090050 Evidence for Informing Practice
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 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.
Anti-requisite(s): 96314 Evidence for Informing Practice
Description
This subject is designed to develop students' capacity to identify, appraise and synthesise the best available evidence to inform clinical practice. The challenges related to implementing evidence into practice are explored to provide students with the requisite knowledge and skills to champion the translation of evidence to practice.
Subject learning objectives (SLOs)
| A. | Develop a review question and justify its significance in determining whether a specific practice is supported by evidence |
|---|---|
| B. | Design and undertake a rigorous and systematic search strategy to identify the relevant literature required to answer your review question |
| C. | Critically appraise and synthesise the best available evidence to inform clinical practice |
| D. | Reflect on factors that enable or prevent the translation of evidence into practice in the workplace |
| E. | Critically examine the best available evidence to support recommendations for future practice and research |
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)
- Identify, and evaluate and apply the best available evidence for translation into practice to achieve optimal health outcomes (1.1)
- 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)
- Promote social justice principles to ensure efficient use of resources and equity of access to health care (3.1)
- Communicate effectively and professionally in diverse and dynamic situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
- Practice safe and effective person and family centred care which embodies relevant professional codes and standards (5.1)
Contribution to the development of graduate attributes
This subject also contributes specifically to the following graduate attributes:
Critical thinking: Are reflective critical thinkers who examine and contribute to practice, policy and research to achieve clinical excellence and enhance health outcomes (1.0)
Leadership: Are visionary, innovative and responsive leaders (2.0)
Accountability: 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)
Communication: Communicate effectively and professionally in diverse and dynamic situations (4.0)
Professional qualities: Embody the professional qualities appropriate to the scope of their role (5.0)
Indigenous cultural respect: Demonstrate professional capabilities to work effectively with and for Indigenous peoples and communities across the health profession (6.0)
Teaching and learning strategies
Orientation activities
Preparation for the session - You are expected to undertake activities during orientation week. These activities are designed to introduce you to the subject and your peers, and will assist you to prepare for the subject's assessment tasks.
Independent learning activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. This will support your ability to progress successfully throughout the subject and complete assessment items effectively. The online material aims to enhance your 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
You are strongly encouraged to attend all scheduled Zoom meetings as they will prepare you for the subject’s assessment tasks. Additionally, they provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and your teaching team. The schedule for this subject’s zoom meetings is below in the program section.
Feedback
Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and from the teaching team. Formative feedback throughout the subject aims to increase your performance in summative assessments.
Feedback and changes from previous subject offering
Feedback from the previous offering was positive and no major changes have been made. Several resources and readings have been updated and/or refined to maintain subject quality, accuracy and relevance.
Content (topics)
This subject covers the following topics:
Module 1: Searching for the Evidence
- The process of evidence-based practice – asking clinical questions
- 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 databases – how to use referencing databases such as Endnote to organise evidence once it is found
- Understanding and aligning research methods and clinical questions
Module 2: Understanding and Appraising Evidence
- Overview of the purpose of critical appraisal and different types of critical appraisal tools including CASP and JBI critical appraisal tools
- 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
Module 3: Appraisal of Different Research Methodologies
- Understanding the different research methods and critical appraisal of these (focusing on RCT, and Cohort Studies, case-control trials, and qualitative studies)
Module 4: The Literature Review
- The literature review as a means of presenting information
- Providing the context for the problem being investigated, what is currently known.
- Writing the narrative and structuring the literature to justify proposed research
Module 5: Systematic Reviews and Clinical Practice Guidelines
- ?Understanding different sources of evidence and critical appraisal of these sources, including Systematic reviews and Clinical Practice Guidelines
Module 6: Using the Evidence - Implementation and use of EBP
- Actioning the evidence and auditing the outcomes of the change
- 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
Assessment
Assessment task 1: Problem identification and finding the evidence
| Intent: | This assessment will help you to develop the skills to translate a clinical problem that is relevant to your field of practice into a clearly articulated research question. You will demonstrate your understanding of how to identify suitable search terms and limits and conduct a literature search using an appropriate database. The feedback you receive on this assessment will inform your preparation and completion of Assessment 3.? |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 1.0 and 5.0 |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | 500 words +/- 10% (Complete PICO(T) framework, and document database search) |
| Criteria: | Marking criteria available in Canvas. |
Assessment task 2: Critical Appraisal of Research
| Intent: | This assessment task is is comprised of two parts and is designed to allow you to demonstrate and apply your critical appraisal skills to inform your research activities and future practice. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B and C This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 4.0 |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | Part A: Quiz Part B: 300 words +/- 10% |
| Criteria: | Marking criteria available in Canvas. |
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): C, D and E This assessment task contributes to the development of graduate attribute(s): 1.1, 3.1 and 5.1 |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Not applicable as submission is a poster presentation. Must be A1 size |
| Criteria: | Marking criteria available in Canvas. |
Recommended texts
Hoffmann, T., Bennett, S., & Del Mar, C. (2017). Evidence-Based Practice Across the Health Professions (3rd ed.). Elsevier Health Sciences.
Students can acquire copies of this text which is available to purchase in electronic format and/or hardcopy. An e-copy may be available from the UTS library as well as access via open and closed reserve.
All additional readings, other than text books, will be available via links from within Canvas.
Other resources
UTS Student Centre
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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) and Canvas at: https://canvas.uts.edu.au/.
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: https://www.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.
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