ALLH12006 - Evidence Based Practice for Health Professionals

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.
Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2018

Term 1 - 2018 Profile
Distance
Term 1 - 2019 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 30%
2. Written Assessment 40%
3. Written Assessment 30%

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 Procedures for more details of interim results and final grades

Past Exams

To view Past Exams, please login
Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 3.9 (on a 5 point Likert scale), based on a 46.75% response rate.

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.

Source: 'Have your Say' Student Satisfaction Survey
Feedback
Students felt it is unfair that they are required to pass all assessment tasks to be eligible to pass this unit
Recommendation
The link between the assessment tasks and the necessity of being able to perform these skills as a practitioner should be more clearly communicated to students. This communication should occur in Week 1 when the assessment tasks are explained, as well as on the task sheets for each of the assessment tasks as a 'rationale'. It is important that students understand that all assessment tasks mirror essential EBP skills required to be a successful practitioner. However, if a student were to fail one assessment task, yet meet university policy for supplementary assessment, the student would be still be eligible to pass this unit. This communication should help to provide the rationale that students should be expected to pass all assessment tasks to pass this unit, and further clarity around assessment requirements.
Action Taken
There is now time dedicated during lectures where the relevance and application of each assessment task to 'real word' practices are discussed. This will continue to occur as it is important that students are able to see how each of the assessment tasks are mirrored in practice.
Source: Student email correspondence and 'Have your Say' Student Satisfaction Survey
Feedback
Unit was well organised, the Moodle page was easy to navigate, the weekly lectures were engaging and delivered in an energetic manner. The assessment tasks were clearly defined, assessment feedback was provided in detail and in a timely manner.
Recommendation
This feedback is reflective of the commitment to good learning and teaching practices that the unit coordinator participates in. It is recommended that these practices continue, whilst continuing to work toward improving student satisfaction through improved clarity around assessment tasks and requirements and greater communication of the link between assessment tasks and essential practitioner skills.
Action Taken
These good learning and teaching practices have continued, as has the work towards improving student satisfaction by increasing the clarify of assessment tasks and requirements and dedicating time to discuss the links between assessment tasks and essential practitioner skills.
Source: Student email correspondence and 'Have your Say' Student Satisfaction Survey
Feedback
The break down of the weekly lectures into a series of shorter lectures was really beneficial and convenient
Recommendation
It is recommended that this learning and teaching practice continue as research suggests that a series of shorter lectures help to improve student engagement, retention of content, and satisfaction, as well as accommodating for diversity in learning styles.
Action Taken
This learning and teaching practice has continued, with lectures continuing to be broken into a shorter series of lectures in an attempt to improve student engagement, content retention and satisfaction as well as accommodating for diversity in learning styles.
Source: Have your Say
Feedback
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.
Recommendation
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.
Action Taken
Nil.
Source: Have your Say
Feedback
it would be beneficial to have face-to-face lectures for this unit, instead of being delivered online.
Recommendation
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.
Action Taken
Nil.
Source: Have your Say
Feedback
The assessment tasks and their requirement are clear and well explained.
Recommendation
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.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Apply key concepts related to evidence-based practice
  2. Formulate a clinical research question using the PICO (Population-Intervention-Comparison-Outcome) format
  3. Plan, carry out and evaluate information searches to address specific clinical questions
  4. Critically appraise and evaluate the quality of original research within health professions using established critical appraisal tools
  5. 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
2 - Written Assessment
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
8 - Ethical practice
9 - Social Innovation
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment