PICO framework to develop

PICO framework to develop

08-12-17 Maddox Smith 0 comment

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PICO framework to develop:

FACULTY OF HEALTH SCIENCES

School of Nursing, Midwifery and Paramedicine

National Unit Outline

SEMESTER 2, 2017

NATIONAL HLSC122: Inquiry in Health Care

NATIONAL UNIT OUTLINE

CREDIT POINTS

10

PREREQUISITES        Nil

It is your responsibility as a student to ensure that you have the prerequisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator.

NTL:

LIC:

Sandra Leathwick (Brisbane)

Erica Johnstone (Ballarat)

Sandra Leathwick (Brisbane

Teri Pantier (Canberra)

Dr Jacqueline Randle/Dr Nasarin Parsian (Melbourne)

Dr Tina Chisengantambu-Winters (North Sydney)

Unit Description

This inter-professional unit provides foundational knowledge and skills for ways of reflecting on and making meaning out of a range of complex information in the health care environment. Approaches to knowledge development in the health disciplines, including the generation of new knowledge, are explored. The contribution of research knowledge to the provision of evidence-based health care will be evaluated. This unit will also introduce the students to critical thinking skills that provide the basis for clinical reasoning.

Mode/attendance pattern

This is an on-campus unit comprised of:

• One two-hour lecture per week

• One one-hour tutorial per week

• Online Self Directed Learning Modules

HLSC122 Inquiry in Health Care – Unit Outline 201760 FINAL v003

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Duration

10 weeks

You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.

LEARNING OUTCOMES

This unit is an inter -professional unit and attended by students undertaking a wide range of courses. Some of these courses are professional programs that require development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes.

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

1. Articulate a logical argument to justify the knowledge base for clinical reasoning;
2. Reflect on, and analyse, health care situations and contexts (GAs: 4);

3. Use the PICO framework to develop questions related to health care issues;

4. Explain the different types of knowledge used to make evidence-based decisions in health care;
5. Select appropriate types of knowledge required to address PICO questions;

6. Locate and evaluate information from a range of sources to inform health practice; (GAs: 6, 8)
7. Discuss the factors which influence the use of evidence in practice (GAs: 3, 9).

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. You can view the ACU Graduate Attributes for all courses at . 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, students will have progressed in the development of the following ACU graduate attributes:

GA4 GA6 GA7 GA8

Think critically and reflectively.

Solve problems in a variety of settings taking local and international

perspectives into account.

Work both autonomously and collaboratively.

Locate, organise, analyse, synthesise and evaluate information.

CONTENT

Topics will include:

1. Evidenced-Based Health Care

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• Need for information and evidence

• Notion of best available evidence

• Best practice guidelines

• Continuous quality improvement

• Ethical application of evidence

2. Types of knowledge, their development and application

• Emancipatory

• Ethical

• Personal

• Aesthetic

• Empiric

3. Sources of knowledge and their application

• Formal

• Informal

4. Methods of inquiry in health and their application

• Types of health research

• Critical evaluation of the research process including methodology, data analysis and presentation of findings
• Application of inquiry in evidence-based health care including public health, health protocols, best practice.
• Cochrane Collaboration

• Joanna Briggs Institute

5. Clinical reasoning

• Reflecting, analysing and problem-solving

• Critical thinking

• Clinical judgement (technical and situation based judgement)

• Quality care management

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys.

Based on student feedback the following changes have been made for this semester:

• Assessment tasks and rubrics have been modified to improve clarity and alignment with unit learning outcomes.
• Lecture and tutorial times are managed outside the School and teaching staff have little control over class times. Feedback regarding class times has been forwarded to timetabling for consideration.

• ACU Assessment policy states that “timely feedback is within three weeks of submission or at least five calendar day before the next related assessment task is due”. Every effort is made to ensure you receive feedback within the three week time frame.

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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.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies will include learner-centred resource sessions, tutorials, web-based learning and critical thinking activities. Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner.

SCHEDULE

Attendance requirements of unit

Attendance at all lectures and tutorials is expected. An attendance record of all tutorial classes will be maintained and a minimum of 80% of tutorial classes is mandatory.

Reasons why attendance is required

In tutorials, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of tutorials are at risk of not developing these essential skills. Therefore, it is a requirement you attend a minimum of 80% of tutorial classes.

Procedures to follow should a student fail to attend 80% of classes due to illness and/or personal circumstances beyond their control

1. You must contact your Lecturer-in-Charge when you know you have breached the 80% minimum requirement for tutorials.
2. It is recommended that you provide written evidence of why you were unable to attend (sickness certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC).

