Faculty of Health, Engineering and Science

School: Medical Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Evidence-Based Practice
  • Unit Code

    MMP6100
  • Year

    2015
  • Enrolment Period

    1
  • Version

    1
  • Credit Points

    20
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online

Description

This unit examines how the concepts of Evidence-Based Practice and quality improvement models are applied in clinical practice. The student will examine key questions that arise in routine clinical care and apply critical appraisal skills to these questions. In addition, students will learn to apply the principles inherent in improvement models to questions that arise in clinical practice.

Equivalent Rule

Unit was previously coded MMP5101

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the concepts underpinning quality improvement models in clinical care.
  2. Appraise the benefits and limitations of evidence-based practice.
  3. Consult with patients from a variety of ethnic backgrounds on the value and limitations of different types of information relating to different therapeutic options.
  4. Evaluate the literature relating to evidence-based practices in clinical contexts.
  5. Investigatethe gaps in evidence-based practices relating to clinical settings and recommend changes that may influence practice.
  6. Validate a plan for clinical practice review, which identifies inconsistencies between practice and the existing clinical evidence that facilitates an improvement in that practice.

Unit Content

  1. Approaches to the integration of research evidence with patient communication.
  2. Methods of communication between health professionals, patients, carers, and the family.
  3. Methods of evaluating patient satisfaction with medical encounters.
  4. Models of evidence-based practice and evidence-based medicine.
  5. Patient centred approaches to care that acknowledge values, expectations, and experiences of patients.
  6. Quality in the context of evidence based practice, monitoring and methods of measuring success.

Additional Learning Experience Information

Online resources.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ONLINE
TypeDescriptionValue
Case StudyDeveloping an answerable question20%
Case StudyEducation of patients for informed choice40%
AssignmentChange management proposal40%

Text References

  • ^ Gosall, N. & Gosall, G. (2012). The doctor's guide to critical appraisal (3rd ed.). Knutsford, United Kingdom: Pas Test.
  • ^ Straus, S. E., Richardson, W. S., Glasziou, P., & Haynes, R. B. (2005). Evidence-based medicine: How to practise and teach EBM (3rd ed.). Edinburgh: Churchill Livingstone.
  • Fletcher, M. (2000). The quality of Australian health care: Current issues and future directions. Occasional Papers: Health Financing Series, Volume 6. Canberra: Commonwealth Department of Health and Aged Care.
  • Muir Gray, J. A. (2001). Evidence-based healthcare (2nd ed.). Edinburgh: Elsevier Health Sciences.

Journal References

  • Murray, E., Pollack, L., White, M., & Lo, B. (2007). Clinical decision-making: patients' preferences and experiences. Patient education and counselling, 65, 189-96.
  • Rycroft-Malone, J., Seers, K., Titchen, A., & Harvey, G. et al., (2004). What counts as evidence in evidence-based practice? Journal of Advanced Nursing, 47(1), 81-90.
  • New England Journal of Medicine
  • Thorne, S.E., Harris, S.R., Mahoney, K., Con, A., & McGuinness, L. (2004). The context of health care communication in chronic illness. Patient and education counselling, 54, 299-306.
  • Kendrick, T., Hegarty, K., & Glasziou, P. (2008). Interpreting research findings to guide treatment in practice. BMJ, 337:a1499.
  • Watkins, C., Timm, A., Gooberman-Hill, R., Harvey, I., Haines, A., & Donovan, J. (2004). Factors affecting feasibility and acceptability of a practice-based educational intervention to support evidence-based prescribing: a qualitative study. Fam Pract, 21(6), 661-669.
  • Australian and New Zealand Journal of Public Health
  • British Medical Journal
  • International Journal of Quality in Health Care
  • Journal of the American Medical Association
  • Lancet
  • Medical Journal of Australia
  • McAlister, F. A., Straus, S. E., Guyatt, G. H., & Haynes, R. B. (2000). Users' Guides to the Medical Literature, XX. Integrating research evidence with the care of the individual patient. JAMA, 283(21), 2829-2836.
  • Lander, J. A. (2005). Finding, Evaluating, and Using Research for Best Practice. Clin Nurs Res, 14; 299-302.
  • Irvine, D.H. (2007). Everyone is entitled to a good doctor. MJA, 186(5), 256-261.
  • Elstein, A. S. (2004). On the origins and development of evidence-based medicine and medical decision making. Inflamm Res, 53 (Suppl 2), S184-S189.
  • Sataloff, R. T. (2006). Evidence-based medicine. Ear, Nose & Throat Journal, 85(10), 624-625.

