Evidence for Improvement
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Dr Mary Lynch
Overall aims and purpose
This module explores the different theoretical positions and the nature of evidence for improvement in health and social care. The module includes the development and application of information searching, management and critical appraisal skills for the development of evidence based improvements. The module will help the student to understand the effectiveness of using evidence in everyday practice when leading quality improvements.
The module will provide students with the opportunity to develop data management and analysis; systematic searching and critical appraisal skills. The module content focuses on different theoretical and ontological positions and the nature of knowledge from a range of different perspectives. This is applied to issues relevant to improvement in health and social care and is used to propose evidence-based improvements in health and social care settings.
At the end of the module the student will deliver a poster and presentation relating to two examples of implementing evidence into practice, this will then be followed by a 10 minute question and answer session. All three elements will be assessed.
Excellent A grade, minimum 70% (distinction)
- Demonstrate comprehensive knowledge and detailed understanding of the subject area.
- Demonstrate extensive background study.
- Be well structured and highly focused.
- Contain logically presented and defended arguments.
- Be free of factual/computational errors.
- Include significant elements of original interpretation.
- Demonstrate an ability to identify, develop and present new links between topics.
- Include new approaches to analysing and/or explaining a problem.
- Be presented to very high standards with very accurate communication.
Threshold C grade, minimum 50% (pass)
- Demonstrate knowledge of key areas/principles.
- Have some, if only limited, evidence of background study.
- Be focused on the question (assessment brief) with only some irrelevant material and weaknesses in structure
- Attempt to present relevant and logical arguments.
- Not contain a large number of factual/computational errors.
- Describe major links between topics.
- Attempt to analyse and/or explain problems.
- Be free of major weaknesses in presentation and accuracy.
Good B grade, minimum 60% (merit)
- Demonstrate strong knowledge and understanding of most of the subject area.
- Demonstrate evidence of background study.
- Be well structured and focussed.
- Contain coherently presented arguments.
- Be mostly free of factual/computational errors.
- Include some elements of original interpretation.
- Describe well known links between topics.
- Analyse and/or explain problems using existing methods/approaches
- Be presented to high standards with accurate communication.
Critically appraise the development and application of evidence in different professional, service and organisational contexts in health and social care
Critically examine, from a different range of ontological and theoretical positions, the nature of evidence for the improvement of health and social care.
Critically analyse and evaluate the application of evidence synthesis methodologies to improvement in health and social care
Review and critically evaluate approaches to investigating service user perspectives on improvements in quality
Critically evaluate evidence collection, analysis and appraisal strategies and their application to improvement in health and social care
|Present 2 concepts of evidence into practice||100|
Teaching and Learning Strategy
Lectures – class based and on-line using for example, Panoptos, recorded lectures, discussion board and tutorial sessions
Individual and group presentations based on lectures & directed study
Use of ITC to support group interaction e.g. blogs, on-line activities and discussion
|Practical classes and workshops||
Group activities – class–based and on-line for example, via the VLE facility
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Resource implications for students
Students will need access to the internet and to information and communication technology Study materials will be made available through the programme black board site, directly the module team or via Bangor University library.
- Rycroft-Malone J. and Bucknall T. (Eds) (2010) Models and Frameworks for Implementing Evidence-Based Practice: Linking Evidence to Action Oxford: Wiley-Blackwell
- Bick D. (2013) Evaluating the Impact of Implementing Evidence-Based Practice Hoboken: Wiley
- Strome T.L. (2013) Healthcare Analytics for Quality and Performance Improvement. Hoboken, NJ: John Wiley & Sons, Inc.
In addition to these text, the follow two items relate to the Research Methods modules (NHS-4250 and NHS-4253)
- Glaser, B.G and Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine
- May, T. (2001) Qualitative Research in Action. London: Sage Publications