HLSC122: Evidence for Practice

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FACULTY OF HEALTH SCIENCESHEALTH SCIENCES
School of Nursing, Midwifery and Paramedicine
National
SEMESTER 1, 2020
HLSC122: Evidence for Practice
UNIT OUTLINE
Online Unit Amendments from 30th March 2020
Highlighted in Yellow Text
Credit points: 10
Prerequisites/incompatibles: NIL
National Lecturer in Charge: Dr. Christine Chisengantambu Winters
Office location: North Sydney
Email: christine.chisengantambu-Winters@acu.edu.au
Telephone: : +61 2 94659085
Contact me: Preferred contact by email
Unit rationale, description and aim: It is a professional and pragmatic requirement that all
healthcare professionals have the necessary skills to deliver evidence based, critically appraised,
best practice. As the practice of all health care professionals in some way relates to the wellness of
others, the ability to source and critically consume relevant literature related to practice is critical for
optimum outcomes. Skills developed in this unit are required to assist students to start building
knowledge which will guide their future practice as a health care professional. This unit provides
foundational knowledge and skills for sourcing, appraising and reflecting on literature and
information sources used in the health care environment. To assist health students to deliver
evidence-based care, approaches to knowledge development in the health disciplines, including the
generation of new knowledge, the refinement of practice and the delivery of quality care are
explored. The application of research knowledge to the provision of evidence-based health care will
be evaluated through a process of critical appraisal. The unit will introduce students to the concept
of the 4 A’s of research – Awareness, Appreciation, Application and Ability. Students will also
develop fundamental skills for accessing information by asking a question, and using that question
to search for, find, and evaluate information. Skills developed in this unit will provide health students
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with the ability to source credible and appropriate information which they will use to build their
discipline specific knowledge across their undergraduate program and take into their future practice
as a health care professional.
Teaching team:
Lecturer in Charge
Campus Name Office
Location
Email Telephone
North
Sydney
Dr. Christine
Chisengantambu
Winters
533.7.23 christine.chisengantambuWinters@acu.edu.au
02 9465 9085
Ballarat Mrs. Kylie Kendrick 104.G.03 kylie.kendrick@acu.edu.au 03 5336 5375
Brisbane Mr. Scott Stewart 206.1.11 scott.stewart@acu.edu.au 07 3861 6274
Canberra Dr. Peta Drury 533.7.17 peta.drury@acu.edu.au 02 9739 2829
Melbourne Dr. Jacqueline
Randle
403.4.12 jacqueline.randle@acu.edu.au 03 9953 3194
Mode: Online
Attendance pattern: Online teaching including weekly pre-recorded Journal Club and Lectures,
and a 50minute weekly tutorial using Virtual Classroom (Zoom).
Duration: You should anticipate undertaking 150 hours of study for this unit, including online
teaching activities, and completion of assessment items and self-directed study across a 10-week
teaching period.
LEARNING OUTCOMES
On successful completion of this unit, you should be able to:
LO1 identify health care situations and contexts where evidence-based practice can be applied;
LO2 critically discuss the factors which influence the use of evidence-based practice to deliver
best management practices across a range of health care settings; (GA3, 4)
LO3 describe the range of information sources and levels of evidence to inform health practice;
(GA4, 8)
LO4 demonstrate foundational level skills in accessing, appreciating and applying evidence from a
range of sources to inform health practice; (GA4, 8, 9)
LO5 apply information literacy capabilities to the construction of evidence-based practice. (GA10)
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GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater
emphasis on ethical behaviour and community responsibility than those of many other universities.
All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA3 apply ethical perspectives in informed decision-making
GA4 think critically and reflectively
GA8 locate, organise, analyse, synthesise and evaluate information.
GA9 demonstrate effective communication in oral and written English language and visual media
GA10 utilise information and communication and other relevant technologies effectively
CONTENT
Topics will include:
• Identifying and accessing high-quality information
o How to find current, best evidence
o Sources of knowledge
• 4 A’s of research (awareness, appreciation, application, ability) and their relevance to
evidence-based-practice.
o Awareness: Reflecting, analysing and problem-solving
 Critical thinking
 Clinical judgement (technical and situation-based judgement)
 What is appropriate evidence?
o Appreciation: Judging the appropriateness of evidence.
 Types of knowledge, their development and application
 The evidence hierarchies and using them to rank evidence
o Application: using evidence in clinical practice.
 How evidence is used in clinical practice
• The influence of evidence in guiding patient journeys through the health care system
o The influence of online information and popular media on patient choices
o Complementary and alternative therapies
o Considering patient choices when developing evidence-based care
o Ensuring quality, consistent, evidence-based care
• Evidence-based health care
o Identifying the need for information and evidence
o The notion of best available evidence
o Best practice guidelines and Clinical Practice Guidelines
o Continuous quality improvement
o The ethical application of evidence
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QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys.
This is the third iteration of HLSC122, and as a result of student feedback and academics’
assessment of the 2019 offering of HLSC122, the following amendments have been made.
• Online quiz questions have been rewritten to reduce ambiguity
• Instructions, submission requirements and marking rubrics for Assessment Tasks 2 and 3
have been revised to improve clarity.
SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the
SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course
coordinators and/or through student representatives.
LEARNING AND TEACHING STRATEGY AND RATIONALE
Learning associated with this unit incorporates online teaching activities (Journal Club, Resource
Sessions and Tutorials), online activities, preparation and generation of assessment items and selfdirected study. Students are expected to take responsibility for their individual learning and to
participate actively within online group activities.
Students entering university need significant support to transition into a learning and teaching
environment where they are required to drive their own learning. To guide students in their learning,
feedback is required to identify what is being done well, what requires additional work and to identify
progress toward required learning outcomes. Located in the first year of the program, this theory unit
includes significant online teaching hours supplemented by additional online resources to assist
students in learning about evidence-based practice.
Online pre-recorded lectures and journal clubs are utilised to convey core content, while online
tutorials deliver interactive learning sessions – using Virtual Classroom (Zoom) – which include
formative feedback to build foundational tertiary study skills, while also providing an opportunity to
establish group-work and learning community skills. Journal Clubs and Resource Sessions are
delivered online.
LECTURE CAPTURE
Online lectures are pre-recorded and available for viewing on LEO in weekly tiles. Weekly Journal
Club and Resource Sessions (week 10) are pre-reordered and made available in LEO on the
student campus tile.
SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule.
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Week JOURNAL CLUB &
RESOURCE SESSION
[Pre-recorded]
TUTORIAL
[Virtual Classroom]
ONLINE ACTIVITY & ASSESSMENTS
[Online Pre-recorded lectures on LEO]
1 What is the Journal Club?
Resource Session:
Introduction to Unit
Expectations &
Assessments
Introduction to unit
Team Oral/e-Poster
Presentation allocation
Introduction to Evidence-based practice (EBP)
Steps of EBP (ASK), Best available evidence,
Clinical Practice Guidelines (CPGs)
2 Journal Club: Articles,
Types, Structure & Critical
Appraisal
Resource Session: What is
an e-poster? Oral and team
presentation skills
Clinical Questions
Key & alternate words,
truncation and wildcards
4 As of Research: AWARENESS
(Step 1 of EBP: ASK)
Reflection, Critical thinking, Clinical judgement &
appropriate evidence
Clinical Questions
3 Journal Club: Disability
Services Study
Resource Session: Librarian
database structured
searching & help yourself
platform
Structured search 1:
Searching for evidence
introduction
4 As of Research: ABILITY
(Step 2 of EBP: ACQUIRE)
Clinical questions, online & popular media
sources of information, structured searching for
evidence, librarian pre-recorded lecture
4 Journal Club: Falls in aged
care & community settings
study
Structured search 2:
Searching for evidence
using editing, limiters &
expanders
4 As of Research: APPRECIATION
(Step 3 of EBP: APPRAISE)
Sources of knowledge, types of knowledge &
their application
Assessment Task One: Online Quiz: Opens
Monday 16th of March 0800hrs to Friday 20th
of March 1200hrs
UA Vacation 23/3/20 to 27/3/20
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30th March
Journal Club: Parental
supply of alcohol to
teenagers’ study
Writing a critical appraisal
of primary research: Part A
4 As of Research: APPRECIATION
(Step 3 of EBP: APPRAISE)
Quantitative, & Qualitative Research, Hierarchy
of Evidence
Assessment Task Two: E-Poster due
Thursday 9th April 1200hrs
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6th April
Journal Club: Violence in
health care settings study
Self-Directed Study for
Assignment 3
4 As of Research: APPRECIATION
(Step 3 of EBP: APPRAISE)
Mixed methods research, types of literature
reviews, systematic reviews & CPGs
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Week JOURNAL CLUB &
RESOURCE SESSION
[Pre-recorded]
TUTORIAL
[Virtual Classroom]
ONLINE ACTIVITY & ASSESSMENTS
[Online Pre-recorded lectures on LEO]
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13th April
Journal Club: Early
childhood nutrition &
outdoor play
Self-Directed Study for
Assignment 3
4 As of Research: APPRECIATION
(Step 3 of EBP: APPRAISE)
What is a critical appraisal?
Ethical application of evidence
UA Common Vacation 13/4/20 to 17/4/20
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20th April
Journal Club: Mental illness
in acute care patients’ study
Writing a critical appraisal
of primary research: Part B
4 As of Research: APPLY (Step 4 of EBP: Apply)
Best practice guidelines & CPGs
Continuous Quality Improvement (CQI)
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27th April
Journal Club: Abdominal
obesity in young women
study
Influence of evidence in
guiding patient journeys
through health care
4 As of Research : APPLY (Step 5 of EBP:
ASSESS)
Evidence & CQI, Research -Practice gap,
Embedding EBP
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4th May
Resource Session:
Summary of HLSC122
Evidence for Practice
4As of Research
(Five steps of EBP)
Summary
4As of Research (Five steps of EBP)
Summary
Assessment Task Three: Critical Appraisal of
Evidence due Monday 18th of May 2359hrs
ATTENDANCE REQUIREMENTS FOR THIS UNIT
Attendance at all Online Tutorials is expected. Attendance records of all tutorial classes are
maintained, but a minimum attendance of tutorials is not required.
