NURSING 7100OL - Knowledge Translation

Online - Semester 2 - 2016

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.

  • General Course Information
    Course Details
    Course Code NURSING 7100OL
    Course Knowledge Translation
    Coordinating Unit Adelaide Nursing School
    Term Semester 2
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact Online
    Available for Study Abroad and Exchange N
    Restrictions Available to M.NursSc 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 Staff

    Course Coordinator: Ms Tiffany Conroy

    Course Coordinator: Tiffany Conroy
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
  • Learning Resources
    Required Resources
    Havery, 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 Resources
    Rycroft-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.
    Online Learning
