96812 Applied Evidence-Based 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 2024 is available in the Archives.

Description

This subject focuses on the development of information retrieval, critical thinking and problem-solving skills. Students are introduced to the areas of evidence-based practice, pharmacoepidemiology and drug information, and their relevance to general practice and primary care. Using current general and primary care practice examples, students develop skills in finding drug information, performing literature searches, critically evaluating the literature and applying evidence-based practice principles to ensure the quality use of medicines.

Subject learning objectives (SLOs)

Course intended learning outcomes (CILOs)

The learning outcomes for this subject are as follows:

• Demonstrate safe and competent operational, interpersonal and clinical skills for the benefit and care of patients and the wider community. (.01)
• Reflect on the knowledge, skills and attributes required for the evaluation and integration of emerging evidence into practice, promoting the growth of personal and professional learning, and the education of others. (.02)
• Analyse and synthesise knowledge of health science concepts and theory, and apply skills of scientific research and clinical reasoning to support decision-making in pharmacy practice. (.03)
• Engage in team undertakings adopting a range of roles in diverse teams, building cohesion and maximising team contributions. (.04)
• Demonstrate sound, ethical, compassionate and respectful patient-focussed care, taking responsibility for personal health and wellbeing. (.05)
• Capably communicate to patients, their families, carers and members of the health care team, contribute to wider health education and promotion, choosing and adapting communication modes to address cultural and linguistic diversity. (.06)
• Represent pharmacy perspectives in multidisciplinary environments, and optimise patient outcomes through self- awareness and acknowledgement of the contributions of other health care disciplines. (.07)
• Integrate into daily practice knowledge of health systems and concerns in national and global communities, with awareness of the social and cultural contexts of health to meet the diverse needs of individuals and communities. (.08)
• Demonstrate respect and value for diverse ways of knowing, being and doing, in particular recognising the diversity of indigenous Australians, while critically reflecting on the impact of ongoing colonisation and its pervasive discourse on their health and wellbeing, and integrating this knowledge into practice. (.09)

Contribution to the development of graduate attributes

This subject contributes to the Graduate Certificate in Advanced Pharmacy Practice by providing students with an advanced understanding of evidence-based practice principles.

This subject contributes to the development of the following graduate attributes:

Lifelong learning

Graduates of the Graduate Certificate in Advanced Pharmacy Practice are lifelong learners, committed to and capable of reflection and inquiry in their quest for personal development and excellence in professional practice.

Professional capacity

Graduates of the Graduate Certificate in Advanced Pharmacy Practice are client-focussed, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.

Cultural competence

Graduates of the Graduate Certificate in Advanced Pharmacy Practice are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to health care with indigenous Australians and other cultural groups.

Teaching and learning strategies

This Subject takes a patient- and health care professional case-focussed approach, supported by learning activities that apply principles of evidence-based practice. At the start of semester students will attend a 4 half-day live online intensive component for face to face workshops, activities and assessments. During semester students will engage and collaborate with other students via posting on discussion boards, contributing to group activities and attending on-line Zoom workshops.

Strategy One Core learning: Core learning material, activities and readings are undertaken in Canvas prior to fortnightly live and online workshops. Students will be provided with learning activities each week, including readings, discussions, reflection questions, case studies and videos that prepare them for the live and online sessions. Please ensure Canvas work is carried out prior to the live and online session so that you have spent time accessing and making sense of ideas. Attending the live and online workshops will allow you to test these ideas and get feedback from the academic staff and peers which will further consolidate your learning.

Live and online workshops: Fortnightly live and online workshops provide students with opportunities to participate in discussions, role play and case-based learning activities. The activities in the workshops build on the Canvas work and allow time to clarify and ask questions on content learning. Students will work collaboratively in pairs, small groups and as a class during the workshops. Group discussions will often involve case-based learning activities. Students will participate in role-play and learning activities to assist with the development of communication skills in preparation for clinical placement. Feedback will be provided by the teacher and by peers.

Online intensive workshops: Students will attend a four half-day online intensive block, during which they will participate in workshops that will include discussion, role play, simulation, problem-based learning activities, and practice of literature searching and critical evaluation skills for advanced practice pharmacists.

Early and consistent feedback: Structured feedback is provided following the Zoom online discussions. The collaborative learning approach utilised in the class will enable ongoing feedback to be provided as areas of learning need are identified. The continuous formative feedback provided during the semester will allow students improve towards their assignments and assessment activities.

Content (topics)

This subject covers the following key areas:

• Introduction to Evidence-Based Practice
• Critical Evaluation of Literature
• Epidemiology and Population Health
• Drug Use Evaluation, Audits and Principles of Guideline Development
• Research Methods in Pharmacy Practice

Assessment

Assessment task 1: Ongoing Assessable Activity

Assessment task 2: New Drug Information Report

Assessment task 3: Development and Presentation of Best-Practice Prescribing Guideline and/or Drug Class Review to Drug Committee

Minimum requirements

Students are required to attend 85% of scheduled online classes

Students must achieve an overall grade of 50% in the subject and submit all assessment tasks.

Note: there is a must-pass assessment in this Subject. Please check assessment descriptions for details.

Required texts

Coursework Assessments Policy

Coursework Assessments Procedures

Graduate School of Health Policy, Guidelines and Procedures (login required)

See weekly information on subject Canvas site.