandwich Off-campus On-campus Distance learning Work-based learning Collaborative Any other issues MSc Health Information Management Programme Specification Page 59 of 81

2. Aims of the Programme The M.Sc. in Health Information Management (HIM) has been designed to develop knowledge and the ability to apply Health Information Management into three areas: Health Systems administration, computing and IT management. The aim of the programme is to provide a postgraduate programme of study which will: Produce health information systems managers who combine information systems technology and computing skills, with business and organisational skills, appropriate to a health service environment. Enhance the understanding and critical awareness of healthcare policy issues and their influence and impact upon health services information management and technology (IM&T) practice. Enable a critical evaluation of information systems in order to ensure their effective deployment in a health service environment. Develop an ability to take the lead in the adoption of a systematic, professional, quality approach to health service systems 3. Learning Outcomes of the Programme 3.1 Overall Learning Outcomes of the Programme The learning outcomes of the programme are to produce a postgraduate programme of study that will allow students on completion to be have attained the following knowledge and skills. Skills S1) Independently and objectively, critically review, consolidate and extend their knowledge to produce a systematic and coherent body of information, S2) The ability of work independently and make objective decisions relating to complex problems relevant to the healthcare context, S3) To be able to apply knowledge and skills in a range of activities in the field of Health Information Management. S4) Critically evaluate the applications of existing tools and techniques to information technology management, to the healthcare context. S5) Critically assess, choose and effectively use the appropriate available formalisms and methodologies for intelligent solutions of health information management problems. S6) Analyse the problem domain and define the appropriate intelligent solution(s), in a healthcare context. S7) Design and undertake independently, a major original research project on a topic which relates to the forefront of the academic discipline of Health Information Management and reflect extensively and objectively on method, process and outcomes. S8) Independently conduct research or advanced technical or professional activity in the area of Health Information Management demonstrating self-direction and originality in tackling and solving problems, and critically evaluate sources. MSc Health Information Management Programme Specification Page 60 of 81

S9) Deal with complex issues in of Health Information Management both systematically and creatively, make informed judgments in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. S10) Critically select and apply an appropriate range of information analysis techniques to healthcare problems. S11) Adopt a systematic, professional approach to IT systems analysis and implement solutions in a healthcare setting in order to meet healthcare business objectives. S12) Critically select and apply quantitative and/or statistical processes (including data collection) which result in useful expressions of the nature of healthcare management problems. S13) Critically assess outcomes and prepare reports which support the solution of specified healthcare management problems. S14) Continue to advance their knowledge and understanding of IM&T skills in order to promote continuing professional development, in a healthcare context. S 15) A critical understanding of different theories of learning relevant to the workplace learning S16) Ethical, professional and legal issues relevant to their professional environment As a result students will have the qualities and transferable skills necessary to work in a health service environment requiring: The exercise of initiative and personal responsibility. Decision making in a complex and challenging environment. The independent learning ability required for continuing professional development. Knowledge K1) A thorough appraisal and understanding of the current methods and concepts at the forefront of the academic discipline, relevant to healthcare organisations. K2) A thorough critical understanding of a key aspect of the academic discipline, as related to healthcare organisations. K3) Critical understanding of the application of appropriate research techniques, relevant to healthcare organisations. K4) Critical awareness of the legal, professional and ethical issues of Health Information Management. K5) Critical awareness of risk management methods and their relevance in a systems change context for healthcare organisations. K6) Critical awareness of the elements and implementation of a quality management system and assessment of a system to meet the appropriate international standards, relevant to healthcare organisations. K7) A critical understanding of the formulation of information systems strategic plans, IT/IS staffing issues and structures and IT growth models relevant to healthcare organisations. K8) Substantial understanding of national and local healthcare policy issues and their influence on the design and development of health information management and on the health information function. MSc Health Information Management Programme Specification Page 61 of 81

