Overview
This unit introduces you to the value of evidence that informs nursing practice. A commitment to evidence based care is fundamental to the development of knowledge and practice in the nursing profession for improved standards of care. You will develop skills in locating evidence, evaluating and applying research findings to inform best practice.
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 - 2017
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 feedback.
Issues with second assessment changes and IT.
The second assessment will be altered - removing the Cloze activity to avoid issues with technology.
Feedback from Student feedback and teaching staff evaluation, L & T staff report.
Positive comments on course content and engagement.
Continue with the broad format of the course, including regular Blackboard Collaborate sessions and utilising Easiconnect to maintain engagement.
- Discuss the concepts that underpin evidence based nursing practice for person centred nursing care.
- Utilise evidence based frameworks to locate resources that support person safety and quality.
- Explore ethical considerations in evidence based nursing practice.
The Learning outcomes are linked to the Australian Nursing & Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 50% | |||
| 2 - Written Assessment - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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 - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
Textbooks
There are no required textbooks.
Additional Textbook Information
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.
p.heidke@cqu.edu.au
Module/Topic
Chapter
Events and Submissions/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Focused searchable question
Chapter
Events and Submissions/Topic
Module/Topic
Searching for evidence: systematic approaches
Chapter
Events and Submissions/Topic
Module/Topic
Identifying Sources of Evidence
Chapter
Events and Submissions/Topic
PICO assessment Due: Week 5 Wednesday (5 Apr 2017) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Ethical practice and reliance on evidence
Chapter
Events and Submissions/Topic
Module/Topic
Evaluating the evidence
Chapter
Events and Submissions/Topic
Module/Topic
Writing from an informed perspective: using and acknowledging academic sources
Chapter
Events and Submissions/Topic
Module/Topic
Rigour, Reliability and Validity
Clinical Practice Guidelines
Chapter
Events and Submissions/Topic
Assessment 2 - online quizzes open
Module/Topic
Converting evidence into EIP
Chapter
Events and Submissions/Topic
Module/Topic
Embedding Evidence-Informed nursing Practice’ into your professional career
Chapter
Events and Submissions/Topic
Module/Topic
Review of concepts
Chapter
Events and Submissions/Topic
Assessment 2 due: Monday29th May, 2017
Written Assessment Two Due: Week 12 Monday (29 May 2017) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment One Outline
| Unit Name | Evidence Informed Nursing Practice |
| Unit No. | NURS11158 |
| Coordinator | Penny Heidke |
| Assess No. Due Date: | 1 Wed 5th April 2017 |
| Type | Written |
| CLOs assessed | 1. Discuss the concepts that underpin evidence-based nursing practice for person-centred nursing care 2. Utilise evidence-based frameworks to locate resources that support person safety and quality. |
| Word Limit | 1000wds +/- 10 % |
| Total Percentage | 50% |
| Details | Students are to use a PICO (population, intervention, control, and outcomes) framework to develop a search strategy for a clinical question. Perla Daniel has a question for you regarding the best treatment for her chronic leg ulcer. 1. First you are required to watch the video of Perla and complete the PICO template. 2. Next, you are to search for five (5) related research articles to help guide your decision making and undertake an annotated bibliography. |
| Notes to Students | Students are to download the PICO template from the Moodle site to complete their assessment. |
| Criteria |
The assessment criteria and associated performance standards for Assessment Item 1 are available on the Moodle site in the Assessment block. These assessment criteria will be used to evaluate your assignment. It is important you refer to this table when preparing your assignment. Your assignment will be evaluated on the following criteria:
|
Week 5 Wednesday (5 Apr 2017) 11:45 pm AEST
Week 8 Wednesday (3 May 2017)
ASSESSMENT CRITERIA: Nurs 11158 ASSIGNMENT 1 2017
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
| Structure -15% | |||||
| 5 Excellent presentation of assignment with inclusion of all correct components, double line spaced, 12 point font. Consistently accurate with spelling, grammar and paragraph structure. | 4 Well-presented assignment, double line spaced, 12 point font, 1 or 2 errors in spelling, grammar or paragraph structure. | 3 Well-presented assignment, double line spaced, 12 point font, 3 or 4 consistent errors with spelling, grammar or paragraph structure. | 2.5 Adequate assignment presentation, double line spaced with 12 point font. 4 to 7 consistent errors with spelling, grammar or paragraph structure. | <2.5 Poorly presented assignment. Double spacing not use, 12 point font not used. Many inaccuracies in spelling, grammar or paragraph structure. | /15 |
| 5 All components of template completed in full. | 4 Most components of template completed in full. | 3 Some components of template completed in full. | 2.5 Few components of template completed in full. | <2.5 Most components of template completed in inadequately. | |
