NMHS44020

Learning Outcomes:

Explain the relationship between research and Evidence Based Practice or Policy.

Critically reflect and examine on how Systems Thinking, Implementation Science, and stakeholder engagement can support evidence translation in healthcare and policy.

Critically reflect on and assess one’s practice or policy context in consultation with stakeholders and a scoping literature review.

Formulate a problem statement and design a research question to address a practice or policy knowledge gap.

Explain the rationale for the ranking of different study designs on evidence hierarchies aligned to different types of research questions.

Plan, conduct and document a systematic search strategy to acquire appropriate research evidence corresponding to the research question.

Critically appraise and evaluate the integrity of the research evidence and judge the value of the findings.

Synthesise the evidence and interpret the results explaining how the grade and certainty of the evidence informs decision-making.

Determine what the implications of the findings are for practice or policy and integrate them into a plan for evidence generation and/or translation.

Indicative Module Content:

• Understanding the relationship between research and Evidence-based-Practice or Policy
• Systems Thinking, Implementation Science, and Stakeholder Engagement for evidence translation
• Formulating structured research questions
• Research paradigms and designs
• Developing systematic search strategies for acquiring research evidence
• Evidence hierarchies and research designs
• Critical appraisal of research evidence and Clinical Practice Guidelines.
• Development of an evidence-informed Implementation plan.

Student Effort Hours:

Approaches to Teaching and Learning:

• Our teaching and learning approaches aim to promote student-led active learning and use inquiry-based and authentic learning. Teaching strategies encourage engagement, motivation, confidence building and deep learning.
• Students are engaged in a project that involves exploring a clinical topic from their practice setting and develop a problem statement, research questions and appropriate solutions.
• Students are scaffolded in theoretical, conceptual development and methodology using recorded lectures, student-centred participatory and interactive seminars and academic supervision.
• Collaborative learning is fostered by interprofessional (peer) dialogue and critical reflection (tutorials) from a variety of midwifery and nursing settings
• Online learning mechanisms are fostered through discussion forums to facilitate question‐posing, peer‐assessing, and learning.
• Learning is deepened by applying tools and conducting a systematic search strategy and critical appraisal.
• The module is delivered over two academic trimesters using blended face-to-face and online synchronous and asynchronous learning.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

• Active feedback is provided in response to student-led assessment queries on the online ask-a-question forum. Lecturers offer several mechanisms for live interactive feedback through online workshops and breakout sessions. • Individual written feedback will be provided following submission and grading of assignment 1. This feedback will feedforward for the summative assessment on key concepts related to ' Research question' 'Search Strategy'. Collective feedback on key themes is provided to the class regularly. • All dissertation chapters have formative feedback supported by academic supervision. Each chapter has a rubric developed to enhance feedback.

Selected reading
More extensive readings are provided through the module in Brightspace.

Barker, J., Linsley, P., Kane, R. (2016) Evidence-Based Practice for Nurses and Healthcare Professionals. 3rd edn. London: SAGE.

Brown, C. E., Kim, S. C., Stichler, J. F., & Fields, W. (2010). Predictors of knowledge, attitudes, use and future use of evidence-based practice among baccalaureate nursing students at two universities. Nurse Education Today, 30(6), 521-527. DOI: http://dx.doi.org/10.1016/j.nedt.2009.10.021

Caldwell, K., Coleman, K., Copp, G., Bell, L., & Ghazi, F. (2007). Preparing for professional practice: How well does professional training equip health and social care practitioners to engage in evidence-based practice? Nurse Education Today, 27(6), 518-528. DOI: http://dx.doi.org/10.1016/j.nedt.2006.08.014

Clark, A. M. (2013). Getting streetwise: A metaphor for empowering nurses for evidence-based practice. Nurse Education Today, 33(1), 3-4. DOI: http://dx.doi.org/10.1016/j.nedt.2012.08.010

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of clinical nursing, 26(5-6), 862–872. doi:10.1111/jocn.13586

Ellis, P. (2019) Evidence-based Practice in Nursing. 4th edn. London: SAGE
Lehane, E., Agreli, H., O’ Connor, S., Hegarty, J., Leahy-Warren, P., Bennet, D., Blake, C., Burke, F., Corrigan, M., Drennan, J., Hayes, M., Heffernan, E., Horgan, F., Lynch, H., McVeigh, J., Müller, N., O’ Keeffe, E., O’ Tuathaigh, C., Sahm, L. and Savage, E. (2018). Development of a Competency Framework for Clinical Effectiveness Education in Ireland. Report prepared for Department of Health, Clinical Effectiveness Unit, National Patient Safety Office, Ireland.
Available At: https://health.gov.ie/wp-content/uploads/2019/02/Competency-Framework-clinical-effectiveness-education-Dec-2018.pdf

Makic, M. B. F., Martin, S. A., Burns, S., Philbrick, D., & Rauen, C. (2013). Putting Evidence Into Nursing Practice: Four Traditional Practices Not Supported by the Evidence. [Article]. Critical Care Nurse, 33(2), 28-44. DOI: 10.4037/ccn2013787

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.