Assessment Information/Brief 2021/22To be used for all types of assessment and provided to students...

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Assessment Information/Brief 2021/22To be used for all types of assessment and provided to students at the start of the module.Information provided should be compatible with the detail contained in the approved module specification although may contain more information for clarity.										Module title										Enhancing Professional Healthcare   Practice (EPP)														CRN										33266/32349														Level										6														Assessment   title										A Clinical/Professional Focused Report														Weighting   within module										This assessment   is worth 100% of the overall module mark.														Submission   deadline date and time 										Tuesday 11th					January 2022 by 16:00hrs														Module   Leader/Assessment set by				Leyonie Higgins   (Module Leader) T: 0161 2957136 E:					l.t.higgins@salford.ac.uk					Mary Seacole Building Floor 3 Room:   Ms 3.10														How to   submit				You should submit your report via Turnitin. When you submit your report please enter your   student roll number e.g. @00123456 as the title of the Word file. You   will access Turnitin from the EPP Blackboard site. Find out how to submit   your assignment via Turnitin here:					https://www.salford.ac.uk/skills-for-learning/home/esubmission																			Assessment   task details and instructions								You should prepare your report in a   way that could be used to present the findings to colleagues in your   clinical/professional area. Your report does not have to be a case for change   but should provide robust evidence to enable key stakeholders to consider   your findings in terms of practice development.																																						Your   Clinical/Professional Focused Report should follow the following structure:													1										Introduction 								Identify a   contemporary practice / professional issue. Present the background to the   practice/professional issue, along with the scope of the report. Provide a   rationale for your choice. 									2										Literature: - Search strategy and review 								Utilising an   Evidence Based Practice search tool (for example					Patient,					Intervention,					Comparison,					Outcome PICO) Obtain, review and analyse critically the best   available evidence to address the issue/problem including research, policies   and guidelines: inclusion/exclusion criteria; critical appraisal of   literature with the use of an appropriate tool (for example Critical   Appraisal Skills Programme - CASP) 									3										Key Findings 								Critical discussion   of key findings from identified body of literature 									4										Potential implications for practice 								Discuss the impact   of your key findings				Describe how you   are going to disseminate your findings to key stakeholders				Identify   recommendations which could be made based on your findings				Explore how these   recommendations could be facilitated or constrained from being implemented in   your practice area									5										Conclusion 								Reiterate key   points												*If you have   already completed Evidence for Enhancing Professional Practice (EEP Module),   it is important that you choose a different practice / professional issue   from the one you explored then. This will ensure your work is sufficiently   original and does not repeat elements of earlier work.																														Presentation/formatting   guidelines:																Your   student roll number should be the title of the Word file.   Do not insert your name anywhere in your assignment or on Turnitin.								Type   your essay inMicrosoft Sans Seriffont or   Verdana, size 12 or larger and fully justify your formatted text. Number all   pages. 												Use   line spacing 1.5 in the main body of your assignment and single line spacing   in your final reference list at the end of your assignment. 												Provide   a final word count (not including your final reference list) at the end of   your assignment. 												Your ‘in-text’ citations and final reference list   should be written in APA 6th					(Harvard) style. Please use the University of   Salford’s referencing handbook to avoid errors in referencing					http://www.salford.ac.uk/skills-for-learning/home/using-and-referencing-information/referencing																						Assessed   intended learning outcomes												On successful   completion of this assessment, you will be able to:												Knowledge   and Understanding				1. Identify and critically analyse   issues/problems relevant to the practitioner’s own sphere of practice				2. Identify and   critically analyse own personal and professional development in relation to   the review of a contemporary clinical practice issue				3. Identify the   best evidence to inform decision making in clinical practice with an emphasis   on quality, innovation, prevention and productivity to optimise patient care				