Hi, I have submitted my assessment3..of CRITICAL APPRAISAL OF EVIDENCE .. all the details of my easy is in the outline, the recommended References are also given.The template also provided.It should be 1200 words. If any confusion please let me know. Will appreciate if the outline and the RUBRIC requirement are followed.REF APA 6th edition..If any other requirements will update.
Page 1 of 3 Title page Student Name: HLSC122 Semester 1, 2018 Assessment 3: Critical appraisal of evidence Word count: Introduction: approximately 120 words (10%) Body: Full reference using APA format PART A Authorship Research questions Research design Research methods Results PART B Conclusion: approximately 120 words (10%) References Minimum x four (4) Student name/student number Microsoft Word - HLSC122 Assessmnet 3 Scenario Stroke Rebillitation_FINAL_V2 HLSC122: Evidence for Practice Semester 1, 2018 Assessment 3 Scenario, clinical question & research paper for critical appraisal STROKE REHABILITATION Your Aunt Sue‐Anne (67yrs) had a stroke six months ago, and currently lives alone in a two‐ bedroom town house. Prior to the stroke, Sue‐ Anne, a retired school teacher, was independent, loved to play bowls and was heavily involved in fund raising activities for homeless people. After a period of intensive rehabilitation therapy Sue‐Anne was discharged and could ambulate with the aid of a walking stick. However, since returning home, your aunt has reported feeling despondent about her recovery. She conveys to you that her “rehabilitation needs are not being met”, and that she is finding it harder to perform some of her usual activities of daily living (i.e. showering, cleaning, shopping, cooking). Given your aunt’s concerns, you feel concerned about her wellbeing and you want to find out if there is anything further you can do to help your Aunt. You found a research paper on the topic and now you need to critically appraise the research study. Clinical question How may a caregiver effectively support a (67 year old female) family member with her activities of daily living following a stroke? Research Study Ekstam, L., Johansson, U., Guidetti, S., Eriksson, G., & Ytterberg, C. (2015). The combined perceptions of people with stroke and their carers regarding rehabilitation needs 1 year after stroke: A mixed methods study. British Medical Journal, 5(2), 1‐7. Retrieved from: http://bmjopen.bmj.com/content/5/2/e006784 Unit outline Page 1 of 25 Version: v3 FACULTY OF HEALTH SCIENCES School of Nursing, Midwifery and Paramedicine SEMESTER 1, 2018 HLSC122: Evidence for Practice NATIONAL UNIT OUTLINE Credit points: 10 Prerequisites / incompatibles: Nil National Team Leader (NTL): Sandra Leathwick (Brisbane) Lecturers in Charge (LIC): Helen Venables (Ballarat) Sandra Leathwick (Brisbane) Chitra Connell (Canberra) Dr Jacqueline Randle (Melbourne) Dr Tina Chisengantambu-Winters (North Sydney) Renee Kepert (Online) UNIT DESCRIPTION: This unit provides foundational knowledge and skills for sourcing, appraising and reflecting on literature and information sources used in the health care environment. To assist health students to deliver evidence based care, approaches to knowledge development in the health disciplines, including the generation of new knowledge, the refinement of practice and the delivery of quality care are explored. The application of research knowledge to the provision of evidence-based health care will be evaluated through a process of critical appraisal. The unit will introduce students to the concept of the 4 A’s of research – Awareness, Appreciation, Application and Ability. Students will also develop fundamental skills for accessing information by asking a question, and using that question to search for, find, and evaluate information. Skills developed in this unit will provide health students with the ability to source credible and appropriate information which they will use to build their discipline specific knowledge across their undergraduate program and take into their future practice as a health care professional. UNIT RATIONALE: It is a requirement that all healthcare professionals have the necessary skills to deliver evidence- based, critically appraised, best practice. As the practice of all health care professionals in some way relates to the wellness of others, the ability to source and critically consume relevant literature related to practice is critical for optimum outcomes. Skills developed in this unit are required to assist students to start building knowledge which will guide their future practice as a health care professional. Page 2 of 25 Version: v3 Mode: This is an on-campus unit. Attendance pattern: • One two-hour pre-recorded lecture per week (LEO) • One one-hour tutorial per week (face-to face) • One two-hour journal club (resource session) per week (face-to-face) Duration: 10 weeks You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation. LEARNING OUTCOMES On successful completion of this unit, you should be able to: 1. identify health care situations and contexts where evidence-based practice can be applied; 2. critically discuss the factors which influence the use of evidence-based practice to deliver best management practices across a range of health care settings; (GA3, 4) 3. describe the range of information sources and levels of evidence to inform health practice; (GA4, 8) 4. demonstrate foundational level skills in accessing, appreciating and applying evidence from a range of sources to inform health practice; (GA4, 8, 9) 5. apply information literacy capabilities to the construction of evidence-based