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FACULTY OF HEALTH SCIENCES School of NURSING, MIDWIFERY & PARAMEDICINE NATIONAL SEMESTER 1, 2021 UNIT CODE: HLSC122 UNIT TITLE: EVIDENCE FOR PRACTICE UNIT OUTLINE

Credit points: 10 Prerequisites/incompatibles: Nil National Lecturer in Charge: Associate Professor Vasiliki Betihavas Office location: North Sydney Email: [email protected] Telephone: +61 2 97392829 Contact me: Please contact your local LIC via email Teaching team: Campus

Name

Email

Telephone

Ballarat

Dr Rett Quinney

[email protected]

+61 3 5336 5326

Blacktown

Dr Natasha Franklin

[email protected]

+61 2 9739 2280

Brisbane

Ms Paula Johnston

[email protected]

+61 7 3861 6301

Canberra

Ms Amanda Vickers

[email protected]

+61 2 6209 1344

[email protected]

+61 3 9953 3187

[email protected]

+61 2 9739 2131

Associate Professor Melbourne Alicia Evans North Sydney

Mr Christian Pedrosa

Mode: Online Delivery Attendance pattern: weekly online lecture; journal club; and tutorial lessons Duration: 10 week semester. You should anticipate undertaking 150 hours of required study for a 10 credit point unit including lesson attendance, readings and assignment preparation. HLSC122_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2021

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UNIT RATIONALE, DESCRIPTION AND AIM It is a professional and pragmatic requirement that all healthcare professionals have the necessary skills to deliver evidence based, critically appraised, best practice. As the practice of all health care professionals in some way relates to the wellness of others, the ability to source and critically consume relevant literature related to practice is critical for optimum outcomes. Skills developed in this unit are required to assist students to start building knowledge which will guide their future practice as a health care professional. This unit provides foundational knowledge and skills for sourcing, appraising and reflecting on literature and information sources used in the health care environment. To assist health students to deliver evidence-based care, approaches to knowledge development in the health disciplines, including the generation of new knowledge, the refinement of practice and the delivery of quality care are explored. The application of research knowledge to the provision of evidence-based health care will be evaluated through a process of critical appraisal. The unit will introduce students to the concept of the 4 A’s of research – Awareness, Appreciation, Application and Ability. Students will also develop fundamental skills for accessing information by asking a question, and using that question to search for, find, and evaluate information. Skills developed in this unit will provide health students with the ability to source credible and appropriate information which they will use to build their discipline specific knowledge across their undergraduate program and take into their future practice as a health care professional.

LEARNING OUTCOMES On successful completion of this unit, students should be able to: 1.

identify health care situations and contexts where evidence-based practice can be applied;

2.

critically discuss the factors which influence the use of evidence-based practice to deliver best management practices across a range of health care settings; (GA3, 4)

3.

describe the range of information sources and levels of evidence to inform health practice; (GA4, 8)

4.

demonstrate foundational level skills in accessing, appreciating and applying evidence from a range of sources to inform health practice; (GA4, 8, 9)

5.

apply information literacy capabilities to the construction of evidence-based practice. (GA10)

GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, students should have developed their ability to: HLSC122_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2021

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GA3

apply ethical perspectives in informed decision-making

GA4

think critically and reflectively

GA8

locate, organise, analyse, synthesise and evaluate information.

GA9

demonstrate effective communication in oral and written English language and visual media

GA10 utilise information and communication and other relevant technologies effectively.

CONTENT Topics will include: •

Identifying and accessing high-quality information o How to find current, best evidence o Sources of knowledge

•

4 A’s of research (awareness, appreciation, application, ability) and their relevance to evidencebased-practice. o Awareness: Reflecting, analysing and problem-solving ▪ Critical thinking ▪ Clinical judgement (technical and situation-based judgement) ▪ What is appropriate evidence? o Appreciation: Judging the appropriateness of evidence. ▪ Types of knowledge, their development and application ▪ The evidence hierarchies and using them to rank evidence o Application: using evidence in clinical practice. ▪ How evidence is used in clinical practice

•

The influence of evidence in guiding patient journeys through the health care system o The influence of online information and popular media on patient choices o Complementary and alternative therapies o Considering patient choices when developing evidence-based care o Ensuring quality, consistent, evidence-based care

• •

Evidence-based health care o Identifying the need for information and evidence o The notion of best available evidence o Best practice guidelines and Clinical Practice Guidelines o Continuous quality improvement o The ethical application of evidence