Reasons why attendance is required
In Virtual Classrooms, you will have opportunity to interact with your tutor and other students (i.e.
break out group chats) and developing skills which you will use in your professional/clinical
experience. Students who do not attend online tutorials are at risk of not developing these essential
skills.
Procedures to follow should a student fail to attend an online tutorial due to illness and/or
personal circumstances beyond their control include:
1. You must contact your tutor (not LIC) at least 24 hrs. beforehand (where possible) when you
plan to miss an online tutorial class, who will arrange for you to attend an alternate tutorial
scheduled for later in the same week;
2. You must contact your tutor as soon as able, when you have missed your online tutorial, who
will arrange for you to attend an alternate tutorial scheduled for later in the same week, or
where this is not possible, to watch the recording of the class.
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ASSESSMENT STRATEGY AND RATIONALE
A range of assessment items consistent with University assessment requirements and policy will be
used to ensure students achieve the unit learning outcomes and attain the graduate attributes.
The online quiz includes multiple choice questions based on knowledge and skills related to
evidence-based practice covered in the early part of the semester; providing formative feedback.
The team/oral e-poster presentation requires you to engage effectively with a team of your peers, to
undertake and present a structured search using a library database on a specific clinical question
and scenario. The written assignment requires you to complete a critical appraisal of an original
research study and present your answers as an essay with referencing. Collectively, these
assessments guide you in developing knowledge, skills and understanding of evidence-based
practice, being a key attribute of a graduate of a health professional programme.
In order to pass this unit, you are required to achieve an overall aggregate score of 50% or above.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome
Note it is University policy to have a maximum of three (3) assessment tasks for a 10-credit point
unit. Hurdle tasks are not included in the limit of three assessment tasks as they do not count
towards the final grade.
ELECTRONIC SUBMISSION, MARKING AND RETURN
Please note that electronic marking – Grademark – is used in this unit using Drop Box and Turnitin.
Turnitin is used as a means of submitting, marking and returning assessment tasks, and provides a
text-matching percentage for all your submissions automatically.
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FOR ALL ASSIGNMENTS
Please include the word count of your assignment on the front page of your assignment or in a
header. Please note that in-text citations are included in the word count whilst the reference list is
not included in the word count. Words that are more than 10% over the word count will not be
considered for marking. Please see further information in the section below titled ‘Word Count’.
ASSIGNMENT 1: Online Quiz
The online quiz will assess your knowledge and understanding of concepts central to evidencebased practice covered in the early part of the semester.
FAQ’s and support guidelines for the quiz are available inLEO under the Assessment tile.
Due date: Quiz opens 0800hrs Monday 16th of March
Closes 1200hrs (midday) Friday 20th of March
Weighting: 20%
Length and/or format: 20 randomly selected multiple-choice questions in 25 minutes.
Purpose: This quiz aims to provide early formative feedback on your ability
to engage with unit content and develop understanding of the key
concepts related to evidence-based practice. The quiz questions
will be based on all content covered in weeks 1 to 3 of the unit,
and week 4 pre-recorded lecture.
Assessment
tasks Due date Weighting
(%)
Learning
outcome(s)
assessed
Graduate
attribute(s)
assessed
Online Quiz
Open from:
Monday 16th of March 0800hrs to
Friday 20th of March 1200hrs (midday)
20% LO1,LO2,LO3 GA4, GA8
Team Oral
E-Poster
Presentation
E-Poster (PDF) & Team Declarations:
Thursday 9th April 12 1200hrs (midday)
Oral Script:
Thursday 9th April 12 1200hrs (midday)
30% LO1,LO2,LO4 GA3, GA4,
GA8, GA9
Written
Assignment Monday 18th of May 2359hrs 50% LO3,LO4,LO5 GA4, GA8,
GA9, GA10
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Learning outcomes assessed: LO1, LO2, LO3
How to submit: Access the quiz by means of the HLSC122 LEO Assessment
Task 1 tile.
Return of assignment: Your quiz score will be available in your LEO gradebook on the
Monday following the completion of the quiz.
Assessment criteria: Each multiple-choice question has only one correct answer and
is worth one mark.
ASSIGNMENT 2: Team E-Poster & Written Script
In allocated teams you will jointly produce an e-poster using a template, that details your team’s
structured search for research evidence on a specific clinical question and scenario, using a library
database. Each student is required to submit their team’s e-poster and team declaration (as
applicable) online and submit a written script on a specific topic (see Appendix A, p.19).
Further instructions related to this assignment can be found in Appendix A.
Due date: E-Poster (PDF) and Team Declaration (where applicable) must
be submitted online on Thursday 9th April 1200hrs (midday) BY
ALL STUDENTS
Students completing this assignment as a solo or individual
assignment, are not required to submit a team declaration; such
students must have written/emailed approval from their LIC
before completing this assignment as an individual assignment.
Written Script to be submitted as a separate document by all
students
Weighting: 30%
Length and/or format: Written Scripts should be 250 words +/- 10%
E-Poster is to be created using a PPT template located on
HLSC122 LEO Assessment task 2 tile and saved as a PDF.
