15 July 2016
Innovation in Health Care
It is recognized that healthcare services are facing many challenges in a climate of increasing demands and expectations from society. The ability to innovate is important for the future success of all health care organizations. By making some simple but profound changes in behaviours and processes leaders can have great impact on the culture for innovation. Innovation is about what’s new and what’s next. Innovation—whether small or incremental, large or disruptive—is about change. Innovation is also about what works … better. In this module students learn to build a culture for innovation. They can discover the need for innovation in their professional context. Creative thinking techniques are used in interdisciplinary and intercultural problem solving and group work. Students are able to invent, to select, to develop, to create new idea’s /products/processes/services to improve quality in their professional life.
Coaching in innovation and change management are important concepts in this module. Students also learn to look from entrepreneurial perspective. This course offers a mix of lectures/workshops/group work/tutorial groups as a preparation for an innovation project related to clinical practice.
Erwin Vanroye and Bart van Dolderen, Zuyd University of Applied Sciences
Bachelor degree; participants are working or interested in the healthcare sector
(1) Students are able to discover the need for innovation in their professional context
(2) Students are able to invent, to select, to develop, to create new idea’s to improve quality of life (in working, living, leisure, relations)
(3) Students can use horizontal, vertical, lateral, divergent, and convergent thinking techniques in problem solving. Students can think outside the box and into new boxes.
(4) Students can explain and use the concepts of innovation and creativity related to their personal professional context
(5) Students can critically and methodically (feasability and desirability) evaluate products/services/processes, what’s the rationale, why do they create this specifically,
(6) Students can present their work in the end and can explain the process they went through.
(7) Students can back up their choices using scientific reasoning skills. What kind of evidence have they thought about.
(8) Students can setup and use an action plan for implementation
(9) Students practice the skills and knowledge to cooperate with other professions, from an inter/multidisciplinary point of view and understand the specific language of the other professions.
(10) Students practice collaborative and negotiating skills with the team in a reasonable way.
(11) Students can define why different professions need each other for enabling better wellbeing.
(12) Students show value awareness, critical thinking skills about the values of product + ethics + multicultural dimension.
EUR 800: Course and course materials