LEARNING AND TEACHING STRATEGY AND RATIONALE ON-CAMPUS MODE This unit requires students to undertake 150 hours of focused learning to achieve the unit learning outcomes. Learning associated with this unit incorporates face-to-face teaching activities (lectures and tutorials), online activities, preparation and generation of assessment items and self-directed study. Students are expected to take responsibility for their individual learning and to participate actively within group activities. ONLINE MODE Learner-centred online resource sessions are used to support your acquisition of content. These help prepare you for the online tutorials in which this content is considered more interactively. Tutorials are HLSC122_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2021

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therefore used to help you make sense of the materials. Web-based learning and critical thinking activities are offered to help support self-study outside of tutorials and to further the development of your conceptual understanding. Students entering university need significant support to transition into a learning and teaching environment where they are required to drive their own learning. To guide students in their learning feedback is required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. Located in the first year of the programme, this theory unit includes significant face-to-face teaching hours and a directed online component to introduce students to managing their study off-campus. Lectures are utilised to convey content and its central principles while tutorials deliver interactive learning sessions which include formative feedback to build foundational tertiary study skills while also providing an opportunity to establish group-work and learning community skills. Online materials are introduced to provide students with a foundation for ongoing, directed, self-motivated study.

QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. Resources within this unit, including journal articles and videos, have been amended to reflect the diverse health disciplines of students enrolled in this unit. Assessments have also been modified to support peer learning and group work. The LEO site has been overhauled to promote effective communication to students and access to resources and weekly material. SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

LECTURE CAPTURE Lectures will be pre-recorded and made available to students online for access. Lectures will be made available weekly as the semester progresses.

SCHEDULE For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Week

Starting

Lecture/Journal Club

1

1st March Overview 2021 Unit structure What is Evidence Based Practice?

Tutorials

Assessment deadlines

Peer introduction and team allocations

HLSC122_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2021

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Week

Starting

Lecture/Journal Club

Tutorials

2

8th March 2021

Step 1. Developing a spirit of clinical inquiry

Identifying a clinical problem

3

4

5

6

•

Critical thinking

•

Clinical judgement

15th March 2021

Step 2. Framing an answerable clinical question

22nd March 2021

Step 3. Searching for the best available evidence

29th March 2021

•

PICO

•

Databases

•

Peer review

•

Boolean operators, truncation, wildcard, limiters and/or expanders

Consolidating Steps 1, 2, and 3 •

Levels of evidence

•

What is appropriate evidence?

5th April 2021

UA Common Vacation Week

12th April 2021

Consolidating Steps 1, 2, and 3

Assessment deadlines

Developing an answerable clinical question Developing a search strategy

Assessment 1.

Critical appraisal of a quantitative study

Assessment 2.

Assessment 2 Presentations Application of a search strategy to a research question

Online Quiz accessible from 0900hrs Mon 22nd March until 1700hrs Fri 26th March

A. ePoster and written script due 0900hrs Mon 29th March uploaded via TURNITIN

Assessment 2 B. Team presentation during tutorial

HLSC122_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2021

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Week

Starting

Lecture/Journal Club

Tutorials

7

19th April 2021

Step 4. Critical appraisal of the evidence using CASP

Assessment 2 Presentations

8

9

10

26th April 2021

3rd May 2021

10th May 2021

•

Is the study design valid?

•

Was the study method sound?

•

What are the results?

•

Will the results help locally?

Step 4. Critical appraisal of the evidence using CASP •

Are the results valid?

•

What are the results?

•

Will the results help locally?

Step 5. Implementing evidence to practice •

Theory practice gap

•

Evidence in clinical practice

Consolidation and revision

Application of a search strategy to a research question

Assessment deadlines Assessment 2 B.Team presentation during tutorial

Critical Appraisal of a qualitative study

Applying the evidence to clinical practice

Answering the research question

Assessment 3. Essay - Critical appraisal of a peer reviewed publication. Uploaded via TURNITIN by Mon 17th May 0900hrs

HLSC122_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2021

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Pre readings for tutorials Week

Starting

Pre readings

1

1st March trauma related to gravitational challenge: systematic review of randomised

Smith, G. C., & Pell, J. P. (2003). Parachute use to prevent death and major

controlled trials. BMJ 327(7429), 1459-1461.

2

8th March

Yeh, R. W., Valsdottir, L. R., Yeh, M. W., Shen, C., Kramer, D. B., Strom, J. B., ... & Nallamothu, B. K. (2018). Parachute use to prevent death and major trauma when jumping from aircraft: randomized controlled trial. BMJ, 363.