4. Appraise a   range of evidence to answer a specified clinical issue or problem				5. Consider the   rigour, validity and applicability of the evidence reviewed and apply the   findings to issue/problem in the practitioner’s own area of clinical practice				6. Identify   facilitators and constraints to change within their own organisation and   discuss how to disseminate and implement knowledge and validate/ratify   changes effectively												Practical,   Professional or Subject Specific Skills				1. Demonstrate   the use of the range of learning technologies used to identify the best   available evidence				2. Communicate effectively with a   range of people on a range of matters using a variety of methods to promote   collaborative working				3. Communicate   personal insight into personal development needs				4. Disseminate   review findings, their impact and implementation strategies to a range of   audiences				5. Demonstrate   awareness of equity and diversity when working collaboratively with others.				6. Engage and   collaborate with peers and colleagues in relation to research and   evidence-based practice				7. Participate in   shared learning activities												Transferable   Skills and other Attributes 				1. Utilise problem solving   strategies to guide the processes involved in evidence-based practice				2. Utilise a   problem-solving approach to identify appropriate dissemination and   implementation strategies				·   3. Demonstrate motivation to manage own time to enable independent   learning				·   4. Identify learning needs in relation to research process and   evidence-based practice				·   5. Engage with peers in relation to research process and   evidence-based practice				·   6. Critically reflect on the extent to which development needs have   been met to influence future development needs																														Module   Aims 				Critically evaluate evidence retrieved in relation to their   chosen topic				Explore the possible impact of the review findings on   professional practice				Evaluate methods of disseminating of evidence				Evaluate methods of implementing evidence in professional   practice				Critically evaluate own learning in relation to clinical   decision making within health care organisations																						Word   count				Your report should be no more than 4000 words. Your final   reference list does not form part of the word count, but your ‘in-text’   citations do form part of the word count																						Penalties   for exceeding word count								You   must get as close to the word limit as possible.In accordance with the University’s Assessment and   Feedback policy, if you do not adhere to the word count, assessors may   determine that the task has not been completed in accordance with   instructions and reflect this in the mark awarded.																																						Feedback   arrangements				Please access the ‘My Grades’   tab in the EPP Module BB site																	Submission of FORMATIVE work:										Wednesday 10th						November by   16:00hrs					You can expect to receive feedback   for your formative work on:						Formative Feedback submission: Wednesday 17th						November by 16:00hrs												You can expect to receive feedback and interim marks for your   summative written report on Tuesday 1st					February 2022														Support &   Academic supervision arrangements				There are two timetabled Group   supervision sessions within the module. During these sessions you will be   expected to present and discuss your report with your peer group who will   provide you with constructive feedback. These sessions will be facilitated by   an academic member of staff. 				Formative supervision: You can   submit 800 words through Turnitin 				·   400   words to: Present the background to the practice/professional issue				·   400   words to: Critically appraise one piece of literature with the use of an   appropriate tool (for example Critical Appraisal Skills Programme - CASP) 												askUS				The University   offers a range of support services for students through					askUS. 				Good   Academic Conduct and Academic Misconduct				Students are   expected to learn and demonstrate skills associated with good academic   conduct (academic integrity). Good academic conduct includes the use of clear   and correct referencing of source materials. Here is a link to where you can   find out more about the skills which students require					http://www.salford.ac.uk/skills-for-learning.									Academic Misconduct is an action which may give you an   unfair advantage in your academic work. This includes plagiarism, asking   someone else to write your assessment for you or taking notes into an exam.   The University takes all forms of academic misconduct seriously. You can find out how to avoid academic   misconduct here																					https://www.salford.ac.uk/skills-for-learning										.												Assessment   Information				If you have any   questions about assessment rules, you can find out more					here. 												