[ANSWER]Evidence for Informing Practice

TASK DESCRIPTION

SUBJECT OUTLINE: PHASED OUT

96314 Evidence for Informing Practice

Course area    UTS: Health

Delivery            Session 6 2023; online mode; City

Subject classification Health: Core

Result type       Grade and marks

Attendance: 3 x 1 – 1.5 hr online zoom sessions and 15-20 hours per week (self-directed study and participation in module activities)

Subject coordinator:

Amanda Wilson

Email: Amanda.Wilson@uts.edu.au

Coordinator Contact Information: You can contact subject coordinators via Canvas inbox messaging. Responses will be sent within 48hrs from the next working day. Please indicate in the message title if an urgent response is required and include your student ID. Please be aware that only emails using your UTS Student email account will be read and answered.

Teaching staff

Amanda Wilson: Email: Amanda.Wilson@uts.edu.au

Pratibha Bhandari: Email: Pratibha.Bhandari@uts.edu.au

Shirley Qiu: Email: Yunjing.Qiu@uts.edu.au

Ian Flaherty: Email: Ian.Flaherty@uts.edu.au

Vicki Ibbotson: Email: vicki.ibbotson@uts.edu.au

Other members of the teaching team are listed in the orientation week module in the Meet the teaching team page.

You can contact members of the teaching team via Canvas inbox messaging. Responses will be sent within 48hrs from the next working day. Please indicate in the message title if an urgent response is required and include your student ID. Please be aware that only emails using your UTS Student email account will be read and answered.

Subject description

This subject is designed to develop students’ capacity to identify, appraise and synthesise the best available evidence to inform clinical practice. The challenges related to implementing evidence into Evidence for Informing Practice practice are explored to provide students with the requisite knowledge and skills to champion the translation of evidence to practice.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. Develop a review question and justify its significance in determining whether a specific practice is supported by evidence
2. Design and undertake a rigorous and systematic search strategy to identify the relevant literature required to answer your review question
3. Critically appraise and synthesise the best available evidence to inform clinical practice
4. Reflect on factors that enable or prevent the translation of evidence into practice in the workplace
5. Critically examine the best available evidence to support recommendations for future practice and research

Contribution to the development of graduate attributes

This subject also contributes specifically to the following graduate attributes:

Critical thinking: Are reflective critical thinkers who examine and contribute to practice, policy and research to achieve clinical excellence and enhance health outcomes (1.0)

Leadership: Are visionary, innovative and responsive leaders (2.0)

Accountability: Are socially, culturally and ethically aware and accountable when engaging with health care consumers, families/significant others, interdisciplinary teams, communities, organisations and authorities (3.0)

Communication: Communicate effectively and professionally in diverse and dynamic situations (4.0) Professional qualities: Embody the professional qualities appropriate to the scope of their role (5.0)

Indigenous cultural respect: Demonstrate professional capabilities to work effectively with and for Indigenous peoples and communities across the health profession (6.0)

Teaching and learning strategies

Orientation activities

Preparation for the session – You are expected to undertake activities during orientation week. These activities are designed to introduce you to the subject and your peers, and will assist you to prepare for the subject’s assessment tasks. Evidence for Informing Practice

Independent learning activities

Relevant readings, videos and activities will be made available online relevant to the topic of the week. This will support your ability to progress successfully throughout the subject and complete assessment items effectively.

The online material aims to enhance your understanding of the topic or Go TO Home

Evidence for informing practice” refers to the use of empirical evidence, typically derived from scientific research, to guide decision-making and actions in various professional fields. This approach emphasizes the importance of basing practices, policies, and interventions on reliable evidence rather than intuition, tradition, or anecdotal experience al

delve deeper into a more specific area, compare experiences and ideas with others and gain feedback. Information and links to all these learning activities can be accessed via Canvas as well as the subject outline.

Zoom meetings

You are strongly encouraged to attend all scheduled Zoom meetings as they will prepare you for the subject’s assessment tasks. Additionally, they provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and your teaching team. The schedule for this subject’s zoom meetings is below in the program section.

