96806 Translating Evidence into Change
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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.
Description
This subject expands students' understanding of evidence-based practice. This subject aims to develop a commitment to translating evidence into clinical practice and palliative care service delivery to improve patient care. Students develop a broad knowledge of current health care research methodologies that they can apply to understanding research. Students learn to critically appraise research evidence relevant to palliative care. Students develop the skills to complete a literature review that integrates research evidence to inform delivery of high-quality palliative care. Note: This subject is the first subject of two sequential subjects that provide a capstone experience within the Master of Palliative Care.
Subject learning objectives (SLOs)
| A. | Examine the role of evidence-based practice and factors influencing its implementation in improving palliative care. |
|---|---|
| B. | Design an effective, reproducible, and transparent search strategy to access relevant evidence. |
| C. | Critically appraise available research evidence for rigour, importance, and applicability in palliative care decision-making. |
| D. | Analyze, synthesize, and apply research evidence to support recommendations for future practice and research. |
Teaching and learning strategies
Class preparation
Learning the concepts of evidence-based practice will occur through engagement with online modules, webinars, academic staff and other students. To enable a richer learning experience when interacting with other students and speakers, students will be required to prepare for webinars in advance by reading, watching videos, and completing online tasks prior to attending. All announcements and subject materials will be made available via Canvas.
Authentic learning
Students will be engaged in interactive learning activities, such as online journal club-style critical appraisal discussion boards as well as Zoom journal club discussions. Online library modules will help enhance students’ literature searching skills. These skills are relevant in real-world practice when needing to locate, appraise, and discuss peer-reviewed literature with colleagues and patients.
Developing critical appraisal skills
Online and Zoom-based critical appraisal workshops will provide students opportunities to critique and discuss published research using validated appraisal tools.
Enquiry-based learning
Students will be supported to identify a real-world palliative care issue in need of improvement or further investigation. Students will locate, critique, and synthesise relevant literature to justify a proposed project to address the identified deficit in knowledge or practice. Activities supporting the literature review process will include collaborating with other students in problem-based learning activities and presentations via Zoom meetings, for which students will receive feedback from both academic staff and peers.
Content (topics)
The content of this subject has been organised to reflect the process underpinning implementation of evidence-based practice in palliative care. Culminating in the preparation of a literature review, students formulate a concise and searchable question relevant to an identified problem in palliative care. They search for evidence, evaluate the quality of the existing evidence, synthesise material and describe how this may inform decisions in palliative care based on the best available evidence, patient values and preferences, and clinical expertise. Students learn basic principles of scientific inquiry, quantitative and qualitative research designs, methods and research ethics. Using validated tools, students systematically appraise research evidence for validity, significance, rigour, and applicability to practice. They read, interpret and discuss research findings in terms of rigour and statistical and clinical significance. Individual and organisational issues surrounding the implementation of evidence-based practice are identified and discussed.
Assessment
Assessment task 1: Problem identification and finding the evidence
| Intent: | This assessment contributes to student learning by promoting their reflection on their practice environment regarding the use and support of evidence-based palliative care practice. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): .0, .0 and .0 |
| Weight: | 15% |
| Length: | Completed PICO/PS template (max 400 words) |
Assessment task 2: Critical appraisal using CASP
| Intent: | To provide students with an opportunity to apply their critical appraisal skills to an identified palliative care problem and relevant research evidence. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B and C This assessment task contributes to the development of graduate attribute(s): .0 and .0 |
| Weight: | 20% |
| Length: | Completed CASP tool; max 1200 words |
Assessment task 3: Data extraction and synthesis
| Intent: | To provide students with an opportunity to identify and synthesize relevant aspects of various study designs in relation to their selected topic. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C and D This assessment task contributes to the development of graduate attribute(s): .0 and .0 |
| Weight: | 25% |
| Length: | 1500 words |
Assessment task 4: Literature review
| Intent: | To enable students to apply the evidence-based practice knowledge and skills gained in the subject building on assessments 1, 2, and 3. They do this by critically appraising, assessing, and synthesising available evidence to solve a clinical problem and identify gaps in the current evidence base. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and D This assessment task contributes to the development of graduate attribute(s): .0, .0 and .0 |
| Weight: | 40% |
| Length: | 2500 words |
Other resources
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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.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
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