3. Your Lecturer-in-Charge will then provide you with a written learning activity which you will be required to submit on a specified date prior to the commencement of exam week.

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Study Schedule

For the most up-to -date information, please check your Leaning Environment Online (LEO) unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Some students may have a modified study schedule due to the requirement of clinical placements. Your campus LIC will notify you of the modified schedule if required.

Week	Lecture		Tutorials	Resources/assessments
				Online Self-directed Learning
				Modules
1	Unit introduction and		Introduction Evidence-based	Reflective practice
	overview of unit assessment		practice (EBP) 5 steps	Module 1: Critical thinking and
	tasks			reflection
2	Step 1 of EBP: Ask		Step 1 of EBP: Ask an	Clinical reasoning
			answerable question	Module 2: Clinical judgement
	Please bring laptop or tablet to
	class
3	Step 2 of EBP: Acquire		Step 1 of EBP:	How to find and use evidence
			Ask an answerable question	Module 3: Finding evidence
	Evidence-based practice (EBP)		Key words/search terms
	•	Searching for evidence		Hurdle Requirement –
	•	Best available evidence		LEAP into Learning
	•	Levels of evidence/		certificates –
		evidence hierarchies		Friday 18/08/17 1200 hours
	Please bring laptop or tablet to		Please bring laptop or tablet to	(midday)
	class		class
4	Step 3 of EBP: Appraise		Step 2 of EBP: Acquire the	Assessment Task 1 –
			evidence
	Methods of Inquiry:			Quiz (Online)
	Overview of health research		Search process and strategies	Thursday 24/08/2017
				0600-2200 hours
	(quantitative/qualitative)
			Please bring laptop or tablet to
			class
5	Step 3 of EBP: Appraise		Step 2 of EBP: Acquire the	Assessment Task 2 – Written
			evidence
	Methods of Inquiry:			Assignment –Friday 1/09/2017
	Overview of health research		Refining the search process and	1200 hours (midday)
			strategy
	(mixed methods/systematic
	review)
			Please bring laptop or tablet to
			class

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6	Step 3 of EBP: Appraise	Step 3 of EBP:
			Evaluation of evidence:
	Overview: critical evaluation of	Appraise/evaluate the evidence
			Module 4: Evaluation of
	the research process
			Qualitative research
		Please bring laptop or tablet to
		class
7	Step 3 of EBP: Appraise	Step 3 of EBP:	Evaluation of evidence:
	Critical evaluation of the	Appraise/evaluate the evidence	Module 5: Evaluation of
		qualitative research	Quantitative research
	research process and ethical
	application	(assessment task 3 – part a)
		Please bring laptop or tablet to
		class
8	Step 4 of EBP: Apply	Step 3 of EBP: Evaluate the	Application of evidence
			Module 6: practical EBP
		evidence quantitative research
	Application of inquiry in EBP		considerations
	(health protocols/best practice)	(assessment task 3 – part a)
		Please bring laptop or tablet to
		class
9	Step 5 EBP: Assess (quality	Step 4 of EBP: Application
	care management)
		(assessment task 3 – part b)
		Please bring laptop or tablet to
		class
10	Bringing it all together:
	Summary of Inquiry in Health	Summary of the unit	Assessment Task 3 – Written
	Care
			Assignment – Friday
			13/10/2017 1200 hours
			(midday)
			North Sydney Students ONLY
			Friday 3/11/2017 1200 hours
			(midday)

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ASSESSMENT

It is in your interest, and you are strongly advised, to submit all required assessment tasks as identified in the unit outline for assessment.

In order to pass this unit, you are required to:

1. Meet the mandatory attendance requirements for tutorials.

2. Meet the hurdle task requirement

3. 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 from 2016, it is University policy to have a maximum of 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 account for the final grade)

Achievement of learning outcomes will be determined by a variety of assessment methods, which will primarily measure the student’s understanding of the discipline specific knowledge inherent in this unit and its application within a professional context.

Assessment	Due date	Weighting	Learning	Graduate
Tasks			Outcome/s	Attributes
			assessed	assessed
Leap into	18/08/17	Nil (Hurdle)	5, 6	8
Learning	1200 hrs
Certificates	(midday)
1. Quiz	24/08/17	20%	2, 3, 4	4, 8
	0600-2200 hrs
2.  Written	01/09/17	30%	2, 4, 5, 6	4, 8,
Assignment	1200 hrs
(800 words)	(midday)
3. Written	13/10/17	50%	1, 2, 4, 7	4, 6, 8,
Assignment	1200 hrs
(1800 words)	(midday)
	North Sydney
	Students ONLY
	Friday 3/11/2017
	1200 hours
	(midday)

PICO framework to develop