Feedback

Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and from the teaching team. Formative feedback throughout the subject aims to increase your performance in summative assessments.

Feedback and changes from previous subject offering

Feedback from the previous offering was Evidence for Informing Practice positive and no major changes have been made. Several resources and readings have been updated and/or refined to maintain subject quality, accuracy and relevance.

Content (topics)

This subject covers the following topics

Module 1: Searching for the Evidence

• The process of evidence-based practice – asking clinical questions
• Turning clinical questions into searchable questions – PICO/PS format (and variations)
• Searching databases – how to use databases and optimising search strategies to find relevant research and evidence, including the use of Boolean operators, truncation, and wildcards
• Referencing databases – how to use referencing databases such as Endnote to organise evidence once it is found
• Understanding and aligning research methods and clinical questions

Module 2: Understanding and Appraising Evidence

• Overview of the purpose of critical appraisal and different types of critical appraisal tools including CASP and JBI critical appraisal tools
• Understanding research biases – common types of bias and confounding and how these can influence research outcomes.
• Understanding research outcomes – an overview of research statistics which are reported in research articles

Module 3: Appraisal of Different Research Methodologies

• Understanding the different research methods and critical appraisal of these (focusing on RCT, and Cohort Studies, case-control trials, and qualitative studies)

Module 4: The Literature Review

• The literature review as a means of presenting information
• Providing the context for the problem being investigated, what is currently known.
• Writing the narrative and structuring the literature to justify proposed research

Module 5: Systematic Reviews and Clinical Practice Guidelines

• Understanding different sources of evidence and critical appraisal of these sources, including Systematic reviews and Clinical Practice Guidelines

Module 6: Using the Evidence – Implementation and use of EBP

• Actioning the evidence and auditing the outcomes of the change
• Implementation of EBP – consideration of barriers and enablers when translating evidence into practice
• Different models of EBP implementation and how these may apply to different clinical settings

Program

Assessment

Completion of assessments

To pass this subject, you must submit all assessment items and achieve a minimum mark of 50 after all assessment marks are combined. Please note that rounding conventions are used in this subject.

Marking Criteria

Marking criteria, also called rubrics, are available in Canvas for each assessment.

Participation

Students are strongly encouraged to attend all scheduled Zoom sessions and undertake 15-20 hours of self-directed study, including participation in module activities, per week. All module activities have been designed to support you to complete assessments associated with this subject.

Referencing

The Faculty of Health uses the ‘APA 7th edition’ style for in text referencing and production of a reference list. The Library has created extensive guides and tutorials to help you: https://www.lib.uts.edu.au/referencing/apa. The Library also offers free access to referencing software called RefWorks which stores your references and creates reference lists automatically www.lib.uts.edu.au/help/referencing/refworks.

Submitting assessments and keeping copies

Assessments are to be submitted in the file format specified in the assessment section via the designated Turnitin Assessments portal on Canvas for this subject.

We recommend you use the following naming convention for your submission files: Student number_subject number_ assessment number, e.g. 123456_001234_Assessment 1.

Please keep your Turnitin receipt and a copy of every piece of work submitted for your studies. In the unlikely event of an upload error or file corruption, these can be used to provide evidence of submission and resubmitted for marking.

Assessment extensions

All assessment items are expected to be submitted by the specified due date. Extensions for assessments will only be provided where there are extenuating and unforeseen circumstances that meet the conditions described below.

Penalties will be applied for the late submission of assessment items without an approved extension from the Subject Coordinator.

