Unit rationale, description and aim
It is a professional and pragmatic requirement that all health care practitioners have the necessary skills to deliver quality person-centred care by applying the best available evidence to clinical practice. As the practice of all health care practitioners in some way relates to the wellness of others, the ability to source and critically appraise relevant literature related to practice is critical for evidence-based client or patient outcomes.
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. Students application of research knowledge to the provision of evidence-based practise will be evaluated through a process of five steps – developing a spirit of clinical inquiry; asking a clinical question; searching for the best available evidence; critically appraising the evidence; and applying evidence to practice.
Skills developed in this unit will provide health science 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 practitioners.
The aim of this unit is to develop an appreciation of the elements of Evidence Based Practice.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Identify health care situations and contexts where...
Learning Outcome 01
Describe the range of information sources and leve...
Learning Outcome 02
Critically discuss the factors which influence the...
Learning Outcome 03
Demonstrate foundational level skills in accessing...
Learning Outcome 04
Apply information literacy capabilities to the con...
Learning Outcome 05
Content
Topics will include:
Introduction to evidence-based practice
- Understanding the origins, value, definition and components of evidence-based practice
- Identifying the different levels of quantitative and qualitative evidence
- Identifying the 5 steps of evidence based practice
The five steps of Evidence Based Practice
- Step 1 - developing a spirit of clinical inquiry and understanding different types of evidence
- Developing a spirit of clinical inquiry
- Understanding different quantitative and qualitative study designs, including primary and secondary research
- Step 2 - asking a clinical question
- Developing a PICO question
- Step 3 – Searching for the evidence
- Identifying different sources of evidence
- Preparing to undertake a search of databases
- Searching a health science database
- Step 4 – Critically appraising the evidence
- Critically appraising quantitative evidence
- Critically appraising qualitative evidence
- Step 5 – Applying evidence to clinical practice
- Considering evidence in practice
- Identifying barriers and enablers of evidence-based practice
Evidence-based health care
- Identifying the need for information and evidence
- The notion of best available evidence
- Best practice guidelines and Clinical Practice Guidelines
- Continuous quality improvement
- The ethical application of evidence
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 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 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 receive best practice health care.
Overview of assessments
Assessment Task 1: Quiz The online quiz is an ea...
Assessment Task 1: Quiz
The online quiz is an early low-stakes assessment and enables students to demonstrate acquisition of knowledge related to unit content from the first weeks of study.
20%
Assessment Task 2: Oral presentation* The oral p...
Assessment Task 2: Oral presentation*
The oral presentation enables students to apply learnings to demonstrate skills in research techniques.
35%
Assessment Task 3: Written Assignment The writte...
Assessment Task 3: Written Assignment
The written assignment enables students to demonstrate critical thinking skills and application of evidence to clinical practise.
45%
* Online students will record their presentation and upload it to the online student learning platform.
Learning and teaching strategy and rationale
Campus attendance (C) 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 unscheduled (OU) 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 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. This unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university.
In addition, both modes of delivery foster student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university.
National Safety and Quality Health Service Standards (Second Edition)
In connection to the learning outcomes, the Australian Commission on Safety and Quality in Health Care Standards developed in this unit are:
Relating to
Clinical Governance Standard
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
The health service organisation has processes that:
a. Provide clinicians with ready access to best-practice guidelines, integrated care pathways, clinical pathways and decision support tools relevant to their clinical practice
b. Support clinicians to use the best available evidence, including relevant clinical care standards developed by the Australian Commission on Safety and Quality in Health Care
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Nursing and Midwifery Board of Australia Midwife Standards for Practice
In connection to the learning outcomes, these Midwife standards for practice provide a framework for midwifery practice in all contexts. They also inform women, and others including consumers, those who regulate, educate, collaborate with and manage midwives on what to expect from a midwife’s practice.
Relating to
Promotes health and wellbeing through evidence-based midwifery practice
Relevant Learning OutcomeLO2, LO4, LO5
Relating to
Accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality midwifery practice
Relevant Learning OutcomeLO2, LO4, LO5
Relating to
Supports the development, implementation and evaluation of evidenced-based health initiatives and programs, and
Relevant Learning OutcomeLO2, LO4, LO5
Relating to
Undertakes comprehensive assessments
Relevant Learning OutcomeLO1, LO3, LO5
Relating to
Assesses the resources that are available to inform planning.
Relevant Learning OutcomeLO1, LO3, LO5
Relating to
Develops a plan for midwifery practice
Relevant Learning OutcomeLO1, LO4
Relating to
Interprets assessment data and best available evidence to develop a plan for practice
Relevant Learning OutcomeLO1, LO4
Relating to
Provides safety and quality in midwifery practice
Relevant Learning OutcomeLO4
Relating to
Actively contributes to quality improvement and research activities
Relevant Learning OutcomeLO4
Relating to
Evaluates outcomes to improve midwifery practice
Relevant Learning OutcomeLO4
Relating to
Revises plan and actions based on evidence and what is learned from evaluation
Relevant Learning OutcomeLO4
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.
Relating toThinks critically and analyses nursing practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toContributes to quality improvement and relevant research.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toEngages in therapeutic and professional relationships
Relevant Learning OutcomeLO3
Relating toProvides support and directs people to resources to optimise health-related decisions
Relevant Learning OutcomeLO3
Relating toMaintains the capability for practice
Relevant Learning OutcomeLO3, LO4
Relating toProvides the information and education required to enhance people’s control over health
Relevant Learning OutcomeLO3, LO4
Relating toDevelops a plan for nursing practice
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating toUses assessment data and best available evidence to develop a plan
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating toProvides safe, appropriate and responsive quality nursing practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Paramedicine Board of Australia Professional Capabilities for Registered Paramedics
The Paramedicine Board of Australia is responsible for assessing, consulting on and setting the standards for paramedics practicing in Australia. These standards and relevant domains are articulated in the Professional Capabilities for a Registered Paramedic document. The learning outcomes of this unit are matched to the relevant capabilities, in order to align your development with the requirements of a paramedic.
