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[ANSWER]NURBN1015 Research 1: Introductıon To Evıdence-Based Practıce and Research
TASK DESCRIPTION On Research
Course Description (Higher Education)
Institute / School: Institute of Health and Wellbeing
Course Title RESEARCH 1: INTRODUCTION TO EVIDENCE-BASED PRACTICE AND RESEARCH
Course ID NURBN1015
Credit Points 15.00
Teaching Period 2023/20
Course Coordinator Naomi Cruz
Pre-requisite(s) Nil
Co-requisite(s) Nil
Exclusion(s) Nil
ASCED Code 060301
Brief Description of the Course
This course is designed to develop foundational skills in understanding and applying evidence-based practice so that students become informed consumers of research with the ability to relate research to nursing practice. The course will examine the major steps in the research process and the principles of evidence-based practice. In order to provide the highest quality nursing care, students must be able to access, interpret and evaluate the best available evidence, and incorporate into nursing practice. The knowledge and skills developed in this course can be utilised across all courses of the Bachelor of Nursing programs
Grade Scheme Graded (HD, D, C, P, MF, F)
Placement Component No
upplementary Assessment Yes
Where supplementary assessment is available a student must have failed overall in the course but gained a final mark of 45 per cent or above and submitted all major assessment tasks.
Program Level
| Level of course in program | AQF Level(s) of Program | |||||
| 5 | 6 | 7 | 8 | 9 | 10 | |
| Introductory | | | | 🗹 | | |
| Intermediate | | | | | | |
| Advanced | | | | | | |
Organisation
Delivery Mode
Regular semester
Staff
| Role | Name | Email contact | Office/location | Telephone |
| Course Coordinator | Ligi Anish | l.anish@federation.edu.au |
| Type | Day | Time | Room | Staff / Comment |
Refer to timetable: see mySchedule.
Timetables are subject to change and students are encouraged to check with timetabling and the Moodle shell for updates.
Learning Outcomes
Knowledge
K1. Identify the principles of ethical research
K2. Describe the relationship between nursing and research and the role of critical thinking and reflection in the development of nursing knowledge
K3. Describe the principles of evidence-based practice, recognising the importance of incorporating research evidence into practice to the delivery of high-quality nursing care
K4. Develop and assess nursing graduate attributes and Standards of Practice allocated to this course
Skills
S1. Develop critical thinking skills and enquiring strategies to locate literature and compare and contrast findings
S2. Describe research methodologies used in the investigation of nursing problems
S3. Critically analyse the skills necessary to incorporate research into nursing practice, including the use of research articles, methodologies, data collection and analysis techniques
Application of knowledge and skills
A1. Discuss the concept of evidence-based practice in relation to the provision of safe, effective, holistic nursing care
A2. Apply research concepts and skills, reflective practice skills, and the value of systematic inquiry in nursing
Content
- The NMBA Registered Nurse Standards for Practice (2016), NMBA Code of Conduct for Nurses (2018) and Code of Ethics for Nurses (2018), and National Safety and Quality Health Service (NSQHS) Standards (2017) as well as Undergraduate Research Skills Development Framework (2008) have substantially informed the syllabus/content of this course.
Research awareness
- Health research – appreciation and application using a range of communication and investigation skills
- Knowledge of contemporary nursing and research theories and philosophies
- Relating professional standards of practice and requirements of the NMBA Registered Nurse Standards for Practice (2016), Code of Conduct (2018) and Code of Ethics for Nurses (2018) and research ethics to nursing research;
- Collaborative implementation of nursing research to enhance person-centered outcomes Nursing research informing evidence based practice to enhance person-centered outcomes
- Socio-cultural considerations in nursing practice and nursing research. Research Skills Development Framework for undergraduate programs Ways of thinking and knowing in nursing
- Develop and assess nursing graduate capabilities allocated to this course
Introduction to literature reviews
- The purpose of literature reviews;
- information and digital literacy skills for research data base searches
Contemporary approaches to research in nursing
- common quantitative research methods;
- common qualitative research methods;
- mixed methods research
Approaches to sampling and data collection
Approaches to analysing research data
- establishing rigor;
- establishing credibility and trustworthiness
Understanding research findings and evidence-based practice
- Appraise, interpret and communicate research findings;
- Applying research knowledge to inform nursing practice.