Purpose: The purpose of this assignment is to work with a group of peers
to produce an e-poster, detailing a database search for evidence.
Learning outcomes assessed: LO1, LO2, LO4
How to submit: Each student must submit their team’s E-Poster & Team
Declaration (where applicable) into the HLSC122 LEO Campus
tile, Assessment task 2 Drop Box
Each student must submit their own individual Written Script into
the HLSC122 LEO Campus tile, Assessment task 2 Turnitin Drop
Box
Return of assignment: Turnitin
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Assessment criteria: This assignment will be marked using the criterion-based
marking rubric in Appendix A, which has been revised in this
version of the outline.
ASSIGNMENT 3: Critical Appraisal of Evidence
You are required to demonstrate your ability to critically appraise a piece of literature or evidence
(i.e. original research study) provided to you, in relation to a health scenario. Using the Journal Club
critical appraisal questions, you will be required to answer these questions in the form of an
academic essay, with referencing.
Further instructions related to this assignment can be found in Appendix B.
Due date: Monday 18th of May
Weighting: 50%
Length and/or format: 1200 +/- 10%
Purpose: The purpose of this assignment is for you to demonstrate ability in
critical appraisal of a research study, and to subsequently evaluate
its application to a given clinical scenario.
Learning outcomes assessed: LO3, LO4, LO5
How to submit: In PDF or Microsoft word format to HLSC122 LEO Campus tile
into appropriately labelled HLSC122 LEO Campus tile,
Assessment task 3 Turnitin Drop Box
Return of assignment: Your graded assignment with feedback will be returned via the
HLSC122 LEO Campus tile, Assessment task 3 Turnitin Drop
Box
Assessment criteria: This assignment will be marked using the criterion-based
marking rubric in Appendix B.
WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential component
of professional and academic work. Reading and writing critically are fundamental skills which
demonstrate an understanding and an ability to make judgements and solve problems, hence why
only 10% of a word count should be direct quotes. That is, if the word count is 1500 words only 150
of those words should be direct quotes. Word counts provide students with an indication of the
amount of detail and work required for each assessment item.
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What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is
counted in the word count. This includes all in-text citations, direct quotes and headings. The
word count does not include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends
ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME
Please note that if you submit your assignment, notice that the similarity index is high but do not
have time to revise your assignment before the due date has passed, then you are advised to:
• contact the Lecturer in Charge and request that your assignment be removed.
• revise the assignment, submit it within three days of the due date and incur a late
submission penalty.
• submit it into the regular drop box. Do not submit into the extension drop box.
Please review the Academic Integrity and Misconduct policy if you choose not to do this.
REFERENCING
This unit requires you to use the American Psychological Association (APA) referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the
Student Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook:
they include rules on deadlines; penalties for late submission; extensions; and special consideration.
If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
1) any numerical marks returned to students are provisional and subject to moderation;
2) students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated
by Gradebook in LEO; and,
3) students will be given a final mark and grade for their units after moderation is concluded and official
grades are released after the end of semester.
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Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and
note in particular that cheating, plagiarism, collusion, recycling of assignments and
misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and
can include being excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
Need help with your study – connect with the Academic Skills Unit
Academic Skills Unit offers services and resources to help you succeed in your studies, including
online and face-to-face workshops, consultations and drop-ins.
As a first-year student, you also can access the 24/7 on-demand study support service which
includes:
• Academic writing feedback, where you can submit a draft of an assignment and get general
feedback on areas including grammar, spelling, structure and referencing; and
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• Connect Live, where you can chat with online tutors in real-time around generic skills like
literacy, maths, accounting and economics.
For more information about the Academic Skills Unit, visit the Student Portal or the ASU’s LEO site.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.
INHERENT REQUIREMENTS
• To support your progression in this unit, students are directed to access the course inherent
requirements, on the link below, to understand the essential aspects of their course. If you
require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the
inherent requirements, please speak with your academic and or a disability advisor for
support.
• www.acu.edu.au/inherent-requirements
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.
https://leo.acu.edu.au/course/view.php?id=32576
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TEXTS AND REFERENCES
Required text
Greenhalgh, T.M., Bidewell, J., Crisp, E., Lambros, A., & Warland, J. (2020). Understanding
research methods for evidence-based practice in health (2nd ed.). Milton, Australia: Wiley.
Recommended references
Academic Skills Unit [Australian Catholic University]. (2016). ACU study guide: Skills
for success (Rev 3rd ed.). Retrieved from:
https://leo.acu.edu.au/mod/page/view.php?id=2564829
Greenhalgh, T.M., Bidewell, J., Crisp, E., Lambros, A., & Warland, J. (2019). Understanding
research methods for evidence-based practice in health (2nd ed.).Retrieved from: https://acuedu-primo.hosted.exlibrisgroup.com/permalink/f/7pr622/61ACU_ALMA51165371320002352
Hoffmann, T., Bennett, S., Del Mar, C. (2017). Evidence-based practice: Across the health
professions (3rd ed.).Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/7pr622/61ACU_ALMA51128251690002352
eBook 2017
Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A
guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Perrin, R. (2017). Pocket guide to APA style (6th ed.). South Melbourne, Australia: Cengage
Learning.