K9) Critical awareness of the concept of decision support and its effects on all parts of a healthcare organisation. K10) Critical understanding of modelling and simulation as this relates to the healthcare context. K11) A strategic view of the role of information management and technology in the successful operation of healthcare organisations. K12) A critical appreciation of trends, tools, techniques and current developments in the area of information technology, relevant to healthcare organisations. K13) An understanding and critical awareness of project management concepts and techniques, including the use of advanced tools for the management of projects in a healthcare context. K14) Advanced knowledge in a highly specialised area in the discipline of Health Information Management, via an individual project, K15) Independently plan and implement a schedule of technical or professional activity in the area of IT applications development or strategic planning and demonstrating self-direction and originality in tackling and solving problems K16) Report work-based learning findings in a report K17) Independently negotiate learning outcomes for a mini-project based in the work place. Plan, control and deliver an independent learning project 3.2 Learning Outcomes for Each Stage of the Award The following sections describe the learning outcomes for students on this masters programme for each stage of the award in terms of the knowledge and skills, the sum of which contribute to the attainment of the aims and objectives of the programme. Bloom's Taxonomy Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Know Understand Apply Analyse Synthesise Evaluate Define Repeat Record Relate Underline Recall Name Present Translate Describe Recognise Explain Express Identify Locate Discuss Clarify Interpret Apply Employ Dramatise Practise Illustrate Operate Schedule Sketch Demonstrate Judge Appraise Evaluate Rate Compare Revise Assess Estimate Value Criticise Distinguish Differentiate Analyses Experiment Examine Appraise Calculate Compare Contrast Inspect Debate Question Categorise Manage Compose Plan Propose Design Formulate Arrange Teach Create Assemble Collect Create Organise Prepare MSc Health Information Management Programme Specification Page 62 of 81

3.2.1 Postgraduate Certificate Health Information Management Knowledge K1) A thorough appraisal and understanding of the current methods and concepts at the forefront of the academic discipline, relevant to healthcare organisations. K2) A thorough critical understanding of a key aspect of the academic discipline, as related to healthcare organisations. K3) Critical understanding of the application of appropriate research techniques, relevant to healthcare organisations. K8) Substantial understanding of national and local healthcare policy issues and their influence on the design and development of health information management and on the health information function. Skills S1) Independently and objectively, critically review, consolidate and extend their knowledge to produce a systematic and coherent body of information, S2) The ability of work independently and make objective decisions relating to complex problems relevant to the healthcare context, S10) Critically select and apply an appropriate range of information analysis techniques to healthcare problems. S11) Adopt a systematic, professional approach to IT systems analysis and implement solutions in a healthcare setting in order to meet healthcare business objectives. S12) Critically select and apply quantitative and/or statistical processes (including data collection) which result in useful expressions of the nature of healthcare management problems. S13) Critically assess outcomes and prepare reports which support the solution of specified healthcare management problems. S14) Continue to advance their knowledge and understanding of IM&T skills in order to promote continuing professional development, in a healthcare context. 3.2.2 Postgraduate Diploma Health Information Management (as above plus) Knowledge K4) Critical awareness of the legal, professional and ethical issues of Health Information Management. K5) Critical awareness of risk management methods and their relevance in a systems change context for healthcare organisations. K6) Critical awareness of the elements and implementation of a quality management system and assessment of a system to meet the appropriate international standards, relevant to healthcare organisations. K7) A critical understanding of the formulation of information systems strategic plans, IT/IS staffing issues and structures and IT growth models relevant to healthcare organisations. MSc Health Information Management Programme Specification Page 63 of 81

K9) Critical awareness of the concept of decision support and its effects on all parts of a healthcare organisation. K10) Critical understanding of modelling and simulation as this relates to the healthcare context. K11) A strategic view of the role of information management and technology in the successful operation of healthcare organisations. K12) A critical appreciation of trends, tools, techniques and current developments in the area of information technology, relevant to healthcare organisations. K16) Report work-based learning findings in a report K17) Independently negotiate learning outcomes for a mini-project based in the work place. Plan, control and deliver an independent learning project Skills S3) To be able to apply knowledge and skills in a range of activities in the field of Health Information Management. S4) Critically evaluate the applications of existing tools and techniques to information technology management, to the healthcare context. S5) Critically assess, choose and effectively use the appropriate available formalisms and methodologies for intelligent solutions of health information management problems. S6) Analyse the problem domain and define the appropriate intelligent solution(s), in a healthcare context. S15) A critical understanding of different theories of learning relevant to the workplace learning S16) Ethical, professional and legal issues relevant to their professional environment 3.2.3 Stage 3 MSc Health Information Management (as above plus) Knowledge K13) An understanding and critical awareness of project management concepts and techniques, including the use of advanced tools for the management of projects in a healthcare context. K14) Advanced knowledge in a highly specialised area in the discipline of Health Information Management, via an individual project, Skills S7) Design and undertake independently, a major original research project on a topic which relates to the forefront of the academic discipline of Health Information Management and reflect extensively and objectively on method, process and outcomes in the domain of the programme title. S8) Independently conduct research or advanced technical or professional activity in the area of Health Information Management demonstrating self-direction and originality in tackling and solving problems, and critically evaluate sources. MSc Health Information Management Programme Specification Page 64 of 81

