INVESTIGATING EFFECTIVE PRACTICE

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B913251
Module Leader Katie Thomson
School School of Health and Life Sciences
Subject SHLS - School Office
Trimesters
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Normally successful completion of all Level 3 modules Normally successful completion of Level 2 - Research in Health and Social Care Practice - or equivalent

Summary of Content

This module is normally situated primarily in the practice setting or after a recent practice placement; it integrates the profession specific process, the environment and effective practice processes. It is designed to enable students to further develop their self direction, understanding of governance issues and critical enquiry abilities. The practice focus is on developing the student's ability to synthesise and evaluate the contextual factors and evidence base for practice.

Syllabus

Self directed learning. Governance in action. Legislation, policy and practice. Contextual issues for operational management. Identifying, investigating and evaluating evidence based and effective practice issues in the practice setting. Constructing an evidence based practice question. Searching for and critically reviewing literature/evidence. Levels of evidence. Evaluation of professional practice and process. Clinical reasoning and reflective practice, comparing what you "see" with the evidence. Development and research.

Learning Outcomes

On successful completion of this module, students should be able to:(1) Discuss the role of clinical/practice governance, policy and environment in the delivery of professional specific services.(2) Formulate an "evidence based" research question derived from observation of real world practice.(3) Develop and carry out a search strategy to investigate an "evidence based" practice question of their choosing.(4) Evaluate "evidence" and impact of policy and environment on the named practice issue. (5) Present an analytical and critical report in the accepted reporting format.(6) Discuss development and research opportunities for the practice setting.(7) Communicate in an online interprofessional setting with health and social care students using a range of online technologies.

Teaching / Learning Strategy

Using some previously developed concepts and in collaboration with the practice educator or academic tutor, students will continue to develop and integrate their theoretical knowledge of research and governance in relation to the practice setting. The electronic environment of online lectures, resources and discussion board will be used to support the students. The students will formulate a strategy and carry out an "intervention-context" review of their choice to investigate effective practice and to evaluate the contributing evidence and contextual factors.

Indicative Reading

Aveyard. H. (2007). Doing a Literature review in health and social care: a practical guide. Open University Press: Maidenhead. Bativa, M. (2000). Clinical Research for health Professionals. Butterworth Heinemann: Oxford Dawes, M. (2005). Evidence-Based Practice: a Primer for Health Care Professionals (2nd ed.). Churchill Livingstone: Edinburgh. Greenhalgh, T. ( 2006). How to read a paper: the basics of evidence based medicine (3rd ed.). Blackwell Publishing/BMJ Books: London. Polgar, S. D., Thomas, S. A. (2008). Introduction to Research in the Health Sciences (5th ed.). Churchill Livingston: Edinburgh. Thomas, S. (2000). How to Write Health Sciences Papers, Dissertations and Theses. Churchill Livingston: Edinburgh. Cochrane Database: enter via university library gateway: OVID. Other databases: Cinahl, Cochrane, Embase, Medline, Pubmed, PsycINFO

Transferrable Skills

At the end of this module, students should have an increased ability to be: (1) Self directed (2) Logical, systematic, reflective and critical in their thinking. (3) Able to draw reasoned conclusions and judgments. (4) Use expertise, research, knowledge and skills to justify or enhance practice. (5) Confident in engaging with information technology for information and evidence searching. (6) Demonstrate skills in information literacy using online technologies.

Module Structure

Activity Total Hours
Tutorials (FT) 8.00
Seminars (FT) 36.00
Assessment (FT) 20.00
Independent Learning (FT) 136.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 0.00 100.00 40% Evaluative report