| 5 Description of problem appropriate and succinct. Clearly identifies process for generating evidence. | 4 Description of problem appropriate. Identifies process for generating evidence. | 3 Description of problem apparent. Somewhat identifies process for generating evidence. | 2.5 Description of the problem apparent. No clarity in the process of generating evidence. | <2.5 No recognisable description of the problem. Process for generating evidence was disjointed. | |
| Approach and Argument (75%) Relates to learning outcomes 1, 2, 3. | |||||
| 20-17 Approach comprehensively demonstrates an advanced understanding of the research process and critiquing of evidence. | 16-15 Approach demonstrates an understanding of the research process and critiquing the evidence | 14-13 Approach demonstrates a general understanding of the research process and critiquing of evidence. | 12-10 Approach demonstrates a basic understanding of the research process and critiquing of evidence. | <10 Approach demonstrates a minimal or lack of understanding of the research process and critiquing of evidence. | |
| 35-30 Annotations clearly relevant to the topic. Provides a clear and in depth critical annotation of sources and justification for choices. | 29-26 Annotations mostly relevant to the topic. Provides critical annotation of sources and justification of choices. | 25-22 Annotations generally relevant to the topic. Provides an appropriate annotation of sources and justification for choices. | 21-17 Annotations somewhat relevant to the topic. Provides basic annotation of sources and justification for choices. | <16 Annotations minimally or not relevant to the topic. Minimal or no annotation of sources or justification for choices. | /75 |
| 20-17 Highly developed reflection and insight as to using PICO framework as a systematic approach to searching for evidence | 16-15 Well developed reflection and insight as to using PICO framework as a systematic approach to searching for evidence | 14-13 Adequately developed reflection and insight as to using PICO framework as a systematic approach to searching for evidence | 12-10 Somewhat developed reflection and insight as to using PICO framework as a systematic approach to searching for evidence | <10 No reflection on using PICO framework as a systematic approach to searching for evidence | |
| Referencing - 10% | |||||
| 10 All five citations fully adhere to APA guidelines | 8.5 Citations mostly adhere to APA guidelines (1-2 errors) | 7.5 Citations generally adhere to APA guidelines (3 errors) | 6.5 Citations somewhat adhere to APA guidelines (4 errors) | <5 Citations do not adhere to APA guidelines (<4 errors) | /10 |
| Total Marks |
- Discuss the concepts that underpin evidence based nursing practice for person centred nursing care.
- Utilise evidence based frameworks to locate resources that support person safety and quality.
- Explore ethical considerations in evidence based nursing practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Assessment Two Outline
| Unit Name | Evidence Informed Nursing Practice |
| Unit No. | NURS11158 |
| Coordinator | Penny Heidke |
| Assess No. Due Date: | 2 Monday 29th May 2017 |
| Type | Written Assessment and online Quiz |
| CLOs assessed | 2. Utilise evidence-based frameworks to locate resources that support person safety and quality. 3. Explore ethical considerations in evidence-based nursing practice. |
| Word Limit | 1000wds +/- 10 % |
| Total Percentage | 50% |
| Details | Assessment 2 consists of three parts: 1. Building on the research you undertook in Assessment 1, you are now required to design a 700 word (+/- 10%) patient information leaflet. You need to use the evidence you found to compare and contrast bio-debridement and mechanical debridement of chronic leg ulcers and present your findings in a way that allows Perla to make an informed decision about her care. Once you have completed your response you will need to upload it to the assignment site and obtain your Turnitin report. 2. You then need to write a 300-word reflection on why you may have received the score and how you have adhered to academic integrity in your response. All three documents will need to be then uploaded together to the submission site. TOTAL MARKS: 30 = 30% of grade 3. Online Referencing Quiz. Ten questions with two (2) parts each. TOTAL MARKS: 20 = 20% of grade |
| Notes to Students | Students are to watch the Turnitin instructional video on the Moodle site to complete their assessment. |
| Criteria |
The assessment criteria and associated performance standards for Assessment Item 2 are available on the Moodle site in the Assessment block. These assessment criteria will be used to evaluate your assignment. It is important you refer to this table when preparing your assignment. Your assignment will be evaluated on the following criteria:
|
Week 12 Monday (29 May 2017) 11:45 pm AEST
After certification of grades
Marking Criteria NURS11158 Assessment Two Parts 1 & 2 (30%)
Student name: Student Number:
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
| Structure -15% | |||||
| Excellent presentation of assignment with inclusion of all correct components, double line spaced, 12 point font. Consistently accurate with spelling, grammar and paragraph structure. . Pdf Turnitin report correctly attached. Reflection attached. Assignment submitted through Turnitin. (5%) | Well-presented assignment, double line spaced, 12 point font. 1 or 2 errors in spelling, grammar or paragraph structure. . Pdf Turnitin report correctly attached. Reflection attached. Assignment submitted through Turnitin. | Well-presented assignment, double line spaced, 12 point font. 3 or 4 consistent errors with spelling, grammar or paragraph structure. Pdf Turnitin report correctly attached. Reflection attached. Assignment submitted through Turnitin. | Adequate assignment presentation, double line spaced with 12 point font. 4 to 7 consistent errors with spelling, grammar or paragraph structure. . Pdf Turnitin report correctly attached. Reflection attached. Assignment submitted through Turnitin. | Poorly presented assignment. Double spacing not used, 12 point font not used. Many inaccuracies in spelling, grammar or paragraph structure. Marking criteria not attached. . Pdf Turnitin report not correctly attached. Reflection not attached. Assignment not submitted through Turnitin. | /15 |