Personal   Mitigating Circumstances				If personal   mitigating circumstances may have affected your ability to complete this   assessment, you can find more information about personal mitigating   circumstances procedure					here. 																												Programme   Leader/Student Progression Administrator				If you have any   concerns about your studies, contact your Programme Leader (Leyonie Higgins   or Helen Franks) or your Student Progression Administrator (Neil Williams). All   contact details can be found on the BSc (Hons) Nursing Programme BB site														Assessment   Criteria				Marks for your assignment will be allocated based on   Level 6 Grade Descriptors. There are five grade descriptors that contribute   to your overall final mark: 												·   Knowledge,   understanding, application				·   Academic   writing				·   Structure				·   Evidence				·   Referencing												You should consult the EPP   Blackboard Module site for detailed grade mark descriptors.														In Year   Retrieval Scheme				Your assessment   is not eligible for in year retrieval																						Reassessment				If you fail your   assessment, and are eligible for reassessment, you will need to resubmit on   or before Tuesday 20th					April 2021. For students with accepted   personal mitigating circumstances, this will be your replacement assessment   attempt. Students should be aware that   there is no late submission period at reassessment (this includes those   students who have an accepted PMC request from a previous attempt).												The reassessment   assessment is the same as the original summative assessment task

Insha · Accepted Answer

Running Head: ENHANCING PROFESSIONAL HEALTHCARE PRACTICE (EPP)	1
ENHANCING PROFESSIONAL HEALTHCARE PRACTICE (EPP) 			18
ENHANCING PROFESSIONAL HEALTHCARE PRACTICE (EPP)
Table of Contents
Background to Professional Issue related to Heart Failure	3
Heart Failure and its recognition as a public health issue	3
Heart Failure in UK practices	3
A brief understanding of Heart failure diagnosis and its restraints	4
The prevalence to the UK and its classification as an “epidemic”	4
NHS and the lack of NHS structure in UK	4
Critical Appraisal using CASP Tool	5
Introduction	6
Literature Review	6
Adverse Reactions	7
Risk Prediction Model	8
Research Scope	9
Key Findings	11
Seattle Heart Failure Model	12
Frankenstein et al.’s Model	12
Risk Prediction Model	13
Implications	14
Conclusion	17
References	18
Background to Professional Issue related to Heart Failure
The most effective therapy of heart failure (HF) necessitates a precise prognostic evaluation. There are several prognostic models available. The goal was to find research that looked at the use of risk prediction models for mortality in ambulatory HF patients. Further, it will discuss their clinical utility and characterise their performance. 
Heart failure has a very varied yearly death rate and understanding patient prognosis is critical for making educated decisions regarding treatment regimens for heart failure. Existing survival risk-prediction models require attributes that limit either their usefulness or make parameter estimation challenging. Based on all clinical factors gathered from the electronic health record, Study offered a novel model to predict the probabilistic survival score following HF diagnosis (EHR). 
Heart Failure and its Recognition as a Public Health Issue
In developed nations with ageing populations, heart failure is widely recognised as a public health issue. Any attempt to characterise the prognosis, epidemiology and aetiology, of heart failure must account for the difficulty in describing exactly what heart failure is. National, state and local public health authorities have a specific obligation to respond to this appeal.
Atherosclerosis and high blood pressure have resulted in a significant CVD burden in terms of economic and social expenses, mortality and disability,. This load is expected to rise substantially due to the changing age structure of the Population of the UK, as well as other reasons such as the increased epidemic of diabetes and obesity.
Heart Failure in UK Practices 
Interdisciplinary collaboration has improved outcomes in heart failure in the United Kingdom, but there is still space to increase multidisciplinary team (MDT) service and incorporate them more thoroughly into healthcare systems. The Department of Health and Social Care, on the other hand, has issued a strategy document on improving heart disease outcomes: The use of aldosterone antagonists, ACE inhibitors and beta-blockers is still ineffective. Improved usage of these medications has the potential to minimise heart failure-related hospitalizations and fatalities.
A Brief Understanding of Heart Failure Diagnosis and its Restraints 
Your doctor will do a physical examination and gather a medical history to determine heart failure. Your doctor will also look to determine whether you have any heart failure risk factors. Magnetic resonance, Electrocardiograms and stress tests are examples of tests that can reveal your heart's state.
