Course: Analysing and improving care bachelor level 2 credits: 25
- Course code
- HVXB26AVZN2
- Name
- Analysing and improving care bachelor level 2
- Study year
- 2026-2027
- ECTS credits
- 25
- Language
- Dutch, with parts in English
- Coordinator
- P.A. Hut-Mossel
- Modes of delivery
-
- Action learning
- Graduation project
- Assessments
-
- AVZ - N2 - Critical dialogue - Oral
- AVZ - N2 - Research process and final project - Portfolio assessment
Learning outcomes
Area of Expertise and Learning Outcome(s)
5. Analysing and improving care – Level 2
LOL 5.1 – AVZ – N2
The novice practitioner formulates an objective and a research question based on an existing practical problem, in line with the problem analysis, and interprets the results obtained to generate knowledge.
LOL 5.2 – AVZ – N2
The novice practitioner makes an impact within professional practice to improve the quality of care.
Indicators
Description
5.1 Substantiates the practical problem with relevant scientific and professional literature (BN2030).
5.2 Formulates, based on the practical problem, an objective and a research question appropriate to the problem analysis and the needs of professional practice (BN2030)
5.3 Methodically designs a well-founded and consistent research study appropriate to the objective and research question (BN2030).
5.4 Carries out the research, reports on it and formulates a conclusion based on a critical review of the research results (BN2030)
5.5 Formulates recommendations based on the research that contribute to high-quality care and supports these, where necessary, with relevant literature (BN2030).
5.6 Communicates the recommendations through a professional output appropriate to the needs of professional practice in order to make an impact (BN2030).
5.7 Demonstrates an inquisitive attitude throughout the research process (BN2030).
Content
The ‘Analysing and Improving Care’ (AVZ) course focuses on research skills, with the aim of improving a specific professional situation in healthcare practice. During the course, early-career professionals learn to work through the various phases of the research cycle and, based on the results, to formulate recommendations for professional practice. The necessary knowledge is provided through recommended (scientific) literature, knowledge clips and feedback sessions held throughout the research period. Within the course, early-career professionals learn with and from one another by discussing research designs, presenting progress and providing each other with feedback. During the implementation phase, the early-career professional works on data collection in practice and the analysis of the results. Based on this, recommendations are drawn up that contribute to high-quality care. These recommendations are presented in a professional product aimed at achieving an impact within professional practice.
During the sessions, the student gains insight into their own learning process and the steps they need to take to achieve the learning outcome. This is achieved, amongst other things, by giving and receiving feedback.
Topics that may be covered:
- General themes comprising:
- Stages of a research cycle
- Ethical aspects of practice-based research
- Research population/stakeholders
- Research quality assurance
- Communicating recommendations (professional output)
- Research methodologies comprising:
- Design-oriented and action research: phases of design thinking, participatory action research and the intervention cycle
- Quantitative research: descriptive and inferential statistics, use of SPSS
- Qualitative research: interview techniques, transcription and coding, use of Atlas.TI
Competence Proficiency Level 2 (CBN, 2022)
At the second level, the context is highly complex, with the focus 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 primarily on request. Actions are carried out as independently as possible, with justification provided retrospectively. The novice professional is encouraged to apply (strategic) planning, self-efficacy, motivation and reflection independently. Reflection on one’s 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. Two assessments take place within this course:
- Critical dialogue – oral (individual) During the design phase of the research, an individual oral presentation of the research design takes place, in which the trainee demonstrates an understanding of the subject and context of the practical research, and can justify the choices made in the design of the methodology.
- The critical dialogue must be assessed as at least a pass (mark > 5.5) in order to be permitted to carry out the research in practice.
- Process report – written (individually or in pairs)At the end of the course, the process report is assessed and awarded a mark. The process report consists of a description of the research process and the professional product.
Both assessments are marked using a rubric and must be passed.
- TEST 01 – AVZ – N2 – Critical dialogue
- TEST 02 – AVZ – N2 – Research process and final project
Evidence for the assessment
Description of the research process
Individual or pair project
The description of the research process sets out all the stages of a research cycle and justifies the choices made: from the formulation of the practical problem, the objective and research question, through to the analysis of the results, the critical reflection in the discussion, the conclusion and, finally, the recommendations for the client.
Professional output
Individual or pair project
A presentation and justification of the professional output in which the recommendations are communicated in an appropriate manner to make an impact within professional practice.