Rules governing assessment extensions for online program management (OPM) subjects delivered by the post graduate nursing team

1. Assessment extension requests for up to and including three (3) days, require an email to the Subject Coordinator outlining the specific reason for the extension request no later than 17:00hrs (AEST/AEDT) two days prior to the due date of the assessment;
2. Assessment extension requests for 4 – 7 days require the completion of a Request for Extension form (this can be found in Canvas in the get started module on the page titles Assessment extensions) and supporting evidence (e.g. medical certificate, signed professional authority certificate within the request for extension form) to be emailed to the Subject Coordinator no later than 17:00hrs (AEST/AEDT) two days prior to the due date of the assessment;
3. Assessment extension requests of eight days or more must be submitted via the online special consideration tool described below which must include supporting evidence.

Subject co-ordinators will use the following information to inform decision making on granting assessment extension requests. Circumstances eligible to support an extension request:

• A health-related matter (i.e. serious illness, psychological condition)
• A loss or bereavement
• Online technical issues e.g. during an online exam or quiz
• Hardship or trauma
• Exceptional employment demands (i.e. active service, Australian Defense Force reserve, State Emergency Service)
• Religious commitments
• Other circumstances (e.g. summons, court order, Covid-19 related)

Circumstances not eligible for assessment extensions:

• Minor ailments or illness where you are still capable of completing the assessment task
• Balancing study workload and/or work commitments
• Public transport delays
• Computer and associated software/hardware theft and/or malfunction, including loss of assessments*
• Misreading the subject outline and/or assessment requirements
• Personal events (e.g. weddings, birthdays, travel plans)
• Events which occurred at an unreasonable length of time in the past
• Having more than one assessment due in the same week or a previous extension granted
• Holidays booked during the corresponding study period

* Free Cloud storage is available to all UTS students. The onus is on you to always back up your work.

Students with a disability or ongoing health related condition

If you are a living with a disability, ongoing medical or mental health condition, and require ongoing learning and assessment adjustments, please consult UTS Accessibility Services.

Students with Carer Responsibilities

If you are a student with carer responsibilities, please review the advice here.

Special Consideration

Assessment extension requests of eight days or more must be submitted via the online special consideration portal at https://www.uts.edu.au/current-students/managing-your-course/classes-and-assessment/special-circumstances/special-consideration. This must be submitted before the due date of the assessment item. Late applications may be lodged in exceptional circumstances.

Special consideration is not automatically granted and may not result in an extension being approved or mark adjustment.

Late assessments

Assessments submitted late (with no extension granted) may incur a penalty of 5% per day, to be deducted from the final mark for the assessed work. For example, if an assessment is worth 30 marks and is two days late, the penalty incurred = 3 marks (30 x .05 x 2). If the work was evaluated at 25 out of 30, then the final mark would be = 22 marks (25-3) after the penalty was subtracted from the mark awarded. Note: this applies equally to week and weekend days.

Assessments without an approved extension will not be marked and will be awarded a grade of zero if submitted ten calendar days after the due date.

Assessment task 1: Problem identification and finding the evidence

Intent:              This assessment will help you to develop the skills to translate a clinical problem that is relevant to your field of practice into a clearly articulated research question. You will demonstrate your understanding of how to identify suitable search terms and limits and conduct a literature search using an appropriate database. The feedback you receive on this assessment will inform your preparation and completion of Assessment 3. 

Objective(s): This assessment task addresses subject learning objective(s): A and B

This assessment task contributes to the development of graduate attribute(s):

1.0 and 5.0 Groupwork: Individual Weight:                          15%

Task:

You are required to develop a searchable question relevant to your clinical setting and devise and execute a systematic search strategy to identify suitable literature to answer that question. You should:

• Use the PICO (T) framework to formulate a research question based on a problem relevant to your field of practice
• Provide a rationale for the question, i.e. what is the problem and why does this problem need addressing?
• Identify key search terms and appropriate search limits (with a suitable justification where required) to help you search for relevant literature
• Conduct a search using one relevant database (e.g. Medline, CINAHL, Scopus) and provide evidence of your results with a readable screenshot.

The following headings must be used:

• Clinical research question
• Rationale
• Key search terms and limits
• Database search References

Length:           500 words +/- 10% (Complete PICO(T) framework, and document database search)

Due:                 Sunday, 29 November, 2023 @ 23:59hrs AEST

Criteria:          Marking criteria available in Canvas.

