General Information
As society grapples with the increasing demand and spiralling costs of healthcare and unexplained variations in practice, the delivery of healthcare based on evidence has never been more important. The growing volume of this evidence presents significant challenges for health professionals. After exploring the preconceptions of evidence based practice, challenging and evaluating the theory behind it, participants in this subject will develop the skills needed to efficiently access and examine evidence that supports and affects healthcare practice. Participants will be able to develop searchable questions from practice and policy problems, understand the type of research studies that can address these questions, and recognise the strengths and limitations of the different research study designs. Skills in locating research evidence and critically evaluating the evidence will be developed and refined through supported hands-on practice. Participants will be able to interpret and effectively communicate the findings of research evidence to different audiences and make evidence-informed decisions to support clinical practice and healthcare delivery.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: HPER71-110 Subject title: Evidence Based Practice and Policy Subject level: Postgraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x2 (Total hours: 12) - Workshop 2
- Tutorial: x3 (Total hours: 3) - Tutorial
- Workshop: x2 (Total hours: 12) - Workshop 1
- Personal Study Hours: x9 (Total hours: 22.5) - Reviewing materials (self-paced modules)
- Personal Study Hours: x10 (Total hours: 70.5) - Recommended study time
Attendance and learning activities: Students are required to attend a minimum of 75% of the intensive workshop days to pass the subject. -
Resources
Prescribed resources: Books
- Hoffmann, T., Bennett, S., & Del Mar, C. (2024). Evidence-based practice across the health professions. 4th ed., Elsevier.
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | HPER71-110 |
| Subject title: | Evidence Based Practice and Policy |
| Subject level: | Postgraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Students are required to attend a minimum of 75% of the intensive workshop days to pass the subject. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Formulate clear, searchable questions addressing a practice or health policy problem.
- Design and perform an efficient search to locate research addressing a focused question.
- Select and justify suitable research designs to address a range of clinical questions.
- Critically appraise research evidence and report on the quality of evidence.
- Interpret, summarise, and communicate the results of research studies for a target audience.
- Apply the principles of evidence based practice to make evidence informed recommendations for practice or health policy.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Presentation Case presentation: 10-15 minutes (plus formative discussion component) 30.00% Week 5 1,2,3 Written Report Written report - 1,500 words +/- 10% 30.00% Week 9 1,2,3,4 Case Study Case report - (1500-1750 word count) 40.00% Week 12 3,4,5,6 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Presentation | Case presentation: 10-15 minutes (plus formative discussion component) | 30.00% | Week 5 | 1,2,3 |
| Written Report | Written report - 1,500 words +/- 10% | 30.00% | Week 9 | 1,2,3,4 |
| Case Study | Case report - (1500-1750 word count) | 40.00% | Week 12 | 3,4,5,6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Rationale for Evidence Based Practice (EBP)
An overview of the benefits of EBP to individuals, patients and the broader public health.
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Formulate a searchable question for practice or health policy problems.
Demonstrate the use of the Population, Intervention, Comparator, Outcome (PICO) method to formulate a question, and link that question to the appropriate study design.
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Search the published literature for the best evidence
Investigate sources of research evidence, and learn how to efficiently search in an electronic bibliographic database, using the PICO structure.
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Studies about interventions
Critically appraise studies evaluating an intervention, with a particular focus on randomised controlled trials.
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Studies about diagnosis
Critically appraise studies about diagnostic tests and understand the characteristics of a good diagnostic test, including test accuracy and precision.
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Studies about prognosis and risk factors
Critically appraise studies that seek to find a cause or causal factor linked to a disease outcome, including studies about prognosis and risk factors.
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Studies about qualitative research
Explore qualitative research as a methodology to collect and analyse words and ideas in order to understand the ‘meaning’ of personal experience.
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Systematic reviews
Consider systematic reviews addressing different clinical questions (e.g. treatment, prognosis, prevalence) and critically appraise a systematic review using a rapid appraisal tool.
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Shared decision making and decision aids
Explore how evidence could be applied in clinical practice, including the role of shared decision making and decision aids.
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Clinical practice guidelines
Explore the potential benefits, harms and limitations of practice guidelines, learn how to critically appraise a guideline.
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Becoming an evidence based practitioner
Explore how the knowledge and skills gained in the subject could enable you to become an evidence-based practitioner.