Richardson-Tench, M., Taylor, B., Kermode, S., & Roberts, K. (2015). Inquiry in health care
(5th [ACU] ed.). South Melbourne, Australia: Cengage Learning.
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Schneider, Z., Whitehead, D. L., Lobiondo-Wood, G., & Haber, J. (2016). Nursing and
midwifery research: Methods and appraisal for evidence-based practice (5th ed.). Retrieved
from https://www.clinicalkey.com.au/nursing/dura/browse/bookChapter/3-s2.0-
C20140029061
Schneider, Z., Whitehead, D. L., Lobiondo-Wood, G., & Haber, J. (2016). Nursing and
midwifery research: Methods and appraisal for evidence-based practice (5th ed.). Retrieved
from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/7pr622/61ACU_ALMA51110254010002352
Further references
Borbasi, S., & Jackson, D. (Eds.). (2019). Navigating the maze of research: Enhancing nursing
and midwifery practice. (5th ed.). Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/7pr622/61ACU_ALMA51155000920002352
Liamputtong, P. (Ed.). (2017). Research methods in health: Foundations for evidence-based
practice (3rd ed.). Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/7pr622/61ACU_ALMA21120943040002352
Polit, D., & Beck, C.T. (2017). Nursing research: Generating and assessing evidence for nursing
practice (10th ed.). Philadelphia, PA: Wolters Kluwer Health.
Polit, D., & Beck, C.T. (2017). Nursing research: Generating and assessing evidence for nursing
practice (10th ed.). Philadelphia, PA: Wolters Kluwer Health.
Extended readings
Alfaro-LeFevre, R. (2017). Critical thinking, clinical reasoning, and clinical judgment (6th ed).
Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/7pr622/61ACU_ALMA21129122240002352
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Cantwell, K., Burgess, S., Morgans, A., Smith, K., Livingston, M., & Dietze, P. (2016). Temporal
trends in falls cases seen by EMS in Melbourne: The effect of residence on time of day and
day of week patterns. Injury, 47,266-271. Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/sb9f4f/TN_elsevier_sdoi_10_1016_j_injury_2015
_10_073
Daly, J., Speedy, S., & Jackson, D. (2017). Contexts of Nursing (5th ed.). Retrieved from:
https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/7pr622/61ACU_ALMA21129638810002352
Davey, H., Imms, C., & Fossey, E. (2015). Our child’s significant disability shapes our lives:
Experiences of family social participation’. Disability and Rehabilitation, 37(24), 2264-71.
Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/sb9f4f/TN_informaworld_s10_3109_09638288_2
015_1019013
Edward, K., Stephenson, J., Ousey, K., Lui, S., Warelow, P., & Giandinoto, J. (2015). A systematic
review and meta-analysis of factors that relate to aggression perpetrated against nurses by
patients/relatives or staff. Journal of Clinical Nursing, 25(3-4), 289-99. Retrieved from:
https://acu-edu-primo.hosted.exlibrisgroup.com/permalink/f/sb9f4f/TN_wj10.1111/jocn.13019
Giandinoto, J., & Edward, K. (2015). The phenomenon of co-morbid physical and mental illness in
acute medical care: The lived experience of Australian health professionals. BMC Research
Notes, 8:295. Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/sb9f4f/TN_scopus2-s2.0-84935097320
Jones, S.C., Magee, C., & Andrews, K. (2015). ‘I think other parents might …’: Using projective
technique to explore parental supply of alcohol. Drug and Alcohol Review,34, (5), 531- 539.
Retrieved from: https://acu-eduprimo.hosted.exlibrisgroup.com/permalink/f/sb9f4f/TN_wj10.1111/dar.12258
17
Myers, J., Gibbons, K., Arnup, S., Volders, E., & Naughton, G. (2015). Early childhood nutrition,
active motor play and sources of information for families in highly socially disadvantaged
locations. Journal of Paediatric and Child Health,51, 287-293. Retrieved from: https://acuedu-primo.hosted.exlibrisgroup.com/permalink/f/sb9f4f/TN_scopus2-s2.0-84924360373
Share, B.L., Naughton, G., Obert, P., Peat, J.K., Aumand, E.A., & Kemp, J.G. (2015). Effects of a
Multi-Disciplinary Lifestyle Intervention on Cardiometabolic Risk Factors in Young Women
with Abdominal Obesity: A Randomised Controlled Trial. PLoS ONE,10(6). Retrieved from:
https://doi.org/10.1371/journal.pone.0130270
APPENDICES
18
APPENDIX A ASSIGNMENT 2 – ORAL TEAM E-POSTER PRESENTATION
Team Work
All team members are expected to meet regularly (outside of class time) to complete their team’s e-Poster, which should demonstrate the
steps of a structured search on a database to locate two relevant pieces of literature (i.e. research studies), that support the clinical question
and scenario allocated to their team.
One (1) ePoster (electronic) will be created by each team/student. Students will be given a group mark for the e-poster section of this task
(where applicable).
Solo or Individual Work
Students must have written/emailed approval from their LIC before completing Assessment Task 2 as a solo or individual assignment.