A dye (contrast) may be used in a cardiac MRI to help the arteries show up more clearly on an X-ray. A coronary angiography is a procedure in which a catheter is placed into a blood artery, commonly in the groin. A myocardial biopsy includes introducing a flexible cable into a vein and extracting tiny fragments of heart muscle.
The Prevalence to the UK and its Classification as an “Epidemic” 
In CHF, a vast variety of factors may be evaluated with the goal of identifying patients who are at higher risk and could benefit from extra treatment measures. An epidemic strikes or affects a large number of people in a community at the same time — therefore, by that definition; heart failure is currently an epidemic. According to recent estimates, there are 26 million individuals with heart failure globally, with more than half a million people living with the condition in the United Kingdom alone (Nagai et al., 2018).
NHS and Lack of NHS Structure in UK
  NHS executives in England are advocating for reforms to the regulation and structure of the healthcare system. The reforms are intended to encourage collaboration across services and organisations and they may result in the elimination of certain NHS agencies and the creation of new area-based authorities. Encourage cooperation is a good idea, but the potential advantages of the proposed new system may be exaggerated and the hazards of reorganisation may be minimised. As the country recovers from the epidemic, NHS leaders and the government have a lengthy list of policy goals and a significant structural reorganisation of the healthcare system should not be one of them.
Critical Appraisal using CASP Tool
The literature review has been given on Evaluating risk prediction models for adults with heart failure: A systematic literature review. The capacity to anticipate risk helps healthcare practitioners to suggest, which patients might benefit the most from various medicines and it is crucial to payers' expectations for clinical and economic value to be justified (Di Tanna, Wirtz, Burrows & Globe, 2020).
The authors did a comprehensive literature analysis to (1) identify HF risk-prediction models, (2) analyse statistical methodology and amount of validation, (3) identify common factors and (4) assess risk of bias to understand the robustness of risk prediction models better for heart failure (HF) (ROB).
(Refer to the attached CASP Tool PDF for the entire paper’s analysis)
Introduction
Heart failure is a chronic condition that has a high morbidity and mortality rate, as well as an increasing prevalence and rising healthcare expenses. Patient care is complicated by older patients, various comorbidities and diverse patterns of disease development (Voors et al., 2017). The influence of these elements and their interconnections is yet unknown, making it challenging to predict patients' clinical outcomes.
The primary cause of morbidity and death is cardiovascular disease (CVD). The predictive performance of various CVD risk prediction systems is typically moderate. This paper looked at a study that looked at the potential utility of utilising machine learning to create CVD risk prediction models. Risk forecasts can be improved using data-driven strategies based on machine learning (ML). In this study, author focus on the clinical application of the ML approaches rather than the computational features of the methods.
Literature Review 
With an estimated 26 million individuals dealing with this chronic health condition, heart failure has quickly become a worldwide health problem. There are several HF phenotypes, which are frequently defined by the function of the left ventricle's ejection fraction. The ageing population is predicted to increase the global prevalence and incidence of HF in the future years.
There are few treatments tailored to people with HFpEF (e.g., diuretics, revascularisation for ischemia, blood pressure management), although data suggests that these pharmacologic interventions increase survival (Voors et al., 2017). This paper reviews the literature (CASP) of the existing economic modelling techniques for HF.
Looking closely at the basic modelling specifications and structures, as well as crucial elements recorded in previous research. It is aimed, in particular, to offer an update on the current research after the paper that analysed data up to June 2020. Additionally, Individuals with persistent heart failure are more likely to be hospitalised (CHF). CHF is the main cause of hospitalisation in persons over the age of 65. 
Rehospitalisation rates in people with CHF have been shown to be lower when chronic care management programmes with multidisciplinary teams are used. Patients who had previously been hospitalised for CHF but never been admitted had a 25% lower case fatality rate than those who had previously been admitted to hospital, according to Goldstein, Navar, Pencina and Ioannidis (2017).
Prognosis estimations may be used by physicians to determine the kind and timing of additional tests or therapy, such as heart transplantation and mechanical circulatory support. Accurate prognostication may minimise delays in proper overtreatment of low-risk patients or treatment of high-risk patients. Prognosis knowledge also aids in the design of randomised trials and the investigation of subgroup effects.
