NURSING 7100 - Knowledge Translation
North Terrace Campus - Semester 1 - 2021
General Course Information
Course Code NURSING 7100 Course Knowledge Translation Coordinating Unit Adelaide Nursing School Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Online Available for Study Abroad and Exchange N Restrictions Available to M.NurSc and G.DipNurSc students only Course Description This course is designed to equip students with the knowledge and skills to access, critique and incorporate evidence into their practice with the aim of improving patient care. Students will; consider the context in which their practice occurs, use pragmatic methods of assessing where practice needs to improve and plan a practice change project through facilitating a multi-disciplinary team.
Course Coordinator: Ms Sally-Anne BessellCourse Coordinator:Sally-Anne Bessell
Phone: 08 8313 7301
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Describe the underlying principles of Knowledge Translation 2 Examine an area in nursing practice where there is a knowledge translation issue 3 Analyse the steps taken to address a knowledge translation issue 4 Design a knowledge translation project intended to assess evidence use in the clinical setting 5 Evaluate potential barriers to the translation of knowledge into practice and ways in which they can be addressed
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3,5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
Harvey, G & Kitson, A 2015, Implementing Evidence-based Practice in Healthcare: a Facilitation guide, Routledge, Oxfordshire, UK.
The readings for this course are available electronically via MyUni.
Please note: it is your responsibility to organise printing should you prefer a hard copy of the reader.
Recommended ResourcesRycroft-Malone, J, Bucknall, T, 2010, Models and Frameworks for Implementing Evidence-Based Practice: Linking Evidence to Action, Wiley-Blackwell, Chichester, United Kingdom.
Straus, S, Tetroe, J & Graham, I 2013, Knowledge Translation in Health Care: Moving from Evidence to Practice, 2nd edn, Wiley-Blackwell, Oxford. (An online verison of this text is available via the library)
Note: You are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and you are encouraged to have a look at them.
All students enrolled in a postgraduate coursework nursing program have access to the School of Nursing – Postgraduate Coursework Student Centre on MyUni. If you would like the opportunity to network with other students, you can use the Communication features in the site. This site will also feature information about the latest news and events at the School of Nursing.
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The University of Adelaide Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).
Remote student library service
The University of Adelaide Library provides a document delivery and loans service to non-metropolitan students who do not visit a University of Adelaide campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).
Learning & Teaching Activities
Learning & Teaching ModesThis course will be delivered through the Flexible Learning Mode.
Students will receive lecture notes online. In addition to lectures throughout semester there will be a workshop of approximately two hours duration conducted on campus and made available to all students online.
Each module corresponds to one week of study. A series of readings and activities are presented and you are advised to follow carefully what is required of you to complete these. You will be expected to undertake a substantial program of reading. A number of articles have been prescribed and these are contained in the reading list that forms part of the materials for this course. However, in presenting your assessments you will need to read beyond what is given and we encourage you to become familiar with accessing materials from the library, databases and the Internet.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.It is expected that you will need to spend about 12 hours of study a week to successfully complete this course. This includes reading, completing activities, attendance at the optional workshops and listening to podcasts. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.
Learning Activities SummaryIntroduction to Knowledge Translation (KT)
KT Models and frameworks - i-PARIHS
KT Models and frameworks - Knowledge to Action
KT Models and frameworks - other models
Identifying a topic for Knowledge Translation
Who is involved? - stakeholders and recipients
Context: Internal and external
Facilitation - who and how?
Examples of KT
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Online quiz Formative 0% Learning Journal Summative 30% Knowledge Translation Project Plan
This quiz will assist in meeting the required writing style for academic assignments.
This learning journal is designed to give you an opportunity to document your reflections on and engagement with the concepts of knowledge translation covered in this course.
Knowledge Translation Project Plan
You are required to develop a plan for a knowledge translation project. It is important that your topic is appropriate and feasible. This includes identifying an area of nursing practice where you believe improvement in practice is required, or a systemic issue in your workplace involving nursing in a key role. You need to briefly describe the area of practice and give a rationale for why you believe knowledge translation is required.
SubmissionAssessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/.
An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.
If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8313 3335.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.Plagiarism
Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.
Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning.
Please note: changing just a few words does not constitute paraphrasing.
Marking guide - Learning Journal
Structure and Presentation 20%
• Introduces/outlines/situates the concept,
current understanding and relevance to practice.
• The journal is structured in a logical sequence
so that the content flows (headings may be used to develop the structure of
• The journal includes at least 3 entries at
different time points.
Writing Style (5%)
• The journal is written with clear sentence
structure and the spelling and grammar are correct
• Demonstrates an understanding of the activities/discussions
chosen by identifying the main components/issues/focus of the topic area.
• Reference to an idea or fact in at least 3 of
the articles or readings cited in the first 5 weeks with explanation of your
agreement/disagreement and explanation.
• Demonstrates an understanding of quality improvement activities and how these differ from
• Evidence of critical thinking and engagement
with the learning material
• The referencing style used throughout the
paper is congruent with the Academic Manual
• The reference list is accurate, complete and
consistent with the Academic Manual
• The references cited are contemporary
• Primary references are used predominantly
• There is evidence in the paper that the
student has searched widely for information related to the topic/issue.
• The student has acknowledged all sources of
• Direct quotations are only used to make
crucial points or to support the discussion/argument
Marking guide - Knowledge Translation Project Plan
Structure and Writing Style 20%
• Introduces the
rationale for/outlines/situates the topic of the audit
• The plan is
structured in a logical sequence so that the content flows
• Provides a
detailed description of the knowledge translation project plan
• The plan is written with clear sentence structure, clarity of argument and precision of
expression and the spelling and grammar are correct
• The topic for the Knowledge Translation project is clearly stated and the characteristics
of the evidence have been described
• There is a description of the method and results of the situational analysis.
• There is a discussion of the key stakeholders and the reasons for their involvement.
• There is a discussion of the recipients of the change, and the assessment and results of
their readiness and motivation to change.
• The description of the facilitation team and the assessment and results of their experience,
skills and knowledge is complete.
• There is a discussion of the knowledge translation strategies to be used and the reasons
for their choice.
• The proposed method of evaluation for the project is described and is appropriate
• There is a description of the communication plan including the frequency and methods to be used.
• Permissions to be sought are discussed and justified.
• The referencing
style used throughout the plan is congruent with the School Style and
• The reference
list is accurate (i.e. no missing page numbers, volumes, correct title etc),
complete (i.e. no references in the body of the paper are missing from the
reference list) and consistent with the School Style and Referencing Guide
• The references cited are contemporary (i.e. less than 10 years old unless seminal papers)
• Primary references are used predominantly (i.e. the original reference has been cited
rather than a secondary source)
• There is evidence in the paper that the student has searched widely for information
related to the topic/issue
• The student has acknowledged all sources of information and any diagrams and photos are
• Direct quotations are only used to make crucial points or to support the
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.Student comments about the best aspects of this course.
Real life situation application.
It was relatively new subject for me. I was skeptical about it. Knowledge translation gives me confidence about level of my own practice.
The best aspect of this course is that it gives us plenty of time to study and understand about Knowledge Translation, which I was not aware of at all. Also doing two big assignments are manageable for people like me, who works nearly full time and a mother of a toddler and have no family support. But at the same time having a desire to learn more to provide my best in my chosen career of nursing.
Learned a new course I had no experience and knowledge in.
This course will assist and guide me to implement change in my hospital setting.
The workshop about the final assignment was very helpful. Detailed an step by step making it easier to understand and do the assignment.
Learning about something that really had me engage in the topic to really understand it.
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