When completing this task as a solo assignment you must:
• Use Topic 7: Food fortification for anaemia found in LEO Assessment Task 2 tile > Scenarios
• Answer question e below for your written script.
The e-poster needs to include:
• team member full names plus ID numbers
• allocated clinical question
• identification of the key words, search terms and alternative words that were used to complete the structured search
• Identification of the best two (2) databases that may be used to search for evidence related to the clinical question
19
• demonstration of your structured search for evidence using only ONE of the databases identified. Using a table, state the search
ID, search terms, search options, actions (see ACU library database, advanced search, search history).
• demonstration of the use of Boolean operators, truncation, wildcard, limiters and/or expanders in the search table
• demonstration of a significantly smaller number of results in later part of search. It is expected that students will end their search
with 10-20 studies to review, as per poster template in HLSC122 LEO Assessment Task 2 tile
• reference list (of at least four) including: the two best pieces of literature (i.e. research studies) from your database search, and two
academic references which are textbooks that have supported your knowledge and skills in database searching.
An example of a completed e-poster and a template for the e-poster can be found in HLSC122 LEO Assessment Task 2 tile.
Written Script
Each student is required to submit a written script that could be read out loud as an oral presentation. This presentation will discuss an answer to
only one of the questions (a-f to follow) regarding the team’s search process. A word template of the written script can be found in HLSC122 LEO
Assessment Task 2 tile.
Questions
Choose one of the topics below for your oral presentation, with each team member choosing a different topic.
a. Describe your or your team’s clinical question. Discuss the importance of and rationale for clinical questions.
b. Discuss each of the elements of your question and the choice of key words, search terms and alternative words that were used to complete
the structured search (including the use of truncation or wildcard).
c. Describe the best two databases chosen to answer your clinical question. Explain the reason for choosing these databases and why one
was finally selected.
d. Describe your structured search for evidence (including the use of Boolean operators, limiters and/or expanders).
20
e. Identify the best two pieces of evidence (i.e. research studies) found by your team (or yourself) and explain why they were selected
according to the hierarchy of evidence.
f. Did the two research studies meet all the elements from the clinical question? Discuss whether you would apply the evidence found to
clinical practice or not?
21
APPENDIX A
Marking Rubric ASSIGNMENT 2 Team E- Poster & Written Script
Description High Distinction Distinction Credit Pass Unsatisfactory NN
E-Poster Content
[Group mark]
25%
A clear and
comprehensive
structured search with
excellent rationale for
selection of databases
and two research studies;
correct use of key and
alternate words, Boolean
operators, truncation,
wildcards, and filters.
A clear and
comprehensive
structured search with
appropriate rationale for
selection of databases
and two research studies;
correct use of key and
alternate words, Boolean
operators, truncation,
wildcards, and filters.
A clear and mostly wellstructured search with
well attempted
explanation for selection
of databases and two
research studies; mostly
correct use of key and
alternate words, Boolean
operators, truncation,
wildcards, and filters.
A satisfactory structured
search with an attempt to
explain selection of
databases and two
research studies; mostly
correct use of key and
alternate words, Boolean
operators, truncation,
wildcards, and filters.
Lacks some details of
searching process, unclear
explanation of selection of
databases and two research
studies; mostly satisfactory
use of key and alternate
words, Boolean operators,
truncation, wildcards, and
filters.
E-Poster Appearance
[Group mark]
10%
E-Poster projects clearly,
in logical layout for all
content, is visually
appealing, good use of
colour, and text can be
read easily be audience.
APA correctly cited for all
four references.
E-Poster is projected
clearly, in logical layout
for most of content, is
visually appealing and
mostly legible for
audience.
APA correctly cited for all
four references
E-Poster is projected
clearly, in logical layout
for most of content, is
visually appealing and
mostly legible for
audience.
APA cited for all required
references with minimal
errors.
E-Poster is projected
clearly, in logical layout for
most of content, is visually
appealing and mostly
legible for audience.
APA cited for all required
references with occasional
errors
E-Poster is not projected
clearly, layout is not logical
for most of content, which
impacts visual appeal; not
always legible for audience.
Many inaccuracies with APA
referencing and
Student Contribution to
Teamwork and EPoster
[Individual mark]
15%
Individual student
demonstrates consistent,
effective and engaged
participation during
poster creation.
Individual student
demonstrates mostly
consistent, effective and
engaged participation
during poster creation.
Individual student
demonstrate mostly
consistent, but not
always effective or
productive
contribution to poster
creation.
Individual student
demonstrate mostly
consistent, but not
effective or productive
contribution to poster
creation.
Individual student has
demonstrated no or
unsatisfactory participation in
the creation of the poster, and
or has failed to communicate
to the team members.
22
APPENDIX B
ASSIGNMENT 3 – CRITICAL APPRAISAL OF EVIDENCE
Written Script
[Individual mark]
50%
Clearly and succinctly
introduced the purpose of
written script.
Provided logical, succinct
and relevant answer to
set question.
There are no errors with
grammar, spelling and
punctuation and meaning
is easily discernible.
Clearly and succinctly
introduced the purpose of
written script.
Provided logical, succinct
and relevant answer to
set question.