S9) Deal with complex issues in of Health Information Management both systematically and creatively, make informed judgments in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. 4. Programme Structure and Content Module list complete Appendix 1 COMM2Q Stage 1 Postgraduate Certificate Code Name Credits Health Information Systems Application Building Core/ Option 15 Core COMM1K Health Information Systems Analysis 15 Core COMM2R Health Service Information Environment 30 Core Stage 2 Postgraduate Diploma COMM66 Current Health Information Issues 15 Core CETM11 Research Skills & Academic Literacy 15 Core ENGM91 Project Management and Control 30 Option CISM02 Decision Support for Management 15 Option CETM16 Database Systems 15 Option CIFM09 Professional Work Based Learning 30 Option Stage 3 Masters PROM01 Project 60 Core All modules are currently operating within the Department portfolio. The Masters in Health Information Management has been designed to develop knowledge and the ability to manage information and information technology. The modules have been carefully selected to provide a balanced grounding in health information, management issues and computing. In particular the computing modules have been designed to provide students with knowledge of business administration disciplines and practical experience to enable them to manage the development and implementation of IT systems in a health context. The programme topics will include: Current health issues and how these affect the operation of the Health Service. The trends, tools, techniques and current developments in the area of information systems and their applications in health information management. The nature of research, types of research, research process and its management, ethical issues in research, Outlining research problems and developing research questions. The need and the use of decision support systems. The general principles of modelling and simulation. MSc Health Information Management Programme Specification Page 65 of 81

The concepts of quality management especially as they relate to the software development environment. The components of quality management systems, international standards for IT quality (ISO9001, TickIT) Typical critical success and failure indicators for systems change projects. Critical awareness of risk management methods and their relevance in a systems change context. Project Management; Project evaluation; Project planning; Network planning tools; Project hazards and contingency planning; Monitoring and Control. There are two intermediate awards and one main award available within this programme. These are: Postgraduate Certificate in Health Information Management, Postgraduate Diploma in Health Information Management, and Master of Science in Health Information Management. A generic award of a Postgraduate Certificate in Health Information Management is available for those students who gain a minimum of 60 M-level credits from any of the taught modules within this programme (excluding the project). The second intermediate award of Postgraduate Diploma is available for students who wish to leave the course at the end of the taught component - having gained 120 M-level credits. Students progress from Postgraduate Certificate through to Postgraduate Diploma when they have completed the requisite number of credits. Programme Regulations To be awarded a Postgraduate Certificate in Health Information Management a Student must achieve a pass grade of 40% or above in 60 M-level credits worth of modules (excluding the project). To be awarded a Postgraduate Diploma in Health Information Management a Student must achieve 40% or above in all eight taught modules studied excluding the project module. To be awarded an M.Sc. in Health Information Management a Student must achieve 40% or above in all modules including the project module. To be awarded an M.Sc. with Merit in Health Information Management the conditions for the award of an M.Sc. in Health Information Management need to be fulfilled and in addition 60 credits (to include the project module) be graded between 60% and 69% and all other modules must normally have been passed at the first attempt. To be awarded an M.Sc. with Merit in Health Information Management the conditions for the award of an M.Sc. in Health Information Management need to be fulfilled and in addition 60 credits (to include the project module) be graded at 70% or greater and all other modules must normally have been passed at the first attempt. Programme Content Stage 1: Graduate Certificate Module Title Health Information Systems Application Building Module Code Core/ Option Content COMM2Q Core Current health issues, statistical techniques Health Information Systems Analysis COMM1K Core Systems analysis techniques, introduction to PISO Health Service Information Environment COMM2R Core Design and implementation for and information system MSc Health Information Management Programme Specification Page 66 of 81

