University of Technology Sydney

96806 Translating Evidence into Change

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 2022 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There 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 progress a research proposal that integrates research evidence for the 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)

Upon successful completion of this subject students should be able to:
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 inform development of a well-justified palliative care project proposal.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Communicate effectively in challenging, complex and diverse situations (2.0)
  • Provide effective, creative and responsive leadership that promotes optimal palliative care (4.0)
  • Create adaptive professionals who continuously analyse, critique and reflect on their role (5.0)

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. Students will describe and justify a methodological approach to address the research question posed. Activities supporting proposal development 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. Feedback will also be provided for assessment activities that include individual and group tasks including online work, multimedia presentations, and written work.

*Development of this proposal will inform work undertaken in the second capstone subject in the subsequent session.

Content (topics)

The content of this subject has been organised to reflect the process underpinning evidence-based practice in palliative care. This includes formulating a concise and searchable question, searching for evidence, evaluating the quality of the existing evidence, and making decisions in palliative care based on the best available evidence, patient values and preferences, and clinical expertise. Students will also learn basic principles of scientific inquiry, quantitative and qualitative research designs and methods and research ethics. Using validated tools, students will be engaged in systematically appraising research evidence for validity, significance, and applicability to practice. They will read, interpret and discuss research findings in terms of statistical and clinical significance. Individual and organisational issues surrounding the implementation of evidence-based practice are identified and discussed. Students will apply their understanding of research processes to development of a research proposal to improve an identified problem in palliative care.

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):

2.0, 4.0 and 5.0

Weight: 10%
Length:

Completed PICO template (max 400 words)

Assessment task 2: Evidence selection and 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):

2.0 and 5.0

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):

2.0 and 5.0

Weight: 25%
Length:

1500 words

Assessment task 4: Research proposal

Intent:

To enable students to develop a plan for how they will answer their research question in consideration of the evidence that has been summarized and synthesized in Assessment 3.

Objective(s):

This assessment task addresses subject learning objective(s):

D

This assessment task contributes to the development of graduate attribute(s):

2.0, 4.0 and 5.0

Weight: 35%
Length:

2000 words

Assessment task 5: Student contribution and engagement

Intent:

Preparation and meaningful engagement with a variety of activities and resources is essential to the role of a palliative care clinician who enacts evidence-based practice. The intent of this assessment is to emphasize and encourage students’ contribution to collaboration via engagement with the online modules, Journal club sessions, and Zoom meetings.

Objective(s):

This assessment task addresses subject learning objective(s):

A

This assessment task contributes to the development of graduate attribute(s):

2.0 and 5.0

Weight: 10%
Length:

500 words

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) 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: 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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