Moreover, Prognostic models are increasingly being used by physicians, researchers and clinicians to predict unfavourable outcomes in patients with heart failure (HF), but they must be reliable and generalisable. Models may be erroneous due to model assumption violations, over fitting and derivation from unrepresentative cohorts, inadequate or missing data.

Assessment Information/Brief 2021/22 To be used for all types of assessment and provided to students at the start of the module. Information provided should be compatible with the detail contained in...

Assessment Information/Brief 2021/22

Enhancing Professional Healthcare Practice (EPP)

Tuesday 11^th
January 2022 by 16:00hrs

Answer To: Assessment Information/Brief 2021/22 To be used for all types of assessment and provided to students...

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Module title	Enhancing Professional Healthcare Practice (EPP)
CRN	33266/32349
Level	6
Assessment title	A Clinical/Professional Focused Report
Weighting within module	This assessment is worth 100% of the overall module mark.
Submission deadline date and time	Tuesday 11^th January 2022 by 16:00hrs
Module Leader/Assessment set by Leyonie Higgins (Module Leader) T: 0161 2957136 E: [email protected] Mary Seacole Building Floor 3 Room: Ms 3.10
How to submit You should submit your report via Turnitin. When you submit your report please enter your student roll number e.g. @00123456 as the title of the Word file. You will access Turnitin from the EPP Blackboard site. Find out how to submit your assignment via Turnitin here: https://www.salford.ac.uk/skills-for-learning/home/esubmission
Assessment task details and instructions You should prepare your report in a way that could be used to present the findings to colleagues in your clinical/professional area. Your report does not have to be a case for change but should provide robust evidence to enable key stakeholders to consider your findings in terms of practice development. Your Clinical/Professional Focused Report should follow the following structure: 1 Introduction Identify a contemporary practice / professional issue. Present the background to the practice/professional issue, along with the scope of the report. Provide a rationale for your choice. 2 Literature: - Search strategy and review Utilising an Evidence Based Practice search tool (for example Patient, Intervention, Comparison, Outcome PICO) Obtain, review and analyse critically the best available evidence to address the issue/problem including research, policies and guidelines: inclusion/exclusion criteria; critical appraisal of literature with the use of an appropriate tool (for example Critical Appraisal Skills Programme - CASP) 3 Key Findings Critical discussion of key findings from identified body of literature 4 Potential implications for practice Discuss the impact of your key findings Describe how you are going to disseminate your findings to key stakeholders Identify recommendations which could be made based on your findings Explore how these recommendations could be facilitated or constrained from being implemented in your practice area 5 Conclusion Reiterate key points If you have already completed Evidence for Enhancing Professional Practice (EEP Module), it is important that you choose a different practice / professional issue from the one you explored then. This will ensure your work is sufficiently original and does not repeat elements of earlier work. Presentation/formatting guidelines:* Your student roll number should be the title of the Word file. Do not insert your name anywhere in your assignment or on Turnitin. Type your essay inMicrosoft Sans Seriffont or Verdana, size 12 or larger and fully justify your formatted text. Number all pages. Use line spacing 1.5 in the main body of your assignment and single line spacing in your final reference list at the end of your assignment. Provide a final word count (not including your final reference list) at the end of your assignment. Your ‘in-text’ citations and final reference list should be written in APA 6^th (Harvard) style. Please use the University of Salford’s referencing handbook to avoid errors in referencing http://www.salford.ac.uk/skills-for-learning/home/using-and-referencing-information/referencing
Assessed intended learning outcomes On successful completion of this assessment, you will be able to: Knowledge and Understanding 1. Identify and critically analyse issues/problems relevant to the practitioner’s own sphere of practice 2. Identify and critically analyse own personal and professional development in relation to the review of a contemporary clinical practice issue 3. Identify the best evidence to inform decision making in clinical practice with an emphasis on quality, innovation, prevention and productivity to optimise patient care 4. Appraise a range of evidence to answer a specified clinical issue or problem 5. Consider the rigour, validity and applicability of the evidence reviewed and apply the findings to issue/problem in the practitioner’s own area of clinical practice 6. Identify facilitators and constraints to change within their own organisation and discuss how to disseminate and implement knowledge and validate/ratify changes effectively Practical, Professional or Subject Specific Skills 1. Demonstrate the use of the range of learning technologies used to identify the best available evidence 2. Communicate effectively with a range of people on a range of matters using a variety of methods to promote collaborative working 3. Communicate personal insight into personal development needs 4. Disseminate review findings, their impact and implementation strategies to a range of audiences 5. Demonstrate awareness of equity and diversity when working collaboratively with others. 