Stage 2: Graduate Diploma The topics covered in the core modules at this stage are in depth Health Issues, research, ethical and legal issues. A variety of information systems management issues are covered in optional modules. Module Title Module Code Core/ Option Current Health Information Issues COMM66 Core Current health issues Content Research Skills & Academic Literacy CETM11 Core Research and academic issues Project Management and Control ENGM91 Option Decision Support Management CISM02 Option Database Systems CETM16 Option Professional Work Based Learning CIFM09 Option Stage 3: MSc Module Title Module Code Core/ Option Project PROM01 Core Health information issues Design and implementation for and information system Evaluate a range of decision making tools and techniques in relation to their application in a variety of contexts Design, specify and implement a database application using appropriate methodologies and tools A critical understanding of different theories of learning relevant to the workplace learning. Ethical, professional and legal issues relevant to their professional environment Content Placements, study abroad and other work experience opportunities N/A 5. Teaching and Learning See teaching, learning and assessment matrix, Appendix 3 Details of the teaching, learning and assessment for each module can be found in Appendix 3 The general learning, teaching and assessment strategy used within this programme reflects the Department standard for postgraduate taught programmes. A rich mixture of different learning and teaching methods such a lectures, tutorials, seminars, online learning, directed reading and surgery sessions have been selected to make the learning experience more interesting to the wide diversity of students that the programme attracts. The fact that the course is dealing with graduates and educating them to Masters level means that the students are expected, and have the ability, to carry out a significant quantity of unsupervised study. This may take the form of directed reading of research papers and advanced technical material or practical work on various software problems and packages. The objective of the students-staff contact time is to set milestones and learning goals, and make new ideas and concepts accessible to the students. These ideas are then followed up in tutorials and in the students' own time. Tutorials are used within each module to provide support for lectures. The prime objectives of tutorial time are to allow in- depth study of particular topics that have been introduced and also for practical exercises. A practical tutorial group will normally MSc Health Information Management Programme Specification Page 67 of 81

consist of about 20 students. As well as requiring a significant amount of individual study, the course also encourages group working. This is in recognition of the fact that a graduate of the course will, normally be employed in environments where significant demands will be made upon his or her ability to co-operate and collaborate with others. Some use of flexible learning materials is made across many of the modules. In particular there has been a marked increase in the use of Sunspace for materials. Negotiated learning is only used within the project module of this programme. In the project module, the negotiation will centre on the terms of reference that the student wishes to propose. A central objective within the terms of reference will be the delivery of the feasibility study or design required by the client. However, the route by which this is achieved, and the topic and scope of the research that will interlink with it, are decided under negotiation between the student and supervisor (these decisions will be ratified during project reviews). Due to the small cohort size and the fact the certificate stage is day release feedback is taken on a regular basis on the morning prior to the commencement of classes with responses provided in the same way. This enables most issues to be resolved quickly and effectively. In addition the Department requires that student feedback on modules is obtained and provides a new format questionnaire for this purpose. Module leaders must include a digest of student comments and a summary of their appraisal of the module when completing the Department s Module Report. These are incorporated into Department's Annual Programme Reports and are retained on file by the Department Administrator for forwarding to other Departments Programme Boards. One of the major factors which has influenced the delivery of the curriculum is the use of Sunspace, our Virtual Learning Environment. The use of Sunspace is widespread in the Department with staff continually developing ways to integrate it into the delivery of their modules. Sunspace is used as a repository for module material (such as handbooks, lecture and tutorial notes, assignments), for on-line assessments, for submission of assignments, for general student contact, for discussion forums and for links to other areas and resources. 6. Assessment See teaching, learning and assessment matrix, Appendix 3 The assessment throughout this programme is a mixture of methods appropriate to the modules under study. Each assessed 15 credit module has one or two items of assessment work and the one core 30 credit module has three elements of assessment. The students experience a diverse range of assessment strategies across the programme, enabling them to display various skills associated with Masters level learning. This will include reviews of research papers, case study analysis, system analysis/ evaluation/ design/ implementation, formal report production, and presentation. The assessment strategies chosen within each module are appropriate to the content and style of delivery and have been further selected in order to provide a rich mixture of diverse assessment strategies while ensuring that module aims and objectives can be accurately assessed. While it would appear that the majority of assessment undertaken is that of an individual assignment it is important to note that there is a rich and wide diversity of different approach of this assessment within the modules on the programme. Individual assignments include different forms of assessment strategies, for example, formal paper review by CETM11 Research Skills and Academic Literacy; practical applications of techniques by COMM1K Health Information Systems Analysis and COMM2Q Health Information Systems Application Building. MSc Health Information Management Programme Specification Page 68 of 81

