| Effective Term: | 2027/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Research 2: Application of Evidence-Based Practice and Research |
| Unit ID: | NURBN3035 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (NURBN3105) |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to strengthen students' practical use of evidence-based practice, focusing on integrating clinical experience with research in nursing. In this unit, students will explore the intersection of their practical nursing experiences and current research, enhancing their ability to critically analyse and apply research evidence in clinical settings. Students will explore and present research findings, articulate necessary changes in nursing practice, and propose evidence-based solutions to inform nursing practice. The unit aims to equip students with the skills to evaluate and implement evidence-based knowledge confidently, enhancing the quality of patient care. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe the principles of evidence-based practice, recognising the importance of incorporating research evidence into practice to the delivery of high-quality nursing care |
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| K2. | Examine ethical considerations and dilemmas in clinical research, focusing on identifying and articulating ethical challenges and implications within nursing practice. |
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| K3. | Assess current and relevant literature to discern and interpret the findings to develop a research question. |
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| Skills: |
| S1. | Differentiate between research methodologies and select appropriate methods to address a clinical research question. |
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| S2. | Analyse and investigate relevant literature to identify research gaps in clinical practice and devise a research question that addresses this gap. |
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| S3. | Effectively communicate the analysis and findings from the nursing literature. |
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| Application of knowledge and skills: |
| A1. | Determine the relevance and credibility of research related to evidence-based practice. |
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| A2. | Translate research findings into practice recommendations, considering the potential impact of clinical outcomes and patient care. |
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| A3. | Independently source and critically evaluate information from various sources to enhance decision-making around evidence-based care. |
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| A4. | Apply ethical principles to analyse and address potential ethical issues that arise during clinical research. |
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| Other outcomes: |
| Unit Content: |
The NMBA Registered Nurse Standards for Practice, NMBA Code of Conduct for Nurses and Code of Ethics for Nurses, National Safety and Quality Health Service (NSQHS) Standards, and National Health Priority areas have substantially informed the syllabus/content of this unit. Content includes: Understanding the scientific method of research and methodologies Refining research questions Performing a literature review related to the specific research question Developing a research proposal and articulate it to an audience Applying nursing research to evidence person-centered care ( NSQHS Standards, Aged Care Standards, Paediatric Quality Standards) Introduction to the National Statement on Ethical Conduct in Human Research |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K3, S2, S3, A1, A2, A3 |
Collaborative Presentation |
Synchronous Oral Presentation |
50-70% |
1,3,5,7 |
| 2. |
K1, K2, S1, S3, A2, A4 |
Evidence-based Quality Improvement Proposal |
Asynchronous Video Presentation |
30-50% |
1,3,5,7 |
| 3. |
K1, K2, K3, S1, S2, S3, A1, A2, A3, A4 |
Attendance at Active Learning Sessions |
80% Attendance at Active Learning Sessions |
S/U Hurdle |
1,3,5,7 |
| 4. |
K2, K3, S1, S2, S3, A1, A2, A3, A4 |
Attendance/attempt at all assessments |
100% Attendance/attempt at assessments 1 and 2 |
S/U Hurdle |
1,3,5,7 |
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