There are minimal errors
with grammar, spelling
and punctuation that
impact readability, but
meaning is easily
discernible.
Clearly introduced the
purpose of written script.
Provided answer mostly
relevant to set question.
There are some errors
with grammar, spelling
and punctuation, but they
do not impact readability.
Satisfactorily introductory
statement of the purpose
of written script.
Provided some relevant
points in answer to set
question.
There are substantial
errors with grammar,
spelling and punctuation
that impact readability.
Unsatisfactory and unclear
introductory statement of the
purpose of written script.
Did not answer question or
answered another question.
There are substantial errors
with grammar, spelling and
punctuation, such that the
errors detract significantly
from the meaning and
legibility.
23
Students are required to demonstrate their ability to critically appraise a piece of evidence (i.e. primary research study) provided, highlighting the
strengths and weaknesses of the study, at a foundational level. In addition, students are required to discuss factors which may influence the use
of this evidence in practice, within the context of a scenario.
Purpose and Rationale:
This assignment requires you to demonstrate critical appraisal of a published research study. This is a skill central to effective clinical practice and in
many instances throughout your career, where you will be required to locate and apply best available evidence to support clinical decisions.
Instructions:
• There are two parts to this assessment task: Part A and Part B.
• Students are expected to critically appraise only one of the research studies provided in HLSC122 LEO Assessment Task 3 tile.
• The research study should be accessed as a full text and critically appraised using questions identified in Part A.
• This is an academic essay and should follow the expected writing format which includes: introduction, body, conclusion, and reference list. Do
not repeat the scenario in your essay, although you may refer to key elements of it in your writing.
• This assignment must be supported by a minimum of four references, which need to be valid and varied academic sources (i.e. textbooks
listed in unit outline). However, students are encouraged to use more references if needed to support their discussion.
• Your essay should have in-text references as per APA referencing style (i.e. author, year).
• Students should refer to the ACU Study Guide: Skills for Success (2016) – available online – to ensure they follow the university’s essay
writing and referencing guidelines. https://handbook.acu.edu.au/handbooks/handbook_2016?a=43380
Part A: Part A solely focuses on review and appraisal of the research study.
Authorship
24
1. Discuss the strengths and weaknesses of the:
a. authors’ expertise, based on their cited credentials and affiliations;
b. possible conflicts of interest in the paper.
Research Questions, aim or hypothesis
2. State the research study’s question/s, aim or hypothesis and present the author’s justification/s as to why their study was needed.
Research Design
3. Identify and explain the research design used in the study, and how the authors justified their choice of design for their stated research question.
How did the authors reduce the risk of bias in their design?
Research Methods
4. Discuss the methods the researchers used for: selecting study participants and collecting and analysing data.
What were the strengths and weaknesses of the methods used?
Results and limitation of the study
5. Discuss whether the study findings or conclusions answered the research study’s question/s.
State two limitations of the study cited by the authors and discuss how these limitations may impact on the implementation of the research
findings.
Part B: Part B requires you to read your selected scenario and clinical question; both of which were not required for Part A.
Enables and barriers
25
The acceptance of research study findings into clinical practice, can be influenced by factors that exist in an organisation, a local ward, or
within the individual health care professional. These factors are referred to as enablers or barriers to the acceptance of research evidence into
practice.
Reflecting on your scenario, describe two possible enablers and two potential barriers, that may impact on the adoption and use of the
evidence (i.e. findings) in practice.
26
APPENDIX B Marking Rubric ASSIGNMENT 3 Critical Appraisal of Evidence
Description High Distinction Distinction Credit Pass Unsatisfactory
Authorship
10%
Succinct discussion and
correct interpretation of quality of:
author expertise, credentials,
affiliations; and cites conflict of
interest,
Mostly concise discussion and
correct interpretation of quality of:
author expertise, credentials,
affiliations; and cites conflicts of
interest.
Adequate discussion and
correct interpretation of
quality of: author expertise,
credentials, affiliations, and
conflicts of interest. Not
sufficiently succinct.
Unnecessary lengthy
discussion, although
mostly correct interpretation of
author expertise, credentials,
affiliations.
Omits conflicts of interest. Has
used current internet sources to
answer authorship details in
error.
Brief mention of authorship
details, but has not identified
correctly all author expertise,
credentials and /or affiliations.
Omitted discussion of conflict of
interest. Has used current
internet sources to answer
authorship details in error.
Research Question,
Hypothesis or Aims
10%
Correctly states research question,
hypothesis or aims.
Provides a brief summary of all key
elements of justification correctly,
noting: significance of problem,
current research knowledge and
gaps in research.
Correctly states research
question, hypothesis or
aims.
Provides a brief summary of
the at least two (of the
three) key elements of
justification, correctly:
significance of problem,
current research knowledge
or gaps in research.
Correctly states research
question, hypothesis or
aims.
Provides a brief summary
of one of the key elements
of justification, correctly:
significance of problem,
current research knowledge
or gaps in research.
Correctly states research
question, hypothesis or
aims.
Does not discuss
justification.
Incorrectly states research
question, hypothesis or aims.
Omits discussion of justification
for study or provides incorrect
reasons as to why authors
undertook study.