Evidence-based practice
- Credible evidence in research and practice
- Research and academic integrity
Graduate Attributes
Federation graduate attributes statement. To have graduates with knowledge, skills and competence that enable them to stand out as critical, creative and enquiring learners who are capable, flexible and work ready, and responsible, ethical and engaged citizens.
| Graduate attribute and descriptor | Development and acquisition of GAs in the course | ||||
| Learning outcomes (KSA) | Code A: Direct B: Indirect N/A: Not Assessed | Assessment task (AT#) | Code: A: Certain B: Likely C: Possible N/A: Not | ||
| GA 1 Thinkers | Our graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions. | K1, K2, K3, K4, S1, S2, S3, A1, A2 | A | AT2, AT3, AT4 | A |
| GA 2 Innovators | Our graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change. | K1, K2, K3, K4, S1, S2, S3, A1, A2 | A | AT2, AT3, AT4 | A |
| GA 3 Citizens | Our graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately. | K1, K4 | A | AT1 | B |
| GA 4 Communicators | Our graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand. | K1, K2, K3, K4, S1, S2, S3, A1, A2 | A | AT2, AT3, AT4 | A, B |
| GA 5 Leaders | Our graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices. | N/A | N/A | N/A | N/A |
Planned Student Learning
A 15-credit point course typically involves a minimum of 150 hours of learning, that may include scheduled (timetabled) and unscheduled, flexible and self-paced activities. The scheduled hours of student learning will be experienced primarily through on-campus and/or online engagement opportunities with peers and teaching staff. For approximately every hour of scheduled or directed activity, a minimum of two hours of student directed learning is expected.
Unscheduled, flexible and self-paced activities do not require a set day, time or location and require students to work independently. These will include established learning activities, associated independent learning, background reading/research and completion of assessment. Students are expected to access electronic research databases and use computers to facilitate their learning.
| Learning Activity | Description | Hours |
| Module 1 – Overview of evidence-based practice (EBP) | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 2 – Ask | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 3 (Part 1) – Acquire | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 3 (Part 2) – Acquire | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 4 (Part 1) – Appraise | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 4 (Part 2) – Appraise | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 5 – Apply | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 6 – Evaluate | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Module 7 – Reflective practice and EBP | Completion of module learning activities, readings, and preparation for tutorials | 6 |
| Self-directed learning | Final week of semester dedicated to completion of any outstanding learning activities. | 12 |
| Assessment task 1 – Online quiz | Preparation, study and completion of assessment task 1. | 10 |
| Assessment task 2 – Critical Appraisal of Literature | Preparation, research and writing | 22 |
| Assessment task 3 – Applying evidence to practice essay | Preparation, research and writing | 32 |
| Attendance at timetabled tutorials | Two-hours per week x 10 weeks | 20 |
| Total: | 150 | |
Learning Tasks and Assessment
Planned Student Learning Experience
A 15-credit point course will involve a minimum of 150 hours of learning. For every one hour of teacher- directed learning, there will be a minimum of two hours of student/learner directed learning. The teacher- directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced learning, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and inquiry-based learning. You are expected to attend all scheduled classes and active participation is encouraged during class sessions. Attendance at all residential intensives (flexible students), clinical placement and laboratory sessions is compulsory.
