| Semester 2, 2022 Ipswich On-campus | |
| Units : | 1 |
| Faculty or Section : | Faculty of Health, Engineering and Sciences |
| School or Department : | School of Health and Medical Sciences |
| Grading basis : | Graded |
| Course fee schedule : | /current-students/administration/fees/fee-schedules |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in the following Program: BPSC
Overview
Evidence-based practice (EBP) utilises the best available research evidence to assist healthcare professionals in making sensible, practical and culturally safe decisions in their practice. This course introduces the principles underpinning EBP and develops the information and digital literacy skills needed to apply those principles. EBP also includes an ability to ask the correct research questions, acquire information and critique the evidence to make reasonable professional judgements. Importantly, the responsibility to engage in EBP is articulated in Domain 3 of the Paramedicine Board鈥檚 Professional Capabilities for Registered Paramedics.
Introduction to Evidence-Based Practice provides the fundamental skills to find, critically evaluate and integrate the evidence to improve patient healthcare outcomes. This course highlights the importance of utilising the best available evidence in clinical practice within the context of the patient's values and preferences. On completion of this course, students will be able to formulate research questions and search the most optimal database to discern high-quality evidence. Importantly, students will understand the need to re-evaluate the evidence as a core component of their clinical practice.
This course adopts practice-based learning (PBL) as a learning and teaching approach. PBL is a social model that emphasises collaborative engagement between lecturers and students. PBL is also firmly grounded in authenticity and relevance to the paramedic and wider healthcare professions. Consequently, this course draws heavily on the student's own observations and real-world case examples to enhance learning experiences.
Course learning outcomes
On completion of this course students should be able to:
- Evaluate the importance of evidence-based practice in the delivery of healthcare services;
- Differentiate the types and levels of evidence;
- Formulate appropriate research questions and implement appropriate search strategies;
- Critically appraise the literature and information;
- Apply information and digital literacy skills to report and disseminate research findings.
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | The role of evidence-based practice in healthcare | 10.00 |
| 2. | Types of evidence: Quantitative, qualitative, and mixed methods | 10.00 |
| 3. | The hierarchy of evidence: From meta-analysis to cereal boxes | 10.00 |
| 4. | Critical appraisal of the evidence | 15.00 |
| 5. | Formulate appropriate research questions, developing information and digital literacy skills (including database searching) | 20.00 |
| 6. | Writing skills and literature reviews | 20.00 |
| 7. | Application of EBP to clinical practice | 15.00 |
Text and materials required to be purchased or accessed
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
Assessment details
| Description | Group Assessment |
Weighting (%) |
|---|---|---|
| Quiz | No | 10 |
| Poster Presentation | No | 40 |
| Literature review | No | 50 |