Research Design
10%
Correctly identifies and describes
research design used in the study
and provides a logical (or authors
cited) reason as to why the design
was chosen by authors to answer
research question or aim and
states its strengths and
weaknesses.
Correctly identifies (but does
not describe) the research
design used in the study and
provides a logical (or authors
cited) reason as to why the
design was chosen by authors
to answer research question or
aim and states its strengths or
weaknesses.
Identifies and describes the
research design as either
qualitative or quantitative or
states another incorrect
design.
Provides a description of
their stated (incorrect)
design.
Identifies and describes the
research design as either
qualitative or quantitative or
states another incorrect
design.
Does not provides a
description of their stated
(incorrect) design.
No or limited discussion of
the research design and how
the authors justified their
choice of design for their
stated research question.
27
Research Methods
10%
Correctly identifies and briefly
describes all three elements of
research methods in study (i.e.
sample selection, data collection
and data analysis) Discusses a
strength and a weakness of
methods used and mentions
whether bias could be present in
methods used.
Correctly identifies (but does
not describe) all three elements
of research methods in study
(i.e. sample selection, data
collection and data analysis)
Discusses a strength or a
weakness of methods used
and mentions whether bias
could be present in methods
used.
Correctly identifies (but
does not describe) two of
the three elements of
research methods in study
(i.e. sample selection, data
collection and data
analysis). Discusses a
strength or a weakness of
methods used and does not
mentions bias.
Correctly identifies (but does
not describe) one of the three
elements of research
methods in study (i.e. sample
selection, data collection and
data analysis). Does not
discuss a strength or a
weakness of methods used
and does not mention bias.
There is no or only limited
outline of the methods used
for: selecting study
participants and for collecting
and analysing data?
The strengths and limitations
of the methods used are not
outlined or answered
incorrectly.
Results and Limitations
10%
Provides a detailed explanation of
how research findings have
answered research question or aim.
States clearly at least two limitations
of the study (as cited by the authors)
in their discussion section, and
clearly states how these limitations
may impact on the implementation of
the research findings.
Provides a clear explanation of
how research findings have
answered research question or
aim.
States clearly two limitations of
the study (as cited by the
authors) in their discussion
section and attempts to identify
how these limitations may impact
on the implementation of the
research findings.
Provides an adequate
explanation of how research
findings have answered
research question or aim.
States one limitation of the
study (as cited by the authors
or themselves). Does not
explain clearly how this
limitation may impact on the
implementation of the
research findings.
Provides a somewhat clear
explanation of how research
findings have answered
research question or aim.
Unable to correctly identify any
valid limitations (author cited or
other) of the study.
Provides an unclear or incorrect
explanation of how research
findings have answered
research question or aim.
Unable to correctly identify any
valid limitations (author cited or
other) of the study.
Part B
20%
Enablers and Barriers
20%
Demonstrate effective problem
solving in describing two possible
enablers and two potential barriers to
the adoption of the research study’s
findings with reference to the
scenario.
Demonstrate sound problem
solving, in describing two
possible enablers and two
potential barriers to the adoption
of the research study’s findings
with reference to the scenario.
Clearly states two possible
enablers and two potential
barriers to the adoption of the
research study’s findings,
with no detailed discussion,
and minimal or no reference
to the scenario.
States broadly how the
research findings may answer
the clinical question, but omits
to state any enablers or
barriers to the adoption of the
research findings.
Omits mention of Part B in
essay.
Fails to identify any barriers or
enablers to the adoption of
research findings.
Mechanics and
Academic Style and
Referencing
30%
28
Sources and
Referencing
15%
At least four credible and relevant
references are used throughout all
sections of essay.
Accurate use of APA referencing
style throughout.
At least four credible and relevant
references are used throughout
most (80%) sections of essay.
Accurate use of APA referencing
style on most occasions.
At least four credible and
relevant references are used
throughout part (50%) of
essay.
Accurate use of APA
referencing style on most
occasions.
Cites at least four references,
but some lack credibility or
relevance to EBP or critical
appraisal,
Accurate use of APA
referencing style on some
occasions.
Not all references are credible
and/or relevant.
Many inaccuracies with the
APA referencing style.
Mechanics – Grammar,
Spelling and
Punctuation
15%
There are minimal errors with
grammar, spelling and punctuation
that impact readability, and the
meaning is easily discernible.
Essay structure (i.e. paragraphs
used, introduction, body, conclusion
and reference list) followed.
There are some errors with
grammar, spelling and
punctuation that do not impact
readability.
Essay structure (i.e. paragraphs
used, introduction, body,
conclusion and reference list)
followed.
There are some errors with
grammar, spelling and
punctuation, that do impact
readability/clarity of
sentences.
Mostly, essay structure has
been followed.
There are substantial errors
with grammar, spelling and
punctuation that impact
readability.
The errors detract from
readability, but the meaning is
discernible with some effort.
Essay structure with (i.e.
paragraphs used, introduction,
body, conclusion and reference
list) not followed.
There are substantial errors
with grammar, spelling and
punctuation, such that the
errors detract significantly from
the meaning and legibility.
age 29 of 29 Version:24/3/20

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