Further information:

1. No more than 5% of any assessment item may consist of material directly quoted from another source. For guidance on academic literacy, language and writing skills the following resources may of assistance:

1. UTS library guide on Academic English https://www.lib.uts.edu.au/services/services-for-students/academic-english
2. Higher Education Language and Presentation Support (HELPS) https://www.uts.edu.au/current-students/support/helps

2. When calculating the number of words in an assessment item, the School of Nursing and Midwifery post-graduate teaching team do not count headings, in-text citations, your reference list or any appendices specifically requested as part of an assessment. Up to 10% above the designated word limit is allowed to ensure these are accommodated.

3. This work in whole or part, cannot be submitted in any other formal subject or course of study. You are not permitted to reuse work from any assessment items that you have previously submitted for another subject or course, including those from another institution (i.e. Self-plagiarism), without the written permission of the co-ordinator of this subject listed in this subject outline.

Assessment task 2: Critical Appraisal of Research

Intent:              This assessment task is is comprised of two parts and is designed to allow you to demonstrate and apply your critical appraisal skills to inform your research activities and future practice.

Objective(s): This assessment task addresses subject learning objective(s): B and C This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 4.0

Groupwork: Individual

Weight:  35%

Task:               This assessment requires you to critically review:

Rickard, CM, Larsen, E, Walker, RM, et al. Integrated versus nonintegrated peripheral intravenous catheter in hospitalized adults (OPTIMUM): A randomized controlled trial. J Hosp Med. 2023; 18: 21-32. doi:10.1002/jhm.12995

PART A: (10%) Your critical review will firstly require you to complete a series of multiple choice, and true/false type questions. These questions have been developed following the Critical Appraisals Skills Programme (CASP) Randomised Controlled Trials Checklist which is available here.

• Timing: Part A has an open time limit and will close on the due date.
• Timer Setting: Part A will save and be submitted automatically when the time expires. Force Completion: There is no force completion

PART B (25%): Part B is a continuation of your literature review that you started in assessment 1 and requires you to:

1. Provide a summary table (template will be provided) that reports your appraisal of the methodological quality of the papers identified from your database search in assessment 1. Decide whether they can be included for synthesis in assessment 3. A minimum quality threshold criterion/cut off must be provided with a justification in addition to links to identify forms of bias and threats to validity.
2. Report your search results from assessment 1 in narrative form including a step-by-step description of how and why papers were eliminated (<100 words).
3. Provide a flow diagram that accurately reflects your search results and how you arrived with the final number of papers to be included in your synthesis in assessment 3 (template will be provided).

Your submission must include the following headings/figures/tables:

• Appraisal of methodological quality
• Table 1: Results of appraisal of methodological quality Search results
• Figure 1: Flow diagram
• References

Length:           Part A: Quiz Part B: 300 words +/- 10%

Due:                 Sunday 19 November, 2023 @ 23.59 hrs AEST

Criteria:          Marking criteria available in Canvas.

Further information:

1. No more than 5% of any assessment item may consist of material directly quoted from another source. For guidance on academic literacy, language and writing skills the following resources may of assistance:

1. UTS library guide on Academic English https://www.lib.uts.edu.au/services/services-for-students/academic-english
2. Higher Education Language and Presentation Support (HELPS) https://www.uts.edu.au/current-students/support/helps

2.When calculating the number of words in an assessment item, the School of Nursing and Midwifery post-graduate teaching team do not count headings, in-text citations, your reference list or any appendices specifically requested as part of an assessment. Up to 10% above the designated word limit is allowed to ensure these are accommodated.

3. This work in whole or part, cannot be submitted in any other formal subject or course of study. You are not permitted to reuse work from any assessment items that you have previously submitted for another subject or course, including those from another institution (i.e. Self-plagiarism), without the written permission of the co-ordinator of this subject listed in this subject outline.