3

15th March

Lim, M. S., Hellard, M. E., & Aitken, C. K. (2005). The case of the disappearing teaspoons: longitudinal cohort study of the displacement of teaspoons in an Australian research institute. BMJ 331(7531), 1498-1500.

4

22nd March

Brooks, L. A., Bloomer, M. J., & Manias, E. (2019). Culturally sensitive communication at the end-of-life in the intensive care unit: A systematic review. Australian Critical Care, 32(6), 516-523.

5

29th March

Gajendragadkar, P. R., Moualed, D. J., Nicolson, P. L., Adjei, F. D., Cakebread, H. E., Duehmke, R. M., & Martin, C. A. (2013). The survival time of chocolates on hospital wards: covert observational study. BMJ, 347.

5th April

No Lessons

6

12th April

Assessment 2 Presentations

7

19th April

8

26th April

9

3rd May

Assessment 2 Presentations

Osokpo, O., & Riegel, B. (2019). Cultural factors influencing self-care by persons with cardiovascular disease: an integrative review. International Journal of Nursing Studies, 103383.

Desai, S., & Jena, A. B. (2016). Do celebrity endorsements matter? Observational study of BRCA gene testing and mastectomy rates after Angelina Jolie’s New York Times editorial. BMJ, 355

10

10th May

Andrew, E., Nehme, Z., Bernard, S., Abramson, M. J., Newbigin, E., Piper, B., ... & Smith, K. (2017). Stormy weather: a retrospective analysis of demand for emergency medical services during epidemic thunderstorm asthma. BMJ, 359.

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ATTENDANCE REQUIREMENTS FOR THIS UNIT Reasons why attendance is required You will be interacting with other students and developing skills which you will use in your professional/clinical experience, working within a group or team is an essential skill for all healthcare workers. Additionally, contributing to and learning from interactions in tutorials has been shown to increase students’ understanding and improve student success. Lecturers monitor attendance and your use of LEO so that we can support your learning. You are strongly advised to plan your week carefully and prioritise time to prepare for Virtual Classrooms. These are your responsibilities as an adult learner. Mandatory Attendance In HLSC122 you will be undertaking a teamwork task for your second assessment, this assessment is due in week five and six. Students will be allocated into teams during the first tutorial in week 1. Students will remain in these teams for the remainder of the semester. To support and facilitate development of working as a member of a group or team you are required to attend at least four (4) of the first five (5) tutorials. Students who attend fewer than four (4) of the first five (5) tutorial classes are at risk of not developing these essential skills. You are expected to attend a minimum of 80% of all classes in this unit.

Procedures to follow should a student fail to meet this requirement due to illness and/or personal circumstances beyond their control 1. You must contact your Lecturer-in-Charge when you know you have breached the minimum requirement for tutorials. 2. It is recommended that you provide written evidence of why you were unable to attend (sickness certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC). 3. The LIC will review your evidence and then contact you regarding your ongoing progress within this unit (including tutorial makeup activities).

ASSESSMENT STRATEGY AND RATIONALE A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. The online quiz ensures foundational level search skills required for students to locate appropriate literature. The oral presentation of the team E-poster assessment ensures sound communication skills which are required for all interactions as a health care professional; it assesses an understanding of search strategies and how evidence-based practice would be applied. The written assignment is required to provide the students with an opportunity to demonstrate fundamental skills required for sound critical appraisal of research. These assessments are required to engage students with content that will build knowledge which, by the conclusion of this programme, will allow the student to graduate as a health care professional who can locate and critically appraise discipline specific literature. This requirement exists because all people deserve to be treated with best practice. HLSC122_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2021

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To pass this unit, you are required to achieve an overall aggregate score of 50% or above their total final score. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.

ELECTRONIC SUBMISSION, MARKING AND RETURN Please note that electronic marking – Grade mark – is used in this unit using Drop Box and Turnitin. Turnitin is used as a means of submitting, marking and returning assessment tasks, and provides a text-matching percentage for all your submissions automatically. Assessment tasks

Due date

Learning Graduate Weighting outcome(s) attribute(s) (%) assessed assessed

Online Quiz: Opens week 4 Quiz.

Online Quiz accessible from 0900hrs Mon 22nd March until 1700hrs Fri 26th March 2021

E-poster and written script due 0900hrs Mon 29th March via TURNITIN Oral Presentation of Team E-poster and Written Script

20%

LO1, LO2, LO3

GA...