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, and be required to identify the impacts of EBP on current practice across a variety of fields. 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
Pre-requisite: ALLH11009 Research Methods for Health Professionals
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 - 2021
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 Student 'Have your Say' survey
The support you receive in this unit is really helpful and beneficial to student learning.
It is recommended that this support structure in this unit continue as students find it helpful and beneficial to their learning.
Feedback from Student email
The assessment tasks enable students to demonstrate their knowledge and understanding across a variety of platforms, including written and spoken.
It is recommended that the assessment tasks continue to offer variety to students so that they can demonstrate their knowledge and understanding across written and spoken platforms.
Feedback from CB66 Course Reference Committee
The scaffolding in this unit is fantastic. There has obviously been a lot of thought go into this.
It is recommended that this unit continue to scaffold content. Specifically, it is recommended that the lecturer provide the theory and that the tutorials then apply this theory to practice. The weekly activities then allow students to engage in summative tasks to check their knowledge and understand, with immediate feedback provided.
- 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
- Demonstrate knowledge of fundamental evidence-based practice concepts.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 60% | |||||
| 2 - Presentation - 40% | |||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | |||||
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 - 60% | ||||||||||
| 2 - Presentation - 40% | ||||||||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||||||||
Textbooks
Evidence-Based Practice Across the Health Professions
Edition: 3E (2017)
Authors: Hoffman T, Bennett, S and Del Mar, C.
Elsvier
Australia
ISBN: 9780729542555
Binding: Paperback
Additional Textbook Information
Alternatively, students can purchase the eBook version from the publisher: https://www.elsevierhealth.com.au/vst-evidence-based-practice-across-the-health-professions-elsevier-ebook-on-vitalsource-9780729586078.html which is approximately $25 cheaper than the paperback version.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.j.hayman@cqu.edu.au
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Electronic focused interactive learning activities Due: Week 12 Friday (4 June 2021) 9:00 am AEST
This unit consists of weekly lectorials and tutorials.
The lectorials involve a series of pre-recorded lectures, broken up by various practical and applied activities (also referred to as electronic focused interactive learning (eFIL) activities), designed to further enhance your understanding of important theoretical content and concepts. The lectorials are available at least two weeks in advance via the ALLH12006 Evidence-Based Practice for Health Professionals Moodle page, and can be completed in your own time. However, it is an expectation that you complete all of the lectorial materials prior to attending the tutorial each week.
The tutorials involve a live face-to-face session, delivered via Zoom. These tutorials are designed to provide real world worked examples relevant to the theoretical content and concepts. They provide further authentic learning experiences, thought provoking discussion and are designed to support all learning styles through fun, engaging and interactive activities. Whilst all students are encouraged to attend the tutorials, they will be recorded and made readily available via the ALLH12006 Evidence-Based Practice for Health Professionals Moodle page within three (3) working days. The link to access the weekly tutorials is also accessible via the ALLH12006 Evidence-Based Practice for Health Professionals Moodle page. You can download Zoom and create an account via your MyCQU Student Portal Homepage: https://my.cqu.edu.au/support under the IT HELP section.
1 Written Assessment
For this task, you are required 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, available through the CQUniversity Library
- Search, review and refine your articles using the PRISMA search template
- Critically appraise one journal article reporting a Randomised Controlled Trial (RCT), using the appropriate CASP tool
- Provide a direct working link to the RCT that you critically appraise on the front page of your assessment task
Please refer to the ALLH12006 Evidence-Based Practice for Health Professionals Moodle page for additional information, including a detailed task description.
Week 7 Friday (30 Apr 2021) 9:00 am AEST
Week 9 Friday (14 May 2021)
NOTE: If your assessment is not submitted in accordance with the due date, grades and feedback will be returned two weeks after submission date.