The Department s approach to teaching, learning and assessment is that we should support the objectives in the University s Learning, Teaching and Assessment Strategy. To this end, the Department has agreed a set of learning, teaching and assessment principles at the programme level which directly supports the University strategy. Each programme should demonstrate whether and how each of these principles is addressed. Therefore, the learning, teaching and assessment strategy for a programme is the manner by which these principles are addressed. The principles are listed below: The development and assessment of postgraduate intellectual skills: research skills, gathering and using information, synthesising information/data, applying methodologies, applying concepts, creating new concepts/ideas/products, analysing and evaluating, critical reasoning, information retrieval skills. The development of learning/study skills with students taking responsibility for their own learning this includes awareness of assessment honesty issues such as plagiarism The development and assessment of employability and enterprise skills including work-based learning and adherence to the University Careers Education and Information Guidance Policy An appropriate balance and variety of teaching, learning and assessment approaches, subject to the prevailing Department standards. The requirements of professional bodies including ethics and professionalism The use of on-line learning environments (e.g. Sunspace) The use of negotiated learning The use of flexible learning materials The integration of teaching, research and reachout Equal opportunities and widening participation Student feedback Many of the principles are addressed separately in other parts of this programme specification but this section will tie them together so that the strategy is clear and coherent rather than fragmented. From the start, it was decided that these principles would form an integral part of the design process for this programmes. As a result, they have heavily influenced the design of the curriculum itself as well as the way the curriculum will be delivered. In both the design and delivery, attention has been paid to building on our strengths as well as addressing weaknesses or omissions which have come to light either through experience or the desire to adopt new ideas and initiatives. The assessment criteria for the programme is shown in Appendix 4 7. Student Support and Guidance As the student numbers are limited on this programme student support is given by the Programme Leader who acts as a personal tutor for all students. Contact details for the Programme Leader and administrative support are provided in the Programme handbook. A half day induction session is delivered by the Programme Leader along with the administrator responsible for the programme. Academic and administrative issues along with items contained in the Programme handbook are covered. The certificate students, as a groups, are introduced to the whole academic team who give a brief introduction of their individual modules. All on-campus students have access to the University s central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service. The Students Union provides an independent service which offers advice and support across the full range of personal and academic problems which students may encounter. Students wishing to lodge a complaint or an MSc Health Information Management Programme Specification Page 69 of 81

appeal can seek advice from the Students Union or from Academic Services. Full details of all these services can be found on the University s web-site. Where appropriate, staff in the Department will sign-post students to these specialist services. Students completing their MSc project received support from the Programme Leader who acts as a Project Supervisor. This support is in the form of email, telephone or face to face which ever is most suitable to the student requirements. All on-campus students have access to the University s central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service. The Students Union provides an independent service which offers advice and support across the full range of personal and academic problems which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students Union or from Academic Services. Full details of all these services can be found on the University s web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these specialist services. 8. Admissions The programme is offered on a part-time basis to staff who are currently, or intend to be, employed in information management and technology (IM&T) within a health and social care environment. Candidates entering the programme would normally be expected to have a first degree or equivalent, or demonstrate appropriate experience in a healthcare environment. The programme will particularly appeal to middle level managers who, in order to improve their current positions, wish to gain an understanding of modern information system practices. Students with previous academic, experiential or certificated achievement may apply for accreditation of up to 120 M-level credits of the programme (under APEL) or 60 M-level credits under APA. Accreditation provides a more flexible and attractive course to those potential students who have some experience of some aspects of the programme at the appropriate level. Students who apply for accreditation will have to fulfil the University APEL/APA requirements (see University Postgraduate regulations). Entry point (delete those not required) Stage 1 (u/g) Standard entry requirements 1 Entry with advanced standing 2 Not applicable Other 3 Stage 2 (u/g) Not applicable Stage 3 (u/g) Not applicable Stage 4 (u/g) Not applicable Level 7 (Masters awards) start of programme Level 7 (Masters awards) after Certificate phase Level 7 (Masters awards) after Diploma phase Not applicable Not applicable Not applicable MSc Health Information Management Programme Specification Page 70 of 81

