The objective of the Master of Science in Healthcare Quality (MScHQ) program is to prepare individuals who are considered capable and skilled in linking theoretical foundations of quality, risk and safety with practical applications in healthcare settings, and to develop expertise enabling individuals to assume leadership roles to promote excellence. These skills will be achieved through course work, networking with fellow students and faculty members, and a supervised quality improvement project.
The objectives of the MScHQ Program are to:
- Promote, innovate and disseminate, in theory and methods, the discipline of Quality, Risk and Safety in Healthcare.
- Engage in research that will enhance quality improvement, risk reduction and promote safety within the healthcare system.
- Systemically examine, evaluate and measure and apply current tools and approaches for system improvements.
- Enable individuals to assume leadership roles in their organizations to ensure the patient safety mandate is fulfilled.
- Practice health care safely in the 21st century with the competencies outlined by Canadian Patient Safety Institute (CPSI) and the World Health Organization (WHO).
- Practice in an interdisciplinary environment understanding perspectives of other disciplines and incorporating patient perspectives on quality and safety, and have the capacity to move beyond their immediate local environment to inspire change at the policy level.
- Facilitate networking opportunities and a supportive-collaborative learning environment.
The Master of Science in Healthcare Quality (MScHQ) Program is delivered over two (2) years by an interdisciplinary team from the Faculties of Health Sciences, Law, and Engineering as well as the Smith School of Business and School of Policy Studies at Queen’s University. This team of experts in the areas of quality, risk and safety will provide learners with a unique opportunity to link theoretical foundations with practical application.
The MScHQ Program delivers online synchronous sessions and asynchronous teaching. It is expected that students will attend the intensive weeks and synchronous session to participate in group activities. Teamwork is an integral component of the program and promotes dialogue on the key issues as outlined in the team assignments. Team-based learning fosters an environment where you can learn from faculty, team members and class members. Group composition is determined by the faculty teaching the course.
HQRS 840: Introduction to Quality, Risk and Safety
This course provides a comprehensive introduction of the historical, current and future state of quality, risk and safety. The developments of quality and safety research will be examined via the exploration of system enhancement, theoretical frameworks and tools for measuring system improvements.
HQRS 841: Process Improvement in Healthcare
This course offers the student a solid foundation in the current methods of process improvement in healthcare settings by incorporating best practices for process definition, value stream mapping and performance measurement in the course. Root cause analysis, hypothesis testing methods, and design of experiments (DOE) and other related analytical methods will be taught using relevant examples from different healthcare settings. Students will have the skills necessary to evaluate impact of their process improvement activities and be able to undertake ever increasingly complex improvement activities.
HQRS 842: Research and Evaluation Methods to Assess Quality, Risk & Safety
The course prepares students to advance safety science knowledge through independent research using quantitative and qualitative methods, including topics in advanced research design, data management, measurement and analysis techniques. Students are expected to generate a research proposal suitable for their culminating project.
Faculty: Dr. Rylan Egan
HQRS 844: Law, Risk and Healthcare
The intersection of areas of law, risk, and healthcare that create specific and unique complexities for a variety of professionals is explored in this course. Topics include accident law, civil litigation, insurance and risk management; the course concentrates on the intersections of these areas to synthesize both a coherent system of redress and a risk and safety conscious system for organizing social behaviour.
HQRS 845: Organizational Behaviour in Healthcare
This course introduces students to fundamental organizational behaviour concepts and theories and their use in healthcare settings. Behavioural and organizational dynamics within and beyond organizational boundaries are explored and analyzed. Fundamentals and skills to analyze, manage and change organizational dynamics in healthcare services are addressed.
HQRS 846: Human Factors in Healthcare
Human Factors as a discipline researches and provides information about human behavior, abilities, limitations, and relationship to the work environment (physical, organizational, cultural), and applies it to the design of safer and more effective tools, machines, systems, tasks, jobs, and environments. This course will cover the main human factors (e.g., perception, stress, workload, fatigue, etc.) that play a role in various healthcare contexts and can have a critical impact of the outcomes (e.g., care success, patient safety, job satisfaction, etc.).
HQRS 847: International Perspectives on Policy, Economics, and Quality Healthcare
This course examines concepts in health policy and health economics and how this relates to policy process and development. The concepts will be analysed from an evaluative perspective on effectiveness and efficiency in healthcare nationally and internationally.
HQRS 898: Project in Healthcare Quality
The focus of this course is on the scholarship of integration, implementation, and application. Students will develop research skills to rigorously search for evidence on a clearly defined question, conduct a project, and present findings orally and in a major paper. The course will be guided by a faculty member at Queen’s University and or a mentor based in practice. Students will identify their project by the end of the first year so that if ethical and administrative approvals are required there will be plenty of time to complete the project by the end of the program.