Assessment task 3: Critical review of evidence – conference poster

Intent:             

In this assessment task, you will apply the evidence-based practice knowledge and skills gained in the subject by critically appraising, assessing, and synthesising available evidence to solve a clinical problem and identify gaps in the current evidence base. The assessment builds on Assessments 1 and 2.

Objective(s):

This assessment task addresses subject learning objective(s): C, D and E This assessment task contributes to the development of graduate attribute(s): 1.1, 3.1 and 5.1

Groupwork: Individual

Weight:           50%

Task:

You are to design a poster that you could present at an ‘evidence-based health care’ conference. This poster will include key elements from your previous two assessments, in addition to reporting:

1. A summary table of the papers included in your synthesis, using the template provided. Include a minimum of three (3) and a maximum of eight (8) papers from your literature review that provide the best evidence regarding your research question.
2. A synthesis of the results of the papers included in your review
3. Conclusion: state whether your question has been answered or not, and:
   • If the question HAS been answered BUT current practice in your workplace is NOT consistent with this evidence, describe a strategy to change practice including barriers or enablers.
   • If the question HAS been answered AND current practice in your workplace IS consistent with the evidence, decribe possible future research in this area.
   • If the question HAS NOT been answered, state why and recommendation future research that could answer it.

Your submission must include the following headings/figures/tables:

• Research question (may be refined from Assessment 1)
• Background (may be refined from Assessment 1)
• Table 3: Appraisal of methodological quality (from Assessment 2)
• Figure 1: Flow diagram (from Assessment 2)
• Table 4: Summary of included papers (see criterion 1 above)
• Evidence synthesis (see criterion 2 above)
• Conclusion (see criterion 3 above)
• References (can be on a separate A4 page)

Length:           Not applicable as submission is a poster presentation. Must be A1 size

Due:                 Sunday 3 December, 2023 @ 23:59hrs AEST

Criteria:          Marking criteria available in Canvas.

Further information:

1. No more than 5% of any assessment item may consist of material directly quoted from another source. For guidance on academic literacy, language and writing skills the following resources may of assistance:
   • UTS library guide on Academic English https://www.lib.uts.edu.au/services/services-for-students/academic-english
   • Higher Education Language and Presentation Support (HELPS) https://www.uts.edu.au/current-students/support/helps

2. When calculating the number of words in an assessment item, the School of Nursing and Midwifery post-graduate teaching team do not count headings, in-text citations, your reference list or any appendices specifically requested as part of an assessment. Up to 10% above the designated word limit is allowed to ensure these are accommodated.

3. This work in whole or part, cannot be submitted in any other formal subject or course of study. You are not permitted to reuse work from any assessment items that you have previously submitted for another subject or course, including those from another institution (i.e. Self-plagiarism), without the written permission of the co-ordinator of this subject listed in this subject outline.

Use of plagiarism detection software

Turnitin compares submitted assignments with documents located on the Internet and a database of published material; and all assignments previously submitted to Turnitin. This includes your own previously submitted assignments. You can learn more about Turnitin via this help guide for UTS students: https://help.online.uts.edu.au/kaltura/for-students/turnitin-for-students/.

You should check the Turnitin Similarity Report carefully prior to submission of your assessment item for marking to ensure that text that is not original is appropriately referenced. You should ensure enough time is left for the software to generate a similarity report before the assessment item due date. A late Turnitin Similarity Report is not grounds for extension of an assessment item.

The following link demonstrates how to access and interpret a Turnitin Similarity Report: https://lx.uts.edu.au/collections/setting-up-assessments-in-canvas/resources/access-and-interpret-a-turnitin-similarity-report/.

Academic Integrity and Student Misconduct

Academic integrity is central to the work of the University and is an essential part of the professional identity of graduates from the Faculty of Health. The University Academic Board advises that:

Academic integrity involves a good measure of trust between students, and between students and academic staff. Cheating, whether in the form of plagiarism, bringing unauthorised material into exams, submitting false requests for alternative exams or special consideration, or any other form, is a breach of this trust. Cheating also subverts the aims and value of students’ studies. In certain courses, this may have serious consequences for public health and safety (Student Rights and Responsibilities Policy: http://www.gsu.uts.edu.au/policies/student-rights-and-responsibilities-policy.html).