For this task, you will be graded against the following criteria:
- PICO Question - Identification of PICO elements, development of research question
- Search Strategy - Selection of academic databases and search strategy
- Systematic Information Search - PRISMA flow diagram
- Section A of CASP - All elements of Section A (Are the results of the trial valid) of the CASP tool
- Section B of CASP - All elements of Section B (What are the results) of the CASP tool
- Section C of CASP - All elements of Section C (Will the results help locally) of the CASP tool
- Formatting | layout - In accordance with task sheet instructions
- Academic Writing - Formal, objective clear and concise language
IMPORTANT: It is a requirement of this assessment task that you provide a direct and working link to the Randomised Controlled Trial (RCT) that you critically appraised on the front page of your assessment. Without this link, your assessment cannot be graded, thus a fail mark will be award as you have not met the requirements of this task. It is your responsibility to ensure you include this information within your assessment prior to completing your assessment submission.
Total weighting of this task: 60% of overall grade
Please refer to the ALLH12006 Evidence-Based Practice for Health Professionals Moodle page for additional information, including a detailed criteria sheet.
- 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
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
- Social Innovation
2 Presentation
For this task, you are required to:
- Select an allied health research topic of interest (it can be the same allied health topic you used for your PICO assessment task)
- Investigate how a treatment | diagnosis | prognosis | patient care approach has changed based on EBP, and the impact it has had on the quality of patient care
- Present a 5-7 minute pre-recorded Zoom presentation, using audio, visual and a PowerPoint presentation
Please refer to the ALLH12006 Evidence-Based Practice for Health Professionals Moodle page for additional information, including a detailed task description.
Week 12 Friday (4 June 2021) 9:00 am AEST
Exam Week Friday (18 June 2021)
NOTE: If your assessment is not submitted in accordance with the due date, grades and feedback will be returned two weeks after submission date.
For this task, you will be graded against the following criteria:
- Background of the condition | issue
- History of the treatment | diagnosis | prognosis | patient care approach
- Changes to the treatment | diagnosis | prognosis | patient care approach based on EBP (or the failure to apply EBP) including the research that has informed these changes
- Benefits and Risks of the current treatment | diagnosis | prognosis | patient care approach
- Recommendations for future research required to inform the current treatment | diagnosis | prognosis | patient care approach
- Use of appropriate referencing throughout presentation
- PowerPoint formatting
- Presentation skills
- Present a 5-7 minute pre-recorded Zoom presentation, using audio, visual and a PowerPoint presentation
Total weighting of this task: 40% of overall grade
Please refer to the ALLH12006 Evidence-Based Practice for Health Professionals Moodle page for additional information, including a detailed criteria sheet.
- 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
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
3 Electronic Focused Interactive Learning (eFIL)
As part of this unit, you are required to engage with interactive, online content to support your learning. This content is referred to as electric focused interactive learning (eFIL). eFIL refers to any activities included on your Moodle page in relation to course content. This may include (but is not limited to):
- H5P interactive learning activities
- Discussion forums
- Tasks set by your lecturer requiring you to email or upload content including work samples or videos
- Surveys
- Moodle Quizzes
You may complete your eFIL activities at any time throughout the term prior to the Due Date in Week 12 (Friday 4th June 2021 @ 9.00am AEST). In fact, we strongly encourage you to complete the eFIL activities as you work through your weekly content, as they are designed to support the content and therefore assist in scaffolding your learning.
Week 12 Friday (4 June 2021) 9:00 am AEST
Relevant feedback is provided upon the successful completion of each activity.
There are two requirements to pass this assessment task:
1. You must complete a minimum of 80% of the eFIL activities. An activity will be considered ‘complete’, when it has met the task requirements set for the individual activity (e.g., completion of a H5P activity, meeting activity instructions and guidelines such as posting a reflection in the discussion forum) to a satisfactory standard.
2. You must complete 100% of the 'End of Lectorial' Moodle Quizzes and must receive a mark of 100% on each quiz. You may re-attempt each quiz as many times as you need to achieve the minimum grade of 100%. Your 'End of Lectorial' Moodle quiz will appear on your Moodle page, in the appropriate week, as the final activity.
This is a must pass assessment task (i.e., you must pass each of these two requirements to pass this assessment task and therefore be eligible to pass this unit).
- Demonstrate knowledge of fundamental evidence-based practice concepts.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
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?