Notes: 1 For undergraduate programmes these must be qualifications listed in the UCAS Tariff and must include the UCAS Tariff points required - advice on this can be sought from the Admissions Office in Marketing and Recruitment; 2 Where entry is to be given with advanced standing (i.e. Stage 2 or 3 entry to an undergraduate programme or after the Certificate or Diploma phase of a Masters award) you will need to ensure that the entry route is approved map the learning outcomes of the entry qualification to the relevant Stage of this programme (this requires Faculty approval seek advice from your AD Student Experience) see AQH-I4 Articulation and Related Processes for details or consult Academic Services. 3 For example, any professional experience required or desirable; English language proficiency; any other skills required (eg IT). Note that it is now generally illegal to give age as any kind of entry criterion: please seek advice from Academic Services if you think this may be a problem. 9. Programme Management and Quality Assurance The programme is managed and quality assured through the University s standard processes. The programme as a whole and modules are overseen by a combined Programme and Module Studies Board and each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development. The programme board responsible for this award is currently MSc. Programme Board. This programme was previously managed by a single named board but had been merged with the other Masters programmes. Student representatives and, where applicable, typical employers are in attendance to ensure the coherence of the programme overall, its currency, progression, and alignment between the learning outcomes and modes of teaching, learning and assessment. Student achievement, including progression between levels and degree classification, is kept under review. The programme is reviewed annually and a report is sent to the Faculty Quality Assurance Board. Key points are reported to the University s Quality Assurance Board. External examiners are appointed to oversee and advise on the assessment of the programme. They verify the comparability of the standards of the programme with the standards of similar programmes elsewhere in the UK and the quality of the assessment process. They are also invited to comment on proposed developments to the programme. Their reports are sent to the DVC (Academic) as well as to the Faculty. He requires a report from the Department on any major issues of concern raised by the external examiner. All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK HEI. Students views are sought through module questionnaires and by other methods. The feedback informs module leaders annual reports on their modules. Students are represented on the Programme and Module Studies Boards; in the former they are involved in discussion of external examiners reports. As the student numbers are limited on this programme student feedback is taken regularly by the Programme Leader through discussion sessions with the cohorts of students prior to weekly classes commencing. Some of the modules have a significant involvement from NHS management who deliver guest lectures in specialised subject areas. In addition the certificate and diploma core modules are delivered by a full time NHS manager. Some of the assessments, especially the project incorporate a significant Work Based Learning element. MSc Health Information Management Programme Specification Page 71 of 81

Quality Management and Enhancement Regular evaluation of programme by students and external examiners. Annual monitoring of programmes and modules. Periodic review of programmes involving external panel members, including representatives from employers and professions. Staff development. An annual review of the programme is conducted with the Strategic Health Authority (SHA) where the content and achievements are analysed and evaluated. In addition at a programme review the input fro the SHA is sought to ensure that the programme meet their requirements. The project and the Professional Work Based Learning modules have a work place focus, however, there is no involvement of the employed other than to act as sponsor or client. 10. Learning Environment and Resources Support and guidance is offered to students through a comprehensive set of mechanisms. All new students are given an induction programme during which time they are exposed to various aspects of student academic life and much information on the University and its Services, the Department and their chosen programme of study. Further induction sessions take place at the commencement of each subsequent level of study. All students have access to their Programme and Module Leaders via a guaranteed appointment system booked through Reception. Students on the programme will benefit from being part of moderately sized cohorts with a close-knit team of lecturers. Students problems will generally be dealt with through the Programme Leader who will act as a personal tutor. The students have representation on the Boards of Studies which meets four times during the academic year. From time to time staff may meet with their tutees as a whole group to take soundings and obtain feedback on various issues. Additionally staff will take care to talk to students individually to provide important academic guidance. A detailed Programme Handbook is issued annually to supplement the extensive on-line information resources within the Department, while each module leader will provide a Module Guide giving details of objectives, schedule, teaching and learning activities and the assessment regime. Extensive 24-hour computing resources are housed on the St. Peter s Campus Library, adjacent to the Department. All students have access to email, Internet services and Sunspace. The campus library provides a comprehensive range of relevant academic and technical books and journals as well as access to electronic databases for research purposes. MSc Health Information Management Programme Specification Page 72 of 81

