96314 Evidence for Informing Practice
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Note
This subject is fully online and is delivered over a 6 teaching week session. The subject requires the student to engage in between 15-20hrs of study per week.
Description
This subject is designed to develop students' knowledge of evidence-based practice, within the context of current clinical practices and health care research. Particular emphasis is placed on developing confidence in conducting critical appraisals of contemporary research evidence, relevant to clinical practice or common health problems encountered in nursing and allied health. Strategies to integrate research evidence into practice and incorporating current implementation models are explored, to facilitate the delivery of high-quality disciplinary and interdisciplinary health care.
Subject learning objectives (SLOs)
| A. | Identify a healthcare practice issue or gap in the literature and justify its significance. |
|---|---|
| B. | Convert the clinical problem into a focussed question to direct a literature search for identifying relevant research evidence. |
| C. | Design an effective, reproducible and transparent search strategy to access relevant evidence. |
| D. | Select and critically appraise available research evidence for rigor, importance, and applicability to clinical practice. |
| E. | Analyse, synthesise, and apply this research evidence to inform clinical practice. |
| F. | Reflect on the role of evidence-based practice in improving the quality of patient outcomes and clinical practice. |
| G. | Examine factors influencing implementation of evidence-based practice into current clinical practice. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who examine and contribute to practice, policy and research to achieve clinical excellence and enhance health outcomes (1.0)
- Are visionary, innovative and responsive leaders (2.0)
- Are socially, culturally and ethically aware and accountable when engaging with health care consumers, families/significant others, interdisciplinary teams, communities, organisations and authorities (3.0)
- Communicate effectively and professionally in diverse and dynamic situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
Teaching and learning strategies
In this subject, you will participate in a range of teaching and learning strategies that are designed to encourage you to develop your knowledge of evidence-based practice, within the healthcare context.
Orientation activities
Preparation for the Session - students are expected to undertake activities prior to the first week. These activities include online readings, videos, interaction with peers, and are important in helping students prepare for the subject's Assessment Tasks. This also provides students with an opportunity to meet and interact with peers. Students will learn through independent learning activities, group work, peer review, and participation in the Zoom meetings.
Independent learning activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. Students are expected to come to Zoom meetings prepared. This will enhance the students’ ability to progress successfully throughout the subject and complete assessment items effectively. The online material aims to enhance students’ understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others, and gain feedback. Information and links to all these learning activities can be accessed via Canvas as well as the subject outline.
Zoom meetings/workshops
Zoom meetings will provide opportunities for group activities and discussion, self-assessment, peer review and formative feedback from the subject coordinator. Zoom meetings will be conducted at a time that enables the majority of students to contribute. Students are strongly encouraged to attend the first Zoom meeting in Week 1 as these prepare students for the subject’s Assessment Tasks.
Feedback
Feedback will be frequent and takes several forms including self-assessment, peer review, automatic feedback from interactive activities e.g. quizzes, and from the subject coordinator. Formative feedback throughout the subject aims to increase student performance at summative assessments.
Content (topics)
- The process of evidence based practice – asking clinical questions, accessing evidence, appraising the evidence, actioning the evidence and auditing the outcomes of the change
- Turning clinical questions into searchable questions – PICO/PS format (and variations)
- Searching databases – how to use databases and optimising search strategies to find relevant research and evidence, including the use of Boolean operators, truncation and wildcards
- Referencing databased – how to use referencing databases such as Endnote to organise evidence once it is found
- The NHMRC Hierarchy of Evidence – this explores the application of specific methods to answer specific questions
- Understanding research biases – common types of bias and confounding and how these can influence research outcomes.
- Understanding research outcomes – an overview of research statistics which are reported in research articles, and understanding what these mean. This will help students identify if research is being reported accurately and if conclusions presented align with the outcome data
- Critical appraisal of evidence – overview of the purpose of critical appraisal and different types of critical appraisal tools including CASP and JBI critical appraisal tools
- Understanding different research methods and critical appraisal of these – randomised controlled trials, cohort trials, case-control trials, diagnostic studies, qualitative research, systematic reviews
- Clinical Practice Guidelines (CPG) and the AGREE tool – an overview of what CPG are, how they are made looking at the grading of evidence, and how to appraise a CPG using the AGREE tool
- Implementation of EBP – consideration of barriers and enablers when translating evidence into practice, different models of EBP implementation and how these may apply to different clinical settings, communicating with patients about evidence when developing plans of care with patients
- Identification of gaps in the evidence to inform future research – This includes how to write a literature review. This leads into the next core subject, Research in Health where students are expected to develop a research proposal.
Assessment
Assessment task 1: Assessment task 1: Problem identification and finding the evidence
| Intent: | This assessment will help you to begin to learn how to apply evidence based practice to your field of nursing. The feedback you receive on this assessment will help you to prepare for Assessment 3. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and C This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0, 4.0 and 5.0 |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 500 words +/- 10% (Complete PICO(T), and document database search) |
| Criteria: | Marking criteria available in Canvas |
Assessment task 2: Assessment task 2: Critical Appraisal of Research
| Intent: | This assessment task is designed to allow you to apply your critical appraisal skills and demonstrate your knowledge. You will reflect on how this critical appraisal process has influenced your understanding of evidence-based practice and nursing research. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): D, E, F and G This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 4.0 |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | Reflection 500 word +/- 10% (plus 2 completed Critical appraisal forms) |
| Criteria: | Marking criteria available in Canvas |
Assessment task 3: Assessment task 3: Critical review of evidence - conference poster
| Intent: | In this assessment task, you will apply the evidence-based practice knowledge and skills gained in the subject by critically appraising, assessing, and synthesising available evidence to solve a clinical problem and identify gaps in the current evidence base. The assessment builds on Assessments 1 and 2. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): D, E, F and G This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 4.0 and 5.0 |
| Groupwork: | Individual |
| Weight: | 55% |
| Criteria: | Marking criteria available in Canvas |
Required texts
Bennett, S. & Hoffman, T. (2017)., Evidence-Based Practice Across the Health Professions (3rd ed., pp. 64-101). Elsevier.
Students are advised to acquire their own copies of these texts.
All additional readings, other than text books, will be available via links from within Canvas.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.