Outline

Overview

This unit of study pursues a critical analysis of errors in healthcare, starting with the theoretical constructs and practical applications underpinning professional standards, regulation, clinical governance and accreditation in health care organisations. Many factors influence a culture of safety and quality in the clinical environment across domains of organisational safety, teamwork, management accountability and consumer involvement. These factors and how they can impact patient care and quality improvement initiatives will be examined in this unit of study utilising a better practice (quality/continuity of care/health outcomes/governance) framework.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Clinical experience as a registered health professional and/or employment for in a health service management role or health policy role.
Available to study abroad and exchange students	No

Teaching staff

Coordinator	John Rihari-Thomas, john.rihari-thomas@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Assessment 1: Module 1 quiz Multiple choice, 10 questions, 1 mark each.	10%	Week 02 Due date: 08 Mar 2026 at 23:59	40 minutes	AI allowed
Outcomes assessed:
Out-of-class quiz	Assessment 2: Module 2 Quiz 20 multiple choice questions, 1mark each	20%	Week 06 Due date: 05 Apr 2026 at 23:59	70 minutes	AI allowed
Outcomes assessed:
Out-of-class quiz	Assessment 3: Quiz and short answer question 5 multiple choice questions, 1 mark each. 400 word short answer question, 15 marks.	20%	Week 08 Due date: 26 Apr 2026 at 23:59	70 minutes	AI allowed
Outcomes assessed:
Written work	Assessment 4: Quality Improvement Assignment Written submission based on development of a Healthcare Improvement Initiative	50%	Week 12 Due date: 20 May 2026 at 23:59	2500 words	AI allowed
Outcomes assessed:

Assessment summary

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Assessment criteria

Assessment 1: Module 1 Quiz (10%) 10 multiple choice questions, 40 minutes to complete (includes 10 minutes reading time).
Assessment 2: Module 2 Quiz (20%) 20 multiple choice questions, 70 minutes to complete (includes 10 minutes reading time)
Assessment 3: Module 3 Quiz/short answer (20%) 5 multiple choice questions and one 400 word short answer question, 60 minutes to complete.
Assessment 4: Quality improvement project (50%) Assignment maximum 2500 words.

‘Detailed information for each assessment can be found on Canvas.’ (e.g. assessment rubrics) and submission instructions are published on Canvas.

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Grade	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late submission In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Module 1: Introduction to Quality and Safety in Healthcare	Self-directed learning (22 hr)
Week 01	Module 1 facilitated online discussion session	Tutorial (1 hr)
Week 03	Module 2: Professional and Ethical Practice.	Self-directed learning (30 hr)
Week 04	Module 2 Facilitate online discussion session	Tutorial (1 hr)
Week 06	Module 3: Healthcare Systems.	Self-directed learning (36 hr)
Week 07	Module 3 Facilitated online discussion session	Tutorial (1 hr)
Week 09	Module 4: Healthcare Quality Improvement, Data, and Safe Care Models.	Self-directed learning (60 hr)
Week 10	Module 4 Facilitated online discussion session	Tutorial (1 hr)

Attendance and class requirements

Attendance: Attendance and participation are monitored. Students are expected to attend, engage and participate in scheduled classes and required learning activities. Students must notify the school if they are, or will be, unable to attend a required learning activity; and apply for special consideration or special arrangements; or have an academic plan with relevant adjustments, where appropriate.

(a) Students who fail to attend a required learning activity will be recorded as absent.

(b) Students must attend/participate in all intensive study days and related in-person or synchronous online required learning activity scheduled per unit of study.

(i) no absences without permission from the Unit of Study Coordinator or Program Coordinator are permitted

(c) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activities may be approved and provided to students absent from all/part of an intensive study day or other scheduled learning activity, due to unforeseen circumstances or with an approved planned absence:

(i) maximum two intensive study day absences permitted per unit of study where an approved alternative (catch-up) learning activities are completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded

Note: Students must apply for Special Consideration for absence from any scheduled required learning activity which includes an assessment.

Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style. This is an author-date style of referencing.

Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:

font: use Calibri or Times New Roman in 11 - 12 point
double line spacing
margins: 2.5cm each side
use page numbers
refer to assessment instructions for use of title and headings

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate an understanding of the background and established theoretical frameworks of quality and safety in health care, from Australian and international perspectives, including legal and professional regulation.
LO2. Explore, describe and synthesise the nature of health care error including the role of human factors, cultures, communication and leadership in healthcare.
LO3. Demonstrate knowledge, analysis and critical thinking about the concepts of clinical governance, methods of error detection and investigation.
LO4. Demonstrate understanding and assessment of strategies to prevent future adverse events including research translation, learning from error, learning from excellence and clinical practice improvement methodology.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit has been updated in response to previous student feedback, providing opportunities for engagement with tutors and other learners through scheduled zoom sessions. Content has also been re-designed to assist learners with the evidence-based knowledge, and healthcare setting application of healthcare quality and safety models.

Additional information

This unit of study is specifically designed for health professionals working in healthcare, equipping participants with underpinning knowledge around quality improvement and patient safety. Course modules examine the history, principles and contemporary challenges of quality and safety in healthcare from a largely Australian systems perspective. We critically analyse: systems and systemic failures/errors in healthcare leading to patient harm; professional standards, governance structures and their clinical application; and conceptualise evidence-based, person-centred strategies to improve care quality in our complex, resource-constrained healthcare environments. Subject participants will design, implement, measure and evaluate (or dependent upon initiative timelines, demonstrate knowledge of appropriate evaluation methods to be used), a quality improvement initiative (QI) in their healthcare setting. The project will place emphasis on evidence-based strategies, including, but not limited to, barrier and enabler assessment, person-centred practice, clinical reasoning, interdisciplinary teamwork and the use of available data such as healthcare agency statistical reports and routinely collected healthcare data.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Use of generative artificial intelligence (AI) and automated writing tools

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

FMHU5007: Safety and Quality in Healthcare

Semester 1, 2026 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Use of generative artificial intelligence (AI) and automated writing tools

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links