Learner-directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning.
| Learning outcomes assessed | Assessment Task | Assessment Type |
| K1, K2, K3, K4, S1, S2, S3,A1, A2 | Attendance at Active Learning Sessions | 80% Attendance at Active Learning Sessions |
| K1, K2, K3, K4, S1, S2, S3, A1, A2 | Measuring students’ knowledge, skills and understandings against the achievement standards | Quiz Assessment |
| K1, K2, K3, K4, S1, S2, A1, A2 | Critical review of research literature relating to contemporary nursing issues, Develop and assess nursing graduate attributes allocated to this course | Essay including annotated bibliography and integrated literature review |
The following tasks will be graded.
| Task | Released | Due | Weighting | Moderation* |
| Online quiz | Week 1 | Wed, Aug 9, 2023 – 10:00 (Week 4) | 25.0% | MODEL D |
| Critical Appraisal of Literature using CRAAP test | Week 1 | Mon, Sep 4, 2023 – 23:59 (Week 7) | 30.0% | MODEL A |
| Applying evidence to practice essay | Week 1 | Mon, Oct 9, 2023 – 23:59 (Week 12) | 45.0% | MODEL A |
| 80% attendance/engagement in tutorial learning sessions | Week 1 | Various | 0.0% |
For further details regarding moderation models please refer to: Moderation Resource
Final test
No final test
Assessment Task 1: Online Quiz
Weight: 25%
Quiz opens: Wednesday 9th August 2023 (Week 4) at 10:00 am
Quiz closes: Friday 11th August 2023 (Week 4) at 10:00 am
Time limit: 1 hour (60 minutes) to complete the quiz
Brief overview of task:
This assessment task requires you to answer a mix of short answer and multiple-choice questions based on the pillars of evidence-based practice (EBP), and on the first two components of the EBP framework. The quiz questions will focus on the content covered in the overview of EBP and the Ask and Acquire modules on Moodle and activities completed during the active learning sessions (modules 1, 2 & 3).
Submission:
You will have 1 hour (60 minutes) to complete the quiz online via Moodle. The quiz will be open for FORTY-EIGHT (48) hours only.
Any answers you have entered but not submitted will be recorded as the final answer when the quiz closes. Unanswered questions will receive a zero (0). There will be no marks deducted for incorrect responses.
Marking:
Marking of the quiz responses will be completed by relevant academics and overall student feedback will be provided via Moodle within approximately 3-4 weeks of submission as per university policy.
Assessment Task 2: Critical Appraisal of Literature
Weight: 30%
Word limit: Total of 900 words (+/- 10%) – 300 words (+/- 10%) per article
Due date: Monday 4th September 2023 by 23:59hrs (Week 7)
Brief overview of task: This assessment task requires you to appraise (review and evaluate) relevant literature that gives information about evidence-based practice. You are to choose one (1) article from one of the topics provided and search for a further two (2) articles on the same topic. Then you are required to appraise the three (3) articles. Please ensure these are peer-reviewed primary research articles and that the article clearly identifies their usefulness in evidence-based practice.
Submission:
Turnitin software will be used in this course and this task must be submitted through the Turnitin software. For assistance with the use of Turnitin please see the section Assistance with Online Submission provided in this document.
Marking:
Marking of this task will be completed by relevant academics and feedback will be provided both via electronic track changes and on the marking guide (see Moodle). The marking guide will demonstrate assessment standards for expected content as well as grammar, spelling and referencing. Assessment grades will be provided to students via Moodle. Marking is to be completed and grades allocated within approximately 3 weeks of submission as per university policy.
Full assessment task information will be provided in the Assessment Information section in Moodle by the end of week 1.
Assessment Task 3: Applying Evidence to Practice Essay
Weight: 45%
Word limit: 1,500 words (+/- 10%)
Due date: Monday 9th October 2022 by 23:59hrs (Week 12)
Brief overview of task:
Now that you have appraised the three articles in Task 2, please write an essay comparing and contrasting the quality of evidence within these articles and explain how this might apply to future practice. Your essay is to be written using an essay structure with an introduction, a body, and a conclusion. To learn more about this, please view the Essay structure helpsheet. In-text citations are included in the word count. The reference list is not included in the word count.
Submission:
Turnitin software will be used in this course and this task must be submitted through the Turnitin software. For assistance with the use of Turnitin please see the section Assistance with Online Submission provided in this document.
Marking:
Marking of this task will be completed by relevant academics and feedback will be provided both via electronic track changes and on the marking guide (see Moodle). The marking guide will demonstrate assessment standards for expected content as well as structure, grammar, spelling and referencing. Assessment grades will be provided to students via Moodle. As this is the final assessment task the feedback and grades for this task will not be released until after the end-of-semester results are provided.