Appendix 1 QUICK REFERENCE Panel: External Internal Programme: New Review Title Change Replacement for existing SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS (Form to be completed electronically by the Faculty and forwarded to the QAE Quality Officer supporting the Approval event, or sent to MISD for faculty devolved processes before sending to QAE) PROGRAMME/SUBJECT/SHORT COURSE DETAILS Exit Award: Title of programme/award Replacement for existing programme Faculty(ies): Department: SITS Programme/Short Course code 1 Programme Studies Board 2 UCAS code 3 (if applicable). If other please state method. JACS code 4 Health Information Management None Applied Sciences Computing, Engineering and Technology PMHIMGTM Postgraduate Computing CID415 Qualification Level / Qualification Aim MSc MSc Modes of delivery and duration: Full time No Sandwich No Part time Yes 3 to 9 Years Work Based Learning Yes On-campus Yes Off-campus No CSP Only. Other subject combinations not allowed with this subject: Programme/Subject/Short Course Leader: John Wraith Date of Approval /Modification/Review June 2013 Date of next review (QAE to complete) Start date of programme/short Course Number of intakes per annum and likely month(s) intake(s) starts. One (October) FUNDING DETAILS Confirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other 5 If it is TDA, is it primary/secondary/f.e./other (please state) 1 To be allocated in consultation with MISD team in SRBP 2 Programme Studies/Assessment Board that will have management responsibilities for the programme. 3 Please contact Admissions Manager for code 4 JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant AD 5 Please confer with David Balme for funding status for programme MSc Health Information Management Programme Specification Page 73 of 81

Is the programme Open or Closed 6 : Open ACCREDITING BODY None PROGRAMME SPECIFIC REGULATIONS Are there to be programme specific regulations? No COLLABORATIVE: UK No Please complete details Overseas No Institution Collaborative model 7 Funding arrangements 8................ INTERIM AWARD SCHEDULE Interim Award Title Postgraduate Certificate in Health Information Management Postgraduate Diploma in Health Information Management Credits Required 60 120 Interim Structure Please show mandatory requirements if applicable e.g. core module codes DETAILS SUPPLIED BY: DATE: For QAE use only: Circulation list: Quality Assurance & Enhancement (files) MISD (J Ruffell), Admissions (E Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Examinations (B Muldowney), Planning (David Balme) Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott) + for collaborative programmes: SRBP Carole Green/Peter Elliott, marketing (Judith Green) 6 An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only. If in doubt please consult Academic Services or Planning and Finance. 7 As per QAE guidelines 8 Please contact David Balme for confirmation of funding details MSc Health Information Management Programme Specification Page 74 of 81

Module List Award, Route (if applicable) & Level New/ Existing/ Modified Module (N/E/MM) Module Title Module Code Module Credit Value Whether Core or Option Must Choose (ie designated option) Assessment weighting give % weight for each assessment item Pre-/Corequisites Module Leader Other Comment (if required) Date of Entry on SITS N/MM only ( After event) JACS Code E Health Information Systems Analysis COMM1K 15 Core Coursework 100% None Chris Milburn PG Cert E Health Information Systems Application Building COMM2Q 15 Core TCT 25% Assignment 75% None John Wraith E Health Service Information Environment COMM2R 30 Core Coursework 100% None John Wraith PG Dip E E Research Skills and Academic Literacy Current Health Information Issues CETM11 15 Core COMM66 15 Core E Database Systems CETM16 15 Option TCT 30% Assignment 70% Assignment 60% Work Based Project 40% TCT 30% Assignment 70% None COMM2R COMM1K COMM2Q Lynne Humphries John Wraith Robert Warrender E Work Based Learning CIFM09 30 Option Coursework 100% None Lynne Humphries E Decision Support Management CISM02 15 Option 2 Assignments 50% each None Valentina Plekhanova E Project Management and Control ENGM91 30 Option Coursework 100% None Ian Ridley MSc E Project PROM01 60 Core Project (90%) Viva (10%) 120 Credits Lynne Humphries MSc Health Information Management Programme Specification Page 75 of 81

Modules - Learning Outcomes Knowledge Appendix 2 Module Title Code K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 Health Service Information Environment COMM2R TA TA D D TDA TD TA Health Information Systems Analysis COMM1K TA TA TDA D D TA Health Information Systems Application Building COMM2Q TA TA D D TA Current Health Information Issues COMM66 TA DA D D D D DA TD DA Research Skills and Academic Literacy CETM11 TA TA D Project Management and Control ENGM91 TA TA DA D TDA TD D D TA TA Managing People and Organisational Development CIFM12 TA TA TA D TA TA Decision Support for Management CISM02 TA TA DA TDA TDA TA D D Database Systems CETM16 TA TA DA DA DA Work Based Learning CIFM09 TDA TDA TDA Project PROM01 A A DA DA DA T = Taught, A = Assessed, D = Developed MSc Health Information Management Programme Specification Page 76 of 81

