General Information
This subject lays the foundation for developing professional competencies in evidence-based practice. Students will develop skills necessary for the interpretation and application of research to nutrition and dietetic practice settings, using systematic and critical analysis. Interactive and applied learning activities engage students in the principles and applications of evidence-based practice, quantitative and qualitative research designs, and the critical appraisal of published research applicable to the common areas of dietetic practice. This subject provides essential preparation for the professional placement internships that follow in the Master of Nutrition and Dietetic Practice program and is a pre-requisite for the health research design and planning subject that follows.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: NUTR71-110 Subject title: Evidence-Based Practice for Health Professionals Subject level: Postgraduate Semester/Year: January 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x5 (Total hours: 40) - Application of evidence based practice to Dietetics
- Placement: x5 (Total hours: 8) - Placement tutorials
- Personal Study Hours: x6 (Total hours: 72) - Personal study
Attendance and learning activities: This subject will be delivered as an intensive over five (5) days to enable students to develop and apply their evidence-based practice (EBP) skills to nutrition and dietetics practice problems. Additionally, the subject includes ongoing, integrated learning (five teacher-led tutorials) to enable students to apply their EBP knowledge and skills to practice while on their placement internships. There will be a further half day on campus in week 15 to complete the presentation. This subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities and attend 80% of classes to pass the subject. The following ACEND core competencies are mapped to this subject – CRDN 1.2. The full description of ACEND competencies are available on the program's community iLearn site. -
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: | NUTR71-110 |
| Subject title: | Evidence-Based Practice for Health Professionals |
| Subject level: | Postgraduate |
| Semester/Year: | January 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | This subject will be delivered as an intensive over five (5) days to enable students to develop and apply their evidence-based practice (EBP) skills to nutrition and dietetics practice problems. Additionally, the subject includes ongoing, integrated learning (five teacher-led tutorials) to enable students to apply their EBP knowledge and skills to practice while on their placement internships. There will be a further half day on campus in week 15 to complete the presentation. This subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities and attend 80% of classes to pass the subject. The following ACEND core competencies are mapped to this subject – CRDN 1.2. The full description of ACEND competencies are available on the program's community iLearn site. |
| 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 |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| 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:
- Demonstrate foundational skills in evidence-based practice.
- Develop a clear research question from a practice problem.
- Develop effective search strategies to identify relevant literature to answer practice-related questions.
- Critically appraise nutrition and dietetics literature.
- Translate evidence from the literature to inform practice.
- Synthesise and present research findings relevant to practice.
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 Computer-aided Test (Open) Open book individual test in class 20.00% Week 2 1,2,3,4 Portfolio A collection of worksheets and completed appraisals to support learning and application of the 5A's of EBP (worksheets will be provided to students) 30.00% Week 2 1,2,3,4 Presentation Individual oral presentation describing synthesis of literature review findings and their translation to practice - 10 minutes 10.00% Break (Week 15) 5,6 Literature Review Evidence-based literature review based on nutrition and dietetics practice problem arising from professional placement internship one or two (max. 2000 words). This assessment is mapped to the following ACEND core competencies: CRDN 1.2. 40.00% Break (Week 15) 2,3,5,6 - * 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 |
|---|---|---|---|---|
| Computer-aided Test (Open) | Open book individual test in class | 20.00% | Week 2 | 1,2,3,4 |
| Portfolio | A collection of worksheets and completed appraisals to support learning and application of the 5A's of EBP (worksheets will be provided to students) | 30.00% | Week 2 | 1,2,3,4 |
| Presentation | Individual oral presentation describing synthesis of literature review findings and their translation to practice - 10 minutes | 10.00% | Break (Week 15) | 5,6 |
| Literature Review | Evidence-based literature review based on nutrition and dietetics practice problem arising from professional placement internship one or two (max. 2000 words). This assessment is mapped to the following ACEND core competencies: CRDN 1.2. | 40.00% | Break (Week 15) | 2,3,5,6 |
- * 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
Students must attend at least 80% of classes (including remote classes)and participate in all Compulsory Learning Activities to pass the subject. Attendance in classes will be monitored (including remote classes). If a student has a legitimate reason for non-attendance they must notify the subject coordinator as early as possible and provide documentation (i.e. absence form, medical certificate, statutory declaration).
Subject curriculum
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Rationale for evidence-based practice (EBP)
Understand the benefits of EBP to individuals, groups, and the broader community.
SLOs included
- Demonstrate foundational skills in evidence-based practice.
- Synthesise and present research findings relevant to practice.
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Quality improvement in practice
Contrast quality improvement and research in practice.
SLOs included
- Demonstrate foundational skills in evidence-based practice.
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Ask
Demonstrate the use of the Population, Intervention, Comparator, Outcome (PICO) method to formulate a question to answer a nutrition and dietetics practice problem, and link that question to the appropriate study design.
SLOs included
- Demonstrate foundational skills in evidence-based practice.
- Develop a clear research question from a practice problem.
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Acquire
Select applicable resources such as guidelines, evidence hierarchies and point-of-care tools, and perform efficient searches of literature databases using the PICO structure.
SLOs included
- Develop effective search strategies to identify relevant literature to answer practice-related questions.
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Appraise
Critically appraise various study designs used in nutrition and dietetics research and synthesize evidence to inform a practice problem considering internal and external validity. Appraise the utility of, and evidence behind, clinical and other practice guidelines.
SLOs included
- Critically appraise nutrition and dietetics literature.
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Apply
Integrate the evidence into your practice decision making.
SLOs included
- Translate evidence from the literature to inform practice.
- Synthesise and present research findings relevant to practice.