Full assessment task information will be provided in the Assessment Information section in Moodle by the end of week 1.
80% attendance/engagement requirement
Assessment Type: attendance and completion of course materials
Weight: Hurdle
To be eligible to pass this course, standard and flexible students must attend at least 80% of the allocated tutorial learning sessions and complete at least 80% of the lesson books for each module in Moodle.
All flexible mode students are required to complete the relevant engagement activity for each module in addition to attending the tutorial sessions. Standard students who miss a tutorial learning session must watch the recorded active learning session on Moodle and complete the engagement activity for that module to meet their 80% attendance requirement.
Submission and Return of Student Work
Assessment results will be made available to students throughout the semester. Generally all student work should be returned to students within a 4 week turn-around from the due date as per the School of Health Academic Handbook. This may involve access to grades via a forum post, Moodle grades or other means acceptable to both the Course Coordinator and the students. Generally, the final assessable task will not be returned to the student until after grade ratification is complete. Grade ratification involves looking at the student progression over the semester and ensuring all grades are valid and reliable. Final results for each course can be viewed online via your MyStudent Centre login-in.
Topics Assessed
All topics covered during this course are subject to assessment.
Academic Integrity
Academic integrity is behaving honestly, responsibly and respectfully in our academic endeavours. We demonstrate integrity in our study by producing our own, original work and by properly acknowledging when we use the work of others to inform ours. Whether accidental or deliberate, using the work of others without acknowledgement constitutes a breach of academic integrity. Other forms of cheating include but are not limited to collusion, plagiarism and using free or paid services to produce academic work, which is known as contract cheating.
The Academic Integrity Module (AIM) introduces you to the skills you need to demonstrate academic integrity, such as referencing and paraphrasing. All students at Federation University are required to complete AIM prior to submitting their first assessment task in their program of study. Refer to the following:
Assistance with study skills and assessment
The Federation University Study Skills website contains practical advice on improving your reading and writing skills, paraphrasing and referencing, and time management. It also provides advice about learning technology and connecting with Student Academic Leaders and Learning Skills Advisors to support your academic skill development.
- Study Skills for Life
Assistance with Online Submission
Students are often asked to submit assignments online, mostly through the course Moodle shell. You may be required to submit via Turnitin, which is similarity-checking software. Difficulty with online submission can have numerous causes, such as not completing the Academic Integrity Module (AIM – see above); unreliable internet connection; or an oversized file. If you experience difficulties ensure you have completed AIM, and refer to the following guides about online submission:
- Study Skills website (Assignment Submission)
- About Turnitin
Late Assignment
Late submission of assessment tasks, without a granted Discretionary Extension from the Course Coordinator or an approved Special Consideration, will attract a late penalty. All reasonable attempts must be made in submitting each assessment task.
The University-wide late penalty is 5% per day of the total marks available (including weekends and public holidays).
Marking will cease after 7 days and the assessment will be scored at zero. If an assessment task is submitted beyond 7 days and receives zero, feedback provision is at the discretion of the Course Coordinator.
For more information regarding late penalties,please see here.
Special Consideration
If students are adversely affected by life circumstances a discretionary assessment extension of up to five University working days for one assessment task may be granted at the discretion of the tutor, lecturer, or course coordinator (dependent on school process) upon a direct request by the student via the Discretionary Assessment Extension form. If, however, a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and requires more than five working days’ extension, then they are advised to apply for Special Consideration. For further information on Discretionary Assessment Extensions and Special Consideration, including access to the policy, procedures or associated forms, see http://federation.edu.au/current-students/essential-info/administration/special-consideration
Results
Results from your assessments are available on your course Moodle site and can be viewed in fdlmarks. Information on how to access your results and academic transcripts.