Modules - Learning Outcomes Skills Module Title Code S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 Health Service Information Environment COMM2R TA TDA TDA TDA TDA TDA Health Information Systems Analysis COMM1K TD TD TDA TDA DA DA Health Information Systems Application Building COMM2Q TD DA DA Current Health Information Issues COMM66 DA DA D DA TDA Research Skills and Academic Literacy CETM11 TA TA D TA Project Management and Control ENGM91 TA DA TA TD TA DA Decision Support for Management CISM02 TA DA TA TA TA TA D D Database Systems CETM16 TA DA TA DA Work Based Learning CIFM09 TDA TDA Project PROM01 TA DA TA TA TA DA T = Taught, A = Assessed, D = Developed MSc Health Information Management Programme Specification Page 77 of 81

TEMPLATE FOR PROGRAMME REGULATIONS Appendix 3 Name of Programme: MSc Health Information Management Title of Final Award: MSc Health Information Management Interim Awards 1 : Postgraduate Certificate in Health Information Management; Postgraduate Diploma in Health Information Management Accreditation: None University Regulation: 4.2.1 - The overall pass mark for each module is 40%. To pass a module a student must also have submitted work for each element of assessment. Stage 1 - PG Certificate Core Modules: Code Title Credits COMM1K Health Information Systems Analysis 15 COMM2Q Health Information Systems Application Building 15 COMM2R Health Service Information Environment 30 Option Modules: None Elective Modules: None Progression Regulations There are no programme-specific progression regulations Stage 2 - Diploma Stage Core Modules: Code Title Credits CETM11 Research Skills and Academic Literacy 15 COMM66 Current Health Information Issues 15 Option Modules: Choose modules to the value of 30 credits from the following list. Code Title Credits CETM16 Database Systems 15 CIFM09 Work Based Learning 15 CISM02 Decision Support Management 15 ENGM91 Project Management and Control 15 Elective Modules: None Progression Regulations There are no programme-specific progression regulations 1 Same as main award unless agreed otherwise at validation e.g. to meet PSRB requirements MSc Health Information Management Programme Specification Page 78 of 81

MSc Core Modules: Code Title Credits PROM01 Project 60 Option Modules: None Elective Modules: None Progression Regulations There are no programme-specific progression regulations MSc Health Information Management Programme Specification Page 79 of 81

Fail Pass Assessment Criteria at the Level of the Target Award Appendix 4 Generic Assessment Criteria Postgraduate These should be interpreted according to the level at which you are working and related to the assessment criteria for the module Categories Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature 86 100% The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. 76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the 70 75% learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. Directly relevant to the A substantial knowledge Comprehensive analysis - Well supported, focussed Contains distinctive or Well written, with Critical appraisal of up-todate 60 69% requirements of the of relevant material, clear and orderly argument which is clear independent thinking; and standard spelling and and/or appropriate assessment showing a clear grasp of presentation and logically structured. begins to formulate an grammar, in a readable literature. Recognition of themes, questions and independent position in style with acceptable different perspectives. issues therein relation to theory and/or format Very good use of a wide practice. range of sophisticated source material. Some attempt to address Adequate knowledge of a Significant analytical Generally coherent and May contain some Competently written, with Uses a good variety of 50 59% the requirements of the fair range of relevant treatment which has a logically structured, using distinctive or independent only minor lapses from literature which includes assessment: may drift material, with intermittent clear purpose an appropriate mode of thinking; may begin to standard grammar, with recent texts and/or away from this in less evidence of an argument and/or formulate an independent acceptable format appropriate literature, focused passages appreciation of its theoretical mode(s) position in relation to including a substantive significance theory and/or practice. amount beyond library texts. Competent use of source material. 40 49% Some correlation with the Basic understanding of Some analytical A simple basic style but Evidence of use of requirements of the the subject but treatment, but may be with significant appropriate literature assessment but there is a addressing a limited prone to description, or to deficiencies in expression significant degree of range of material narrative, which lacks or format that may pose irrelevance clear analytical purpose obstacles for the reader 35 39% Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic A limited understanding of Largely descriptive or A basic argument is Some evidence of a view Numerous deficiencies in a narrow range of narrative, with little evident, but mainly starting to be formed but expression and material evidence of analysis supported by assertion and there may be a lack mainly derivative. presentation; the writer may achieve clarity (if at of clarity and coherence all) only by using a simplistic or repetitious style The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied for compensation consideration. which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. Weak use of quotation Barely adequate use of literature. Over reliance on material provided by the tutor. MSc Health Information Management Programme Specification Page 80 of 81

30 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. 15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. 0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. MSc Health Information Management Programme Specification Page 81 of 81