Plagiarism is defined in the UTS Student Rules as “taking and using someone else’s ideas or manner of expressing them and passing them off as your own by failing to give appropriate acknowledgement of the source to seek to gain an advantage by unfair means” (UTS Student rules, section 16 Student misconduct and appeals Part A – General provisions, Definition of Misconduct http://www.gsu.uts.edu.au/rules/student/section-16.html#r16.2). It is a serious form of Student Misconduct and can result in harsh penalties.

Plagiarism includes, but is not limited to:

• copying words, or ideas, from websites, reference books, journals, newspapers or other sources without acknowledging the source;
• paraphrasing material taken from other sources, to change the words but keep the ideas, without acknowledging the source; downloading material from the internet and including it as part of your own work without acknowledging the source;
• copying work, such as all or part of an assignment, from other persons and submitting it as your own work;
• reusing work from assignments that you have previously submitted for another subject or course, including those from another institution (i.e. Self-plagiarism), without the written permission of the co-ordinator of this subject listed in this subject outline.

Cheating includes, but is not limited to:

• copying work, such as all or part of an assignment, from other students and your own previously submitted assignment and submitting it as your own work;
• purchasing an assignment from an online site and submitting it as your own work;
• requesting or paying someone else to write original work for you, such as an assignment, essay or computer program, and submitting it as your own work;
• unauthorised collusion with students or others and submitting it as your own.

Plagiarism and cheating are attempts to deceive the marker or examiner. They are acts of academic misconduct for which students

will be penalised as described in the Rules relating to student misconduct and appeals (Student Rules Section 16.2).

The UTS Students’ Association provides free and confidential student advocacy and support for academic issues. If you are accused of academic or non-academic misconduct, you can seek the advice of the Students’ Association. They may also arrange for someone to help represent you at any hearings that you may be asked to attend.

Moderation of marks

Assignments in this subject may be marked by more than one marker and the subject co-ordinator may need to modify marks to ensure consistency in marking across all assignments. Should moderation of marks be necessary, it will be completed prior to marks being released to students.

Assessment feedback

Feedback will be delivered electronically, see Canvas for further information. The assessment for this subject is criterion referenced. This means each student’s performance is measured against a set of criteria, not against the performance of other students (Rule

4.14 http://www.gsu.uts.edu.au/policies/coursework-assessments-policy.html). The criterion allows students to gauge how well they are able to meet the objectives of the subject. Marking criteria can be found in Canvas.

Recommended texts

Hoffmann, T., Bennett, S., & Del Mar, C. (2017). Evidence-Based Practice Across the Health Professions (3rd ed.). Elsevier Health Sciences.

Students can acquire copies of this text which is available to purchase in electronic format and/or hardcopy. An e-copy may be available from the UTS library as well as access via open and closed reserve.

All additional readings, other than text books, will be available via links from within Canvas.

Other resources

UTS Student Centre Building 10

Monday to Friday: 9am – 5pm

Tel: 1300 ASK UTS (1300 275 887)

Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts

For other resources/ information refer to the Faculty of Health website ( www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.

UTS Library

The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms.

There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: https://www.lib.uts.edu.au/, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.

Improve your academic and English language skills

Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)

HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.

Please see www.uts.edu.au for additional information on other resources provided to students by UTS.

The Accessibility and Financial Assistance Service

The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs).

The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition.

If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.

The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs.

Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.

Statement on copyright

Please remember that teaching materials and resources provided to you at UTS are protected by copyright. You are not permitted to re-use those for any purposes (including commercial purposes, in kind benefit or gain) without permission of the copyright owner.

Breaching copyright in relation to teaching materials and resources could lead to a legal action being brought against you.

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Evidence for Informing Practice

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