^ Mandatory reference


Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MMP6100|1|1

Faculty of Health, Engineering and Science

School: Medical Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Evidence-Based Practice
  • Unit Code

    MMP6100
  • Year

    2015
  • Enrolment Period

    2
  • Version

    1
  • Credit Points

    20
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online

Description

This unit examines how the concepts of Evidence-Based Practice and quality improvement models are applied in clinical practice. The student will examine key questions that arise in routine clinical care and apply critical appraisal skills to these questions. In addition, students will learn to apply the principles inherent in improvement models to questions that arise in clinical practice.

Equivalent Rule

Unit was previously coded MMP5101

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the concepts underpinning quality improvement models in clinical care.
  2. Appraise the benefits and limitations of evidence-based practice.
  3. Consult with patients from a variety of ethnic backgrounds on the value and limitations of different types of information relating to different therapeutic options.
  4. Evaluate the literature relating to evidence-based practices in clinical contexts.
  5. Investigatethe gaps in evidence-based practices relating to clinical settings and recommend changes that may influence practice.
  6. Validate a plan for clinical practice review, which identifies inconsistencies between practice and the existing clinical evidence that facilitates an improvement in that practice.

Unit Content

  1. Approaches to the integration of research evidence with patient communication.
  2. Methods of communication between health professionals, patients, carers, and the family.
  3. Methods of evaluating patient satisfaction with medical encounters.
  4. Models of evidence-based practice and evidence-based medicine.
  5. Patient centred approaches to care that acknowledge values, expectations, and experiences of patients.
  6. Quality in the context of evidence based practice, monitoring and methods of measuring success.

Additional Learning Experience Information

Online resources.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ONLINE
TypeDescriptionValue
Case StudyDeveloping an answerable question20%
Case StudyEducation of patients for informed choice40%
AssignmentChange management proposal40%

Text References

  • ^ Gosall, N. & Gosall, G. (2012). The doctor's guide to critical appraisal (3rd ed.). Knutsford, United Kingdom: Pas Test.
  • ^ Straus, S. E., Richardson, W. S., Glasziou, P., & Haynes, R. B. (2005). Evidence-based medicine: How to practise and teach EBM (3rd ed.). Edinburgh: Churchill Livingstone.
  • Fletcher, M. (2000). The quality of Australian health care: Current issues and future directions. Occasional Papers: Health Financing Series, Volume 6. Canberra: Commonwealth Department of Health and Aged Care.
  • Muir Gray, J. A. (2001). Evidence-based healthcare (2nd ed.). Edinburgh: Elsevier Health Sciences.

Journal References

  • Murray, E., Pollack, L., White, M., & Lo, B. (2007). Clinical decision-making: patients' preferences and experiences. Patient education and counselling, 65, 189-96.
  • Rycroft-Malone, J., Seers, K., Titchen, A., & Harvey, G. et al., (2004). What counts as evidence in evidence-based practice? Journal of Advanced Nursing, 47(1), 81-90.
  • New England Journal of Medicine
  • Thorne, S.E., Harris, S.R., Mahoney, K., Con, A., & McGuinness, L. (2004). The context of health care communication in chronic illness. Patient and education counselling, 54, 299-306.
  • Kendrick, T., Hegarty, K., & Glasziou, P. (2008). Interpreting research findings to guide treatment in practice. BMJ, 337:a1499.
  • Watkins, C., Timm, A., Gooberman-Hill, R., Harvey, I., Haines, A., & Donovan, J. (2004). Factors affecting feasibility and acceptability of a practice-based educational intervention to support evidence-based prescribing: a qualitative study. Fam Pract, 21(6), 661-669.
  • Australian and New Zealand Journal of Public Health
  • British Medical Journal
  • International Journal of Quality in Health Care
  • Journal of the American Medical Association
  • Lancet
  • Medical Journal of Australia
  • McAlister, F. A., Straus, S. E., Guyatt, G. H., & Haynes, R. B. (2000). Users' Guides to the Medical Literature, XX. Integrating research evidence with the care of the individual patient. JAMA, 283(21), 2829-2836.
  • Lander, J. A. (2005). Finding, Evaluating, and Using Research for Best Practice. Clin Nurs Res, 14; 299-302.
  • Irvine, D.H. (2007). Everyone is entitled to a good doctor. MJA, 186(5), 256-261.
  • Elstein, A. S. (2004). On the origins and development of evidence-based medicine and medical decision making. Inflamm Res, 53 (Suppl 2), S184-S189.
  • Sataloff, R. T. (2006). Evidence-based medicine. Ear, Nose & Throat Journal, 85(10), 624-625.

^ Mandatory reference


Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MMP6100|1|2