Overview
This unit will introduce you to the principles of evidence-based practice (EBP) and develop your key skills for conducting EBP within clinical settings as an Allied Health Professional. You will be introduced to models of EBP that can be used to guide clinical decision making at an individual patient level and also at a service delivery level. During this unit you will gain experience in developing clinically answerable questions, performing information searches, undertaking critical appraisal and synthesising information.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have your Say
The weekly formative assessment tasks that provided immediate feedback are of great benefit to student learning as they were able to check their knowledge and understanding of content as they progressed throughout the unit.
It is recommended that these tasks continue as a part of this unit. They allow students to develop PICO research questions and critically appraise a variety of different studies on a weekly basis. Students are also able to check their foundation knowledge in a series of online content quizzes that do not contribute to their overall grade.
Feedback from Have your Say
it would be beneficial to have face-to-face lectures for this unit, instead of being delivered online.
This unit in an online unit, and it is recommended to remain that way, at least in the short term. Whilst some students would prefer this unit be delivered face-to-face, the majority of feedback suggests that students enjoy the fact that this unit is delivered online.
Feedback from Have your Say
The assessment tasks and their requirement are clear and well explained.
Whilst many students believe the assessment tasks and their requirements to be clear and concise, it is recommended that further work continue in this area so that all students have a clear understanding of the assessment tasks and requirements.
- Apply key concepts related to evidence-based practice
- Formulate a clinical research question using the PICO (Population-Intervention-Comparison-Outcome) format
- Plan, carry out and evaluate information searches to address specific clinical questions
- Critically appraise and evaluate the quality of original research within health professions using established critical appraisal tools
- Present a synthesised evaluation of a clinical topic using information acquired from multiple sources.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 30% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Written Assessment - 30% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 30% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Written Assessment - 30% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.j.hayman@cqu.edu.au
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This unit is an online unit only. Thus, all lecture materials and learning resources are made readily available for you on the ALLH12006 Evidence-Based Practice Moodle page. There are no live lectures for this unit.
1 Written Assessment
The aims of this assignment task are to:
- Develop an answerable research question that is consistent with the PICO format
- Carry out a systematic information search, using at least three (3) electronic academic databases
- Review and refine your articles using the PRISMA search template
- Communicate your systematic approach (methods used) in accordance with a systematic review of literature
To be eligible to pass this unit, you must successfully pass ALL 3 assessment tasks.
To pass an assessment task, you must obtain an overall percentage grade of 50% or higher.
Week 6 Monday (22 Apr 2019) 9:00 am AEST
Week 8 Monday (6 May 2019)
All assessment tasks will be returned, with individualised feedback within 2 weeks of the submission date.
This assessment task will be graded on the following criteria:
- Background of the research topic - Review of past literature related to the research topic and development of the rationale / justification for the proposed topic
- PICO Research Question - Identification of PICO elements, development of research question
- Information Search - Selection of academic databases and search strategy
- Formatting and writing style - Spelling, grammar, formatting and referencing (APA)
Please refer to Moodle for a detailed criteria sheet.
- Apply key concepts related to evidence-based practice
- Formulate a clinical research question using the PICO (Population-Intervention-Comparison-Outcome) format
- Plan, carry out and evaluate information searches to address specific clinical questions
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
2 Written Assessment
The aims of this assessment task are to:
- Critically appraise one journal article reporting a Randomised Controlled Trial (RCT), using the appropriate critical appraisal form
- Collate results into a ‘Results Table’ using all articles that were left at the end of Assessment Task 1
- Communicate your results in accordance with a systematic review of literature
To be eligible to pass this unit, you must successfully pass ALL 3 assessment tasks.
To pass an assessment task, you must obtain an overall percentage grade of 50% or higher.
Week 9 Monday (13 May 2019) 9:00 am AEST
Week 11 Monday (27 May 2019)
All assessment tasks will be returned, with individualised feedback within 2 weeks of the submission date.
This assessment task will be graded on the following criteria:
- Critical Appraisal Tool - Complete all sections of the appropriate Critical Appraisal Tool in detail
- Results Table - Complete all sections of the Results Table with an appropriate level of details including research design, methodology and main results
- Results Summary - Collate results from the Results Table into a clear and concise written results section, reflective of an academic journal article / manuscript
- Formatting and writing style - Spelling, grammar, formatting and referencing (APA)
Please refer to Moodle for a detailed criteria sheet.
- Apply key concepts related to evidence-based practice
- Critically appraise and evaluate the quality of original research within health professions using established critical appraisal tools
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
3 Written Assessment
The aims of this assessment task are to:
- Explain why evidence-based practice is important
- Explain and detail the process of evidence implementation
- Offer insight as to why organisations should promote evidence-based practice
- List and explain specific strategies that organisations might use to support Evidence-based practice
To be eligible to pass this unit, you must successfully pass ALL 3 assessment tasks.
To pass an assessment task, you must obtain an overall percentage grade of 50% or higher.
Week 12 Monday (3 June 2019) 9:00 am AEST
Exam Week Monday (17 June 2019)
All assessment tasks will be returned, with individualised feedback within 2 weeks of the submission date.
This assessment task will be graded on the following criteria:
- A clear and applied explanation as to why evidence-based practice is important
- A concise explanation detailing the process of evidence implementation
- Offer insight as to why organisations should promote evidence-based practice
- List and explain specific strategies that organisations might use to support Evidence-based practice
- Formatting and writing style - Spelling, grammar, formatting and referencing (APA)
Please refer to Moodle for a detailed criteria sheet.
- Present a synthesised evaluation of a clinical topic using information acquired from multiple sources.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