| Creates a leaflet, skillfully written in a specific style of language to clearly inform either patients and professional peers about wound management. (5%) | Creates a leaflet, thoughtfully and thoroughly written in a specific style of language to clearly inform either patients and professional peers about wound management | Creates a leaflet, competently written in a specific style of language to clearly inform either patients and professional peers about wound management. | Creates a leaflet, written in a specific style of language that can clearly inform either patients or professional peers about wound management. | Fails to create a leaflet. There is little or no adherence to conventions in communicating in formal scholarly language using scientific terms or lay terms. The information is unclear and/or inaccurate | |
| Organisation and structure is clear and easy to follow. Content is clearly relevant to the topic, the approach clearly and comprehensively addresses the topic and the argument proceeds logically. Well linked to supporting literature. (5%) | Organisation and structure is clear. Content is relevant to the topic, the approach clearly addresses the topic and the argument proceeds logically. Supporting literature is used appropriately. | Organisation and structure is appropriate. Content is appropriate and addresses the topic and the argument for the most part proceeds logically. Minimal omissions in links to supporting literature. | Organisation and structure allows misinterpretation of the meaning of the content. Content addresses the topic and the argument is at times repetitive or lacks cohesion. Frequent omissions in links to supporting literature. | Organisation and structure detract from the meaning of the content. Content is irrelevant and or does not address the topic. There is a lack of cohesion. Little to no links to supporting literature. | |
| Approach and Argument (70%) | |||||
| Content is clearly relevant to the topic. The approach comprehensively answers the question and the argument proceeds logically. (30%) | Content is relevant to the topic, the approach clearly answers the question and the argument proceeds logically. | Content is appropriate and answers the question and the argument for the most part proceeds logically. | Content answers the question although the argument is at times repetitive or lacks cohesion. | Content does not address all aspects of the assessment task. Inadequate description of required content. Little or no discernible critical thought. | /70 |
| Comprehensively and skillfully compares and contrasts relevant evidence about the wound management techniques to facilitate informed decision-making (30%) | Thoughtfully compares and contrasts relevant evidence about the wound management techniques to facilitate informed decision-making | Coherently compares and contrasts relevant evidence about the wound management techniques to facilitate informed decision-making | Sufficiently compares and contrasts relevant evidence about the wound management techniques to facilitate informed decision-making | Little or no comparing and contrasting of relevant evidence about the wound management techniques to facilitate informed decision-making | |
| Comprehensive reflection on Turnitin report and adherence to academic integrity (10%) | Detailed reflection on Turnitin report and adherence to academic integrity | Adequate reflection on Turnitin report and adherence to academic integrity | Limited reflection on Turnitin report and adherence to academic integrity | Little or no reflection on Turnitin report and adherence to academic integrity | |
| Referencing - 15% | |||||
| Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. (5%) | 1 or 2 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 3 or 4 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 3 or 4 inconsistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support and reflect all ideas, factual information and quotations. | /15 |
| A minimum of 5 up-to-date credible references used including four up-to-date journal articles as well as relevant websites. (5%) | A minimum of 5 up-to-date references used including three journal articles as well as relevant websites. | A minimum of 4 up-to-date references used including three journal articles as well as relevant websites. | A minimum of 3 up-to-date references used including two journal articles as well as relevant websites. | The required number of 3 up-to-date references not used journal articles not sourced. | |
| Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. (5%) | Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. | Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style. | |
| Total Marks |
Grade: Markers Comments:
Marker : Date:
- Discuss the concepts that underpin evidence based nursing practice for person centred nursing care.
- Utilise evidence based frameworks to locate resources that support person safety and quality.
- Explore ethical considerations in evidence based nursing practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
