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 2 - 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 Unit evaluation ‘Have your say’
Presentations were very clear, Pico was well explained. I felt Penny took the time to address the assessment very well.
Continue to provide concise presentations and clarify assessment questions.
Feedback from Unit evaluation ‘Have your say’
Penny conducted several zoom session different days and times but also recorded them for students who were unable to attend, her zoom sessions helped greatly!
Continue weekly zoom sessions that are recorded to enhance the lecturers and online content and allow face to face engagement and collaboration with the lecturer and fellow students.
Feedback from Unit evaluation ‘Have your say’
ALC Sessions - a lot to get through and to take in, maybe easier if more simplified.
ALC sessions will be more streamlined and better aligned to the skills required for this course.
- 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.
l.rogers@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
Written Assessment 1 Due: Week 5 Wednesday (9 Aug 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
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
Written Assessment 2 Due: Week 11 Wednesday (27 Sept 2017) 11:45 pm AEST
Module/Topic
Review of concepts
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Within the last century there have been major advances in the field of nursing. These advances have meant that nurses, in particular, need to stay current to ensure evidence based practice is utilised when caring for patients/clients.
Assessment 1 is designed to introduce you to searching for current evidence using different resources and then evaluating the quality of the resources.
Scenario
Maud has a query regarding what the doctor told her. She has been told she has to use a spacer with her multi-dose inhaler for her asthma.
Maud wants to know why she cannot just keep using her multi-dose inhaler on its own as she has been for years.
Students need to;
1. Watch the video of Maud on the unit Moodle page
2. Complete the supplied PICO template by filling in the 11 blank spaces in the template only. This text is NOT included in the total word count.
3. Search for 5 related research articles to compare the use of a multi-dose inhaler with and without a spacer.
4. Complete an annotated bibliography of the 5 chosen articles by;
- Using the 5 elements of evidence and
- Identifying if the chosen annotations are credible or non-credible sources of evidence (150-200 words ±10%, for each source of evidence).
5. Complete a reflection on the use of the PICO template as a research tool (150-200 words ±10%).
6. Submit a reference list as per APA 6th Style. This text is NOT included in the total word count.
Total word count for assessment 1 is 1200 words ±10%.
Please save/ upload via Turnitin in Word (.doc or .docx) or PDF formats only.
Week 5 Wednesday (9 Aug 2017) 11:45 pm AEST
Week 8 Wednesday (6 Sept 2017)
Assessment 1 unit weighting is 50%
- 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
In Assessment 1 you have researched and critiqued the evidence relating to Maud's question.
Assessment 2 requires you to formulate a response to Maud's question and apply the 4 ethical principles in nursing to your responses.
Students need to;
1. Review the evidence collected in assessment 1.
2. Complete the provided asthma spacer advantages and disadvantages template.
- There are to be a minimum of 4 responses with supporting evidence entered in to the template (350 words ±10% in total).
- In-text referencing to support your evidence MUST be used and is included in your word count.
3. Apply each of the 4 ethical principles of beneficence, autonomy, non-maleficence and justice to your responses to Maud's question on why the doctor advised her to use a spacer with her multi-dose inhaler (750 words ±10%).
- DO NOT explain the meaning of the ethical principles, apply them to your responses only.
4.Complete a reference list as per APA 6th Style.
Total word count for assessment 2 is 1100 words ±10%
Please save/upload, via Turnitin, in Word (.doc or .docx ) or PDF formats only.
Week 11 Wednesday (27 Sept 2017) 11:45 pm AEST
Exam Week Wednesday (18 Oct 2017)
Assessment 2 unit weighting is 50%
- 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?