6. Engage and collaborate with peers and colleagues in relation to research and evidence-based practice 7. Participate in shared learning activities Transferable Skills and other Attributes 1. Utilise problem solving strategies to guide the processes involved in evidence-based practice 2. Utilise a problem-solving approach to identify appropriate dissemination and implementation strategies · 3. Demonstrate motivation to manage own time to enable independent learning · 4. Identify learning needs in relation to research process and evidence-based practice · 5. Engage with peers in relation to research process and evidence-based practice · 6. Critically reflect on the extent to which development needs have been met to influence future development needs
Module Aims Critically evaluate evidence retrieved in relation to their chosen topic Explore the possible impact of the review findings on professional practice Evaluate methods of disseminating of evidence Evaluate methods of implementing evidence in professional practice Critically evaluate own learning in relation to clinical decision making within health care organisations
Word count Your report should be no more than 4000 words. Your final reference list does not form part of the word count, but your ‘in-text’ citations do form part of the word count Penalties for exceeding word count You must get as close to the word limit as possible.In accordance with the University’s Assessment and Feedback policy, if you do not adhere to the word count, assessors may determine that the task has not been completed in accordance with instructions and reflect this in the mark awarded.
Feedback arrangements Please access the ‘My Grades’ tab in the EPP Module BB site Submission of FORMATIVE work: Wednesday 10^th November by 16:00hrs You can expect to receive feedback for your formative work on: Formative Feedback submission: Wednesday 17^th November by 16:00hrs You can expect to receive feedback and interim marks for your summative written report on Tuesday 1^st February 2022
Support & Academic supervision arrangements There are two timetabled Group supervision sessions within the module. During these sessions you will be expected to present and discuss your report with your peer group who will provide you with constructive feedback. These sessions will be facilitated by an academic member of staff. Formative supervision: You can submit 800 words through Turnitin · 400 words to: Present the background to the practice/professional issue · 400 words to: Critically appraise one piece of literature with the use of an appropriate tool (for example Critical Appraisal Skills Programme - CASP) askUS The University offers a range of support services for students through askUS. Good Academic Conduct and Academic Misconduct Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning. Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously. You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning . Assessment Information If you have any questions about assessment rules, you can find out more here. Personal Mitigating Circumstances If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here. Programme Leader/Student Progression Administrator If you have any concerns about your studies, contact your Programme Leader (Leyonie Higgins or Helen Franks) or your Student Progression Administrator (Neil Williams). All contact details can be found on the BSc (Hons) Nursing Programme BB site
Assessment Criteria Marks for your assignment will be allocated based on Level 6 Grade Descriptors. There are five grade descriptors that contribute to your overall final mark: · Knowledge, understanding, application · Academic writing · Structure · Evidence · Referencing You should consult the EPP Blackboard Module site for detailed grade mark descriptors.
In Year Retrieval Scheme Your assessment is not eligible for in year retrieval
Reassessment If you fail your assessment, and are eligible for reassessment, you will need to resubmit on or before Tuesday 20^th April 2021. For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt. Students should be aware that there is no late submission period at reassessment (this includes those students who have an accepted PMC request from a previous attempt). The reassessment assessment is the same as the original summative assessment task