Final Grade Appeal
Under some circumstances, a student may appeal the final grade of their course. They need to be able to show that the course description was not clear or that the delivery of the course did not match the course description. An appeal should be submitted in writing to the Executive Dean of the Institute responsible for the course within 10 working days* of the official publication of the grade. Information can be found at https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/student-advisory-service/appeals/appeal-final-grade
Academic Regulations
Supplementary information concerning teaching, learning, and assessment may be provided from time to time in response to unforeseen circumstances. This may include changes in times or location of classes, order of the schedule or due dates for assignments. Announcement of these matters in classes and placement of a notice on the course Moodle page shall be deemed to be official notification. Federation University has a range of educational policies, procedures and guidelines, which you can find at http://policy.federation.edu.au/category_list.php?catalogue_id=115
Student Support
The University provides many services to help you gain the most from your studies. You can see the list of Student support services at https://federation.edu.au/current-students#Assistance_support_and_services
The Disability and Learning Access Unit (DLAU) makes reasonable adjustments to study requirements for students with a disability, medical or mental health condition. This can be a temporary or permanent condition. The DLAU can also organise adjustments for people who are caring for someone with a disability.See https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/disabili ty-support
Learning Management System
This course makes use of Moodle to support your learning. You can access Moodle from the Federation University home page or at https://moodle.federation.edu.au/login/index.php If you do not have access for this course you should notify your course co-ordinator immediately
Materials
Reading
Recommeded textbooks:
We provide details of two books below that are useful for understanding evidence-based practice, and both are available in the library as ebooks, so you do not need to purchase a copy of either textbook.
The first textbook provides easy-to-understand key concepts and step-by-step guides to skills. The second book provides further detail about EBP in the context of nursing.Please note: the Greenhalgh et al textbook library ebook is the 2017 version, but it still contains relevant information for this course. If you purchase the 2020 version you will have access to the publisher’s additional online learning tools.
References:
Greenhalgh, T.M., Bidewell, J., Crisp, E., Lambros, A. and Warland, J. (2020). Understanding Research Methods for Evidence-Based Practice in Health, 2nd Edition . John Wiley & Sons, Australia. ISBN: 9780730369264 https://www.wileydirect.com.au/buy/understanding-research-methods-for-evidence-based-practice-in-health
McKenna, L. & Copnell, B. . (2019). Fundamentals of Nursing and Midwifery Research: A Practical Guide for Evidence-Based Practice. . Allen & Unwin.
Note that some material in lectures, assignments and other resources provided to students may contain direct quotations from the text book(s) and references listed.
Sequence
The following is an approximate guide to the sequence of topics in this course.
| Week(s) | Topic(s) |
| 1 | Module 1: Introduction and overview of evidence-based practice (EBP) and the EBP framework of Ask, Acquire, Appraise, Apply, and Evaluate . Overview of teaching delivery for the course across the semester. |
| 2 | Module 2: Ask In this module students will look at clinical questions, what makes a good clinical question and how to define each component of this question. |
| 3 | Module 3: Acquire (part 1) In this module students will be taught skills in sourcing evidence to answer clinical questions. |
| 4 | Module 3: Acquire (part 2) In this module students will review the levels of evidence and types of studies in each level that are used to answer clinical questions |
| 5 | Module 4: Appraise (part 1) In this module students will learn the skills required to appraise the quality and strength of the evidence. |
| 6 | Module 4: Appraise (part 2) In this module students will further develop skills required to appraise different types of research evidence. |
| 7 | Module 5: Apply In this module students will learn how to apply the evidence they have located and apply it a clinical question or nursing practice. |
| 8 | Module 6: Evaluate In this module students will learn strategies that can be used to evaluate if the new evidence applied to nursing practice has improved patient outcomes. |
| 9 | Module 7: Reflective practice and EBP In this module students will gain an appreciation of using reflective practice principles to review nursing practice and determine the need for evidence to address clinical questions. |
| 10 | In week 10 students will undertake self-study and utilise EBP skills gained in the course to complete the final assessment task they have been working toward in classes over the semester. The final assessment task provides students an opportunity to apply evidence to a real world clinical question and evaluate its effectiveness. |
Adopted Reference Style
APA 7th Edition
Refer to the library website for more information Fed Cite – referencing tool
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