Evidence for Practice
Run by School of Medical and Health Sciences
60.000 Credits or 30.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Elizabeth Mason
Overall aims and purpose
This module provides students with the opportunity to complete a research project related to their field of practice using an identified research question. The module will enable students to develop the ability and knowledge to become accountable and reflective practitioners who are able to critically appraise and apply appropriate research/evidence to clinical decision-making. Students will gain a critical understanding of quantitative and qualitative research methodologies, methods, and the research process used for scientific inquiry and develop the skills to produce a research dissertation using the systematic review or scoping review methodology. The module will guide students in being able to design a research question, search for evidence and critically evaluate the extant knowledge using the knowledge of research methodologies and methods gained during the taught sessions.
Content will include:
The scientific method an overview of quantitative and qualitative approaches.
Secondary data analysis techniques.
Systematic review techniques
Writing research proposals
Quantitative and qualitative research approaches and their methods.
Reflexivity and the role of the researcher in qualitative research
Sources of knowledge and the hierarchy of evidence
Art and science of nursing / Benner’s ways of knowing
Identifying research questions PICO/PEO/SPIDER
Literature data bases and systematic search strategies
Developing critical appraisal skills – using critical appraisal tools
Research vs. audit and service evaluation
Methodology design – epistemology, ontology and philosophical principles of quantitative and qualitative methodologies to gain new knowledge
Data collection methods for qualitative and quantitative research
Sample selection and participants
Rigour, validity and reliability
Data analysis for quantitative and qualitative methods,
Research ethics and governance
Barriers and enablers to implementing evidence based practice in the NHS Decision making, accountability Clinical judgements, intuition and technical rationality.
A- to A* Grade 70% plus : To achieve an ‘excellent pass’ students will be required to demonstrate comprehensive knowledge and critical evaluation of the underlying principles of reflective practice, research methodologies and methods used to develop evidence to support practice.
B- to B+ Grade: 60 to 69%: to achieve an 'good pass' students will be required to demonstrate detailed knowledge and critical evaluation of the underlying principles of reflective practice, research methodologies and methods used to develop evidence to support practice.
C- to C+ Grade 50 - 59%: students will be required to demonstrate some knowledge and critical evaluation of the underlying principles of reflective practice, research methodologies and methods used to develop evidence to support practice.
Use scholarly enquiry and critical evaluation to plan, develop and conduct a robust research project that justifies the research methodology, design and techniques utilised.
Critically appraise the hierarchy of knowledge used to support the art and science of nursing by being able to critically evaluate research methodologies, research methods and how these support developing new knowledge to support evidence based person-centred care in the student's field of practice.
Develop the critical thinking and practical skills to be able to conduct a systematic search of the literature and critically evaluate of evidence and its application to practice.
Critically evaluate the inter-personal, clinical reasoning and decision making skills necessary for implementing evidence-based, person-centred care within the multi-disciplinary team.
Critique, synthesise and apply relevant research evidence to the implementation of patient care through a clearly defined research question.
Critique, synthesise and apply relevant research evidence to the implementation of patient care through a clearly identified research question.
|Research dissertation project||80.00|
|Dissertation topic presentation||20.00|
Teaching and Learning Strategy
Lead Lectures = 20 x 2 hour taught sessions = 40 hours Semester 1 and 2
Directed study to complete formative workbook = 40 hours semester 1 and 2
|Practical classes and workshops||
Assessment workshops and supervision sessions 25 hours
Self study for reading and summative assessment completion
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Students are supported in developing and asking answerable questions from practice and use reflective practice to facilitate learning.
- Students are supported in developing the skills to find and retrieve the best available evidence to support practice.
- Students are supported in developing the skills for appraising evidence for validity and applicability to practice.
- Applying the results of appraisal to clinical practice.
- Evaluate the effect of applying the evidence to practice.
Resource implications for students
Access to IT / Blackboard for discussion board, MCQ and module resources. Access to on-line library catalogues. Purchase of text books, pens and paper. Photocopying and printing Subscription to internet provider to access BU on-line catalogues and Blackboard from home residence.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-4510.html
Aveyard, H. (2019). Doing a Literature Review in Health and Social Care: A Practice Guide 4th Edn: London. Open University.
Aveyard, H. & Sharp, P. (2017). A Beginner’s Guide to Evidence-Based Practice in Health and Social Care, 3rd Edition. London: Open University Press.
Aveyard, H. & Sharp, P. & Wooliams, M. (2015). A Beginner's Guide To Critical Thinking And Writing In Health And Social Care. London: Open University Press.
Beauchamp, T.L. & Childress, J.F. (2010). Principles of Biomedical Ethics 6th Edn. Oxford: Oxford University Press.
Bowling, A. (2002). Research Methods in Health and Social Care: Investigating Health and Health Services. Open University Press: Buckingham.
Bowling, A. (2009). Research Methods in Health. 3nd Edition. Buckingham: Open University Press.
Gerrish, K. & Lathlean, J. (2015). The Research Process in Nursing, 7th Edition. London. Wiley-Blackwell.
Denzin, N. K., & Lincoln, Y.S. (2005). The Sage Handbook of Qualitative Research 3rd edn. London: Sage.
Ellis, P. (2010). Evidence-based Practice in Nursing. Exeter: Learning matters. Gough, D. Oliver, S. Thomas, J. (2012). An Introduction to Systematic Reviews. London. Thousand Oaks.
Hammersley, M. & Attkinson, P. (2007). Ethnography: Principles and Practice. Oxford. Routledge.
Hammersley, M. (2008). Questioning Qualitative Inquiry: Critical Essays. London: Sage.
Parahoo, K. (2014). Nursing Research, Principles, Processes and Issues. Basingstoke: Palgrave Macmillan.
Rolfe, G. Jasper M., & Freshwater, D. (2011). Critical Reflection in Practice: Generating Knowledge for Care 2nd Edn. Basingstoke: Palgrave Macmillan.
Silverman, D. (2017). Doing Qualitative Research. London: Sage.
Silverman, D. (2016). Qualitative Research. London: Sage.
Tashakkori, A. & Teddlie, C. (2010) Handbook of Mixed Methods in Social and Behaviour Research. Sage Publications, London.
Teddlie, C. & Tashakkori, A. (2009) Foundations of Mixed Methods Research, Sage Publications, London.
Mallion, J. & Brooke, J. (2016). Community- and hospital-based nurses' implementation of evidence-based practice: are there any differences? British Journal of Community Nursing, 21 (3), 148-153. http://web.b.ebscohost.com.ezproxy.bangor.ac.uk/ehost/pdfviewer/pdfviewer?sid=412311bd-0e1d-4f10-a220-80091e5d60a2%40sessionmgr104&vid=2&hid=115
Rycroft-Malone, J. & Bucknall, T. (Eds). (2010). Models and Frameworks for Implementing Evidence-Based Practice. Chichester, Wiley-Blackwell.
Denzin, N.K. (2009). The elephant in the living room: or extending the conversation about the politics of evidence. Qualitative Research. 9(2),139-160. http://journals.sagepub.com/doi/pdf/10.1177/1468794108098034
Critical Appraisal Skills Programme (CASP) http://www.casp-uk.net/
Clinical Research Centre http://www.wales.nhs.uk/sites3/home.cfm?orgid=580
e-Library for Health http://www.wales.nhs.uk/sitesplus/878/home
National Institute for Health and Clinical Excellence http://www.nice.org.uk/