Relating to
The professional and ethical practitioner
This domain covers paramedics’ responsibility to be professional and ethical, and to practise with professional autonomy and accountability within the current medico-legal framework. It also addresses their responsibility for ensuring that patient confidentiality and privacy is always maintained, while recognising the potential role as a patient advocate.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating to
Assume responsibility, and accept accountability, for professional decisions
- Recognise and respond appropriately to unsafe or unprofessional practice.
- Integrate organisational directives, policies, procedures and guidelines with Professional standards.
- Apply relevant quality frameworks and processes to practice.
Quality frameworks may include workplace specific frameworks, relevant jurisdictional publications and the Australian Safety and Quality Framework for Health Care published by the Australian Commission on Safety and Quality in Health Care.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating to
The evidence-based practitioner
This domain covers paramedics’ responsibility to engage in evidence-based practice and to critically monitor their actions through a range of reflective processes. It also addresses their responsibility for identifying, planning and implementing their ongoing professional learning and development needs.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating to
Make informed and reasonable decisions
- Operate within a framework of making informed, evidence-based, reasonable and professional judgements about their practice, with acting in the best interests of their patients as their primary concern.
- Make sensible, practical, and culturally safe decisions about their practice, taking account of all relevant information and the best interests of the people who use, or are affected by, the service being provided.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating to
Use clinical reasoning and problem-solving skills to determine clinical judgements and appropriate actions
- Apply evidence-based practice principles along with critical and reflective thinking to resolve clinical challenges.
- Demonstrate a logical and systematic approach to problem-solving and situation analysis.
- Analyse and critically evaluate the information collected to make clinical judgments.
- Recognise that clinical judgements involve consideration of conflicting information and evidence.
- Formulate a diagnosis informed by the patient assessment and analysis of context and situation.
- Identify the time criticality of treatment, referral, handover and where appropriate, transport.
Critical thinking may include skills in questioning, analysing, synthesising, interpreting, and cognitive reasoning, and the critical appraisal of literature and evidence.
Reflective practice may include critical self-reflection during and after a clinical challenge or experience. It may involve structured and informal reflection to review and integrate knowledge including culturally safe practise and findings into practice.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating to
Draw on appropriate knowledge, resources and skills in order to make professional judgements
- Select or modify approaches to meet the needs of patients, their relatives and carers, reflecting culturally safe practice when practicing.
- Practise situational awareness to changes in risks or hazards and change their practice as needed to take account of new developments.
- Using appropriate resources to support professional decision-making.
- Demonstrate a level of skill in the use of information technology appropriate to their practice.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating to
Identify ongoing professional learning, development needs and opportunities
- Demonstrate an understanding of legal and professional responsibilities to undertake continuing professional development(CPD).
- Critically reflect on personal strengths and limitations to identify learning and development required to improve and adapt professional practice.
- Seek input from others to confirm professional learning and development needs.
- Plan and implement steps to address professional learning and development needs, inclusive of culturally safe practice.
- Maintain records of involvement in both formal and informal professional learning and development activities.
Professional learning and development may be provided by the professional community and the broader healthcare network/practice.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating to
The safety and risk management practitioner
This domain covers paramedics’ responsibility to protect patients and others from harm by managing and responding to the risks inherent in paramedicine practice. It also addresses their responsibility to ensure high-quality professional services are provided for the benefit of patients and others.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Monitor and review the ongoing effectiveness of their practice and modify it accordingly
- Monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programs.
- Consider feedback from colleagues and critically reflect on their own paramedicine practice.
- Make reasoned decisions to initiate, continue, modify or cease care or treatment, or the use of techniques or procedures, and record the decisions and reasoning appropriately.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Participate in the mentoring, teaching and development of others
- Participate in guiding the learning of others.
- Share knowledge with colleagues.
- Support healthcare students to meet their learning objectives.
- Share knowledge and experience relating to individual/group/unit problems with colleagues.
- Contribute to orientation and ongoing education programs.
- Demonstrates a commitment to participating in and contributing to the research process.
- Display leadership and role modelling of culturally safe practice as members of the healthcare team.
- Participate, where possible, in coaching and mentoring to help and develop colleagues.
- Participate, where appropriate, in teaching others including paramedic students, those of other health and emergency services, disciplines and developing less experienced paramedics.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The paramedicine practitioner
This domain covers profession-specific knowledge, skills and capabilities required for practice as a registered paramedic
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Formulate specific and appropriate patient care and treatment actions
- Adapt practice to meet the needs of different groups distinguished by, for example, physical, psychological, environmental, cultural or socio-economic factors within their authorised scope of practice.
- Demonstrate sensitivity to the factors which shape lifestyle that may impact on the individual’s health and affect the interaction between the patient and registered paramedic.
- Utilise knowledge, reasoning and problem-solving skills to determine appropriate judgements and actions.
- Prioritise the care provided to optimise safety and health outcomes for the patient and demonstrate a logical and systematic approach to problem-solving in a culturally safe framework.
Relevant Learning OutcomeLO1, LO2, LO3