NMHS31790 Evid Based Pract HCare (Intl)

Academic Year 2019/2020

The module will introduce the student to Evidence Based Practice and its importance to nursing practice. The aim is to equip students with the knowledge, skills and language to embark on life long learning and appreciation of the relationship between research evidence and their evolving nursing practice. Students will be introduced to different types and sources of evidence, relationship between clinical questions, research designs and methods. Furthermore, the importance and role of clinical guidelines and clinical audit in Evidence Based Practice will be illustrated. Through incremental learning the students will build a portfolio of research evidence related to nursing practice. This portfolio will serve as a resource to encourage reflection on evidence underpinning their nursing practice.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students should be able to:
1. Recognise the importance of evidence for nursing or midwifery practice
2. Become familiar with the language of research
3. Summarise published research related to nursing or midwifery practice
4. Identify the relationship between clinical guidelines, clinical audit and evidence-based nursing or midwifery practice
There will be an emphasis on the development of skills in:
1. Identifying sources of evidence for nursing or midwifery practice
2. Connecting the five evidence-based research questions with their corresponding evidence hierarchy
3. Articulating the key features of a research article
4. Recognising and appreciating the critical aspects of intervention study design
5. Linking their practice to research evidence
Core Module Values:
In acquiring the above abilities and skills, this module will contribute to fostering confidence to act with authority in delivering evidence-based nursing or midwifery practice

Indicative Module Content:

The module will introduce terminology relevant to Evidence Based Practice.

Students will be introduced to relevant EBP journals.

Identifying commentaries in EBP Journals and the original paper that the commentary is on.

Types of research questions and Components of EBP research questions.

Identify the type of research question the research paper addresses and identifying the relevant components of the EBP research question.

Research Paradigms

Research Design

Critical Appraisal of a range of research papers that uses the following research design: Cohort Study, Case-Control Study, Randomized Control Study, Ethnography, Phenomenology and Ethnography.

Understanding of Systematic Review with Meta-Analysis and Meta-Synthesis.

Developing implications for practice from reviewing research evidence.

Student Effort Hours: 
Student Effort Type Hours
Lectures

18

Tutorial

3

Specified Learning Activities

57

Autonomous Student Learning

140

Online Learning

12

Total

230

Approaches to Teaching and Learning:
Task based learning: Students will identify commentaries and original articles. They will discuss the paper using terminology relevant to EBP introduced in the module.

Peer group work: Students will discuss in group a range of papers comparing and contrasting research paradigm, approach and design.

Lectures introducing EBP Terminology, research paradigm, approach.

Facilitated discussion on research design based on research papers identified by the students from EBP Journals.

Introduction of appraisal tools and application of the same in critically appraising evidence. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.  
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Essay: Critical approval of evidence Coursework (End of Trimester) n/a Graded Yes

70

Portfolio: Summary of Research Papers and Short Critical Appraisal presented in form of a matrix. Week 9 n/a Graded Yes

30


Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Group feedback will be provided post the submission date of the first assignment. Peer review activities during tutorials leading up to first and final assessment.

Leen, Brendan;Bell,Miriam & McQuillan, Patricia "Evidence-based practice: a practice manual" Kilkenny.
HSE 2014.


LoBiondo-Wood, G., & Haber, J. (2014). Nursing Research-E-Book: Methods and Critical Appraisal for Evidence-Based Practice. Elsevier Health Sciences.
Name Role
Mr Keith Barrett Lecturer / Co-Lecturer
Dr Aoife De Brún Lecturer / Co-Lecturer
Dr Brynne Gilmore Lecturer / Co-Lecturer
Dr Aoife Claire MacCormac Lecturer / Co-Lecturer
Assoc Professor Hasheem Mannan Lecturer / Co-Lecturer
Dr Emma Nicholson Lecturer / Co-Lecturer
Dr Éidín Ní Shé Lecturer / Co-Lecturer
Dr Deirdre O'Donnell Lecturer / Co-Lecturer
Ms Róisín O'Donovan Tutor
Ms Lisa Rogers Tutor
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.  
Autumn
     
Lecture Offering 1 Week(s) - 10, 11, 12 Thurs 16:00 - 17:50
Lecture Offering 1 Week(s) - 2, 3, 4, 5, 6, 7, 8, 9 Thurs 16:00 - 17:50
Autumn
     
Spring
     
Tutorial Offering 1 Week(s) - 23, 25, 30, 33 Thurs 13:00 - 13:50
Lecture Offering 1 Week(s) - 20 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 21, 25 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 22 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 23, 26 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 24, 29, 30, 31, 32 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 33 Tues 14:00 - 15:50
Spring