practice. (GA10) GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA3 apply ethical perspectives in informed decision making GA4 think critically and reflectively GA8 locate, organise, analyse, synthesise and evaluate information GA9 demonstrate effective communication in oral and written English language and visual media GA10 utilise information and communication and other relevant technologies effectively https://www.studentportal.acu.edu.au/ACUInfo/cau/graduate-attributes https://www.studentportal.acu.edu.au/ACUInfo/cau/graduate-attributes https://www.studentportal.acu.edu.au/ACUInfo/cau/graduate-attributes Page 3 of 25 Version: v3 CONTENT Topics will include: • Identifying and accessing high-quality information o How to find current, best evidence o Sources of knowledge • 4 A’s of research (awareness, appreciation, application, ability) and their relevance to evidence-based-practice. o Awareness: Reflecting, analysing and problem-solving Critical thinking Clinical judgement (technical and situation based judgement) What is appropriate evidence? o Appreciation: Judging the appropriateness of evidence. Types of knowledge, their development and application The evidence hierarchies and using them to rank evidence o Application: using evidence in clinical practice. How evidence is used in clinical practice • The influence of evidence in guiding patient journeys through the health care system o The influence of online information and popular media on patient choices o Complementary and alternative therapies o Considering patient choices when developing evidence-based care o Ensuring quality, consistent, evidence-based care • Evidence-based health care o Identifying the need for information and evidence o The notion of best available evidence o Best practice guidelines and Clinical Practice Guidelines o Continuous quality improvement o The ethical application of evidence QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. The unit has been renamed and rewritten for the 2018 curriculum. In response to student feedback the following changes have been incorporated into the new curriculum. • The unit is now available as PASS (Peer Assisted Study Session). • Unit content available for students and tutors from orientation week. • The required text is available as an eText for purchase or through the library. The required text has in addition interactive learning platform with hundreds of practice questions, videos and animations. We have used many other supporting texts available online. • The unit outline has been refined to clarify expectations regarding assessment. • Every effort is made to ensure you receive assessment feedback in a timely manner. Page 4 of 25 Version: v3 • Unfortunately, timetabling is managed outside the School and teaching staff have little control over it. Lecture (journal club/resource session) and tutorial times are allocated at different times each semester. Lectures are pre-recorded and journal club/resource sessions are recorded live for each campus. • At the start of semester, all students are advised that responses to emails may take up to 48 hours, excluding weekends. If you need advice, please ensure you make contact ASAP to allow time for a response or arrange a consultation. • In preparation for the semester the LIC works closely with the tutors to review content. This will help check that there are no inconsistencies and they are clear about unit outline requirements. SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. PASS (Peer Assisted Study Session) Whether you are a top performer or could use some improvement, you will benefit from the skills and understanding gained from attending PASS. Senior students who have excelled in this subject facilitate PASS sessions. PASS is a voluntary program and is running alongside various units across the University. Many students each year find HLSC122 challenging, and PASS has a strong record of helping students to succeed in similar units of study. Regular attendance at PASS improves grades and decreases failure rates. The PASS timetable will be available on Tutorial Direct and the HLSC122 LEO site. The PASS classes appear as ‘PP’ in the allocation system. You will not be able to allocate to a PASS class until the first week of semester. You will be introduced to the program and given information on how to sign up for PASS in your first lecture. LEARNING AND TEACHING STRATEGY AND RATIONALE ON-CAMPUS MODE This unit requires students to undertake 150 hours of focused learning to achieve the unit learning outcomes. Learning associated with this unit incorporates face-to-face teaching activities (lectures and tutorials), online activities, preparation and generation of assessment items and self-directed study. Students are expected to take responsibility for their individual learning and to participate actively within group activities. LECTURE CAPTURE Lectures are pre-recorded and available for viewing in LEO. The journal club/resource sessions (face-to-face) will be recorded using lecture capture. These recorded sessions will be available in LEO on the student campus tile. Page 5 of 25 Version: v3 Attendance requirements of unit Attendance at all lectures and tutorials is expected. Attendance records of all tutorial classes are maintained with a minimum of 80% attendance expected. Reasons why attendance is required In tutorials, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of tutorials are at risk of not developing these essential skills. Therefore, you are strongly advised to attend a minimum of 80% of tutorial classes in this unit. Procedures