Year
2024Credit points
10Campus offering
Prerequisites
NilTeaching organisation
150 hours of focused learning.Unit rationale, description and aim
An understanding of evidence-based practice and different research approaches is fundamental to research inquiry in any scientific discipline. Thus, this unit is essential in providing an opportunity for students who are health practitioners, to ask, acquire, interpret, analyse, synthesise, and integrate evidence to facilitate ongoing improvement in healthcare practice. Additionally, an understanding of the principles and philosophical positions underpinning different research approaches in health care is essential for postgraduate students to critically evaluate research literature, and to undertake health inquiry, workplace projects or health research.
This unit addresses issues of evidence-based knowledge development and the methods and processes that health disciplines apply to health inquiry, project and research processes within a person-centred care environment. Ways to evaluate solutions to complex clinical issues/problems in the health care environment and formulate a relevant question/topic are addressed. In addition, students will develop skills to search for, read and interpret relevant literature, along with approaches to analysis and synthesis of literature as a preparatory step in writing a literature review for a proposed health inquiry, workplace project or health research.
This unit aims to develop confidence and competence in the application of evidence-based practice and interpretation of health literature.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Appraise the theoretical and philosophical positions that underpin different health inquiry approaches for practice improvement | GC1, GC7, GC9, GC11 |
| LO2 | Evaluate the significance of ethical processes in health inquiry within the health environment | GC2, GC7, GC11 |
| LO3 | Identify and analyse a clinical problem/issue related to quality and safety of care and formulate a related health inquiry or research question | GC1, GC4, GC7 |
| LO4 | Use information and communication technology effectively to conduct literature searches | GC2, GC3, GC7, GC9, GC10 |
| LO5 | Demonstrate critical reading, analysis and synthesis of relevant literature | GC1, GC4, GC7, GC11 |
Content
Topics will include:
- Theoretical and philosophical positions in health inquiry
- positivist approach
- critical approach
- interpretive approach
- Research approaches in health related inquiry
- qualitative research approaches
- quantitative research approaches
- mixed methods research approaches
- Relevance of theories, conceptual models/frameworks
- health inquiry and practice
- Health inquiry approaches for practice improvement
- quality improvement
- clinical audit
- evidence-based practice
- research
- Reflective practice; critical thinking; decision making and health inquiry
- Ethics in health inquiry activities in the person-centred care environment
- Analysing clinical issues/problems related to quality and safety
- formulating health inquiry questions
- Data base searching – use of information and communication technology
- Critical reading, analysis and synthesis of relevant literature
Learning and teaching strategy and rationale
Teaching and learning strategies utilised in this unit will support students in meeting the aim and achieving the learning outcomes relevant to this unit as well as to the broader course learning outcomes.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous discussions. Active learning provides students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Multi-mode
This unit is delivered in multi-mode. A mixture of face-to-face and online activities are adopted to encourage a broad understanding of health research and to provide flexibility and inclusiveness for students. Student learning will be supported through incorporating a series of on-campus lectures, practical activities and online learning to support a collaborative approach to learning. Students will be allocated into groups in workshops to encourage collaborative learning and critical inquiry, which will promote appreciation of the values, knowledge, input and experience their peers bring. There will be an online site that provides a central depository for all learning related materials for the unit, and access to other resources that will extend students’ learning opportunities.
Assessment strategy and rationale
In order to pass the unit, students are required to complete and submit all three assessment tasks. To pass the unit, students must achieve a cumulative mark of at least 50% across all assessment tasks. Assessment items are aligned with learning outcomes and weekly content to ensure that students demonstrate their achievement of each learning outcome. The successful study of interpreting health research requires incremental learning. This unit is designed to reflect this, and hence mastery of early concepts will be necessary to understand later concepts.
Multi-mode
The first assessment task is a quiz which is designed to assess comprehension of philosophies of research approaches and applications in a health context. For the second assessment task, students are asked to identify a healthcare practice problem/issue of professional relevance, conduct a literature search, and collaborate with peers in an online discussion forum and peer review process to reflect on their practice problem/issue. In the third assessment task, students are required to draw from their work in Assessment tasks 1 and 2, to develop a preliminary research proposal for a project or research study to address the identified clinical problem/issue. Students are required to develop skills in the use of information and communication technology to effectively conduct literature searches, and to demonstrate critical reading, analysis and synthesis of relevant literature.
ACU Online
The first assessment task is a quiz which is designed to assess comprehension of philosophies of research approaches and applications in a health context. For the second assessment task, students are asked to identify a healthcare practice problem/issue of professional relevance, conduct a literature search, and collaborate with peers in an online discussion forum and peer review process to reflect on their practice problem/issue. In the third assessment task, students are required to draw from their work in Assessment tasks 1 and 2, to develop a preliminary research proposal for a project or research study to address the identified clinical problem/issue. Students are required to develop skills in the use of information and communication technology to effectively conduct literature searches, and to demonstrate critical reading, analysis and synthesis of relevant literature.
Overview of assessments
Multi-mode
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 - Quiz/Test Enables students to demonstrate their ability to comprehend philosophies of research approaches and apply to the health context. | 20% | LO1, LO5 |
Assessment Task 2 - Student Seminar (30 minutes) Enables students to not only work individually but also collaborate with peers to reflect on their practice and identify a practice problem/issue related to quality and safety of care, formulate a related health inquiry question, and provide an overview of their health/research inquiry proposal. | 30% | LO1, LO2, LO3, LO4, LO5 |
Assessment Task 3 - Annotated Bibliography (AB) and Evaluative Summary Enables students to develop skills in the use of information and communication technology to effectively conduct literature searches, and to demonstrate critical reading, analysis and synthesis of relevant literature. | 50% | LO1, LO2, LO3, LO4, LO5 |
Online mode
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 - Quiz/Test Enables students to demonstrate their ability to comprehend philosophies of research approaches and apply to the health context. | 20% | LO1, LO5 |
Assessment Task 2 - Online Discussion & Peer Review Enables students to work individually and collaboratively with peers in an online environment, to reflect on their practice and identify a healthcare practice problem/issue, conduct a literature search, and demonstrate critical reading, analysis and synthesis of relevant literature. | 40% | LO1, LO2, LO3, LO4, LO5 |
Assessment Task 3 - Written Proposal Enables students to demonstrate the ability to identify a practice problem/issue, critique and analyse relevant health research, construct an introduction and background statement, consider ethical aspects of research, and propose appropriate research aim/s and research question/s. | 40% | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
Recommended References
Booth, A., Papaioannou, D., & Sutton, A. (2016). Systematic approaches to a successful literature review (2nd ed.). London: Sage.
Bruce, N., Stanistreet, D. & Pope, D. (2018). Quantitative methods for health research: a practical interactive guide to epidemiology and statistics. New Jersey: Wiley. [e-book]
Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences. [e-book]
Greenhalgh, T., Warland, J., Lambros, A., Crisp, E. & Bidewell, J. (2017). Understanding research methods for evidence-based practice in health (1st ed.). John Wiley & Sons. [e-book]
Hoffmann, T., Bennett, S., & Del Mar, C. (Eds.). (2017). Evidence-based practice across the health professions (3rd ed.). Sydney: Churchill Livingstone/Elsevier. [e-book]
Jacobson, K. H. (2016). Introduction to health research methods (2nd ed.). Burlington: John Bartlett. [e-book]
Leedy, P. D., & Ormrod, J. E. (2015). Practical research: Planning and design, Global Edition (10th ed.). Boston, MA: Pearson. [e-book]
Liamputtong. P. (Ed.). (2017). Research methods in health: Foundations for evidence-based practice (3rd ed.). South Melbourne: Oxford University Press. [e-book]
National Health and Medical Research Council, Australian Research Council, & Universities Australia. (2007, updated 2018). National statement on ethical conduct in human research. Canberra, ACT: Australian Government. Retrieved from NH&MRC website: https://www.nhmrc.gov.au/about-us/publications/national-statement-ethical-conduct-human-research-2007-updated-2018
Richardson-Tench, M., Taylor, B., Kermode, S., & Roberts, K. (2014). Research in nursing: Evidence for best practice (5th ed.). South Melbourne, Vic.: Cengage Learning.
Tolley, E. E., Ulin, P. R., Mack, N., Robinson, E. T., & Succop, S. M. (2016). Qualitative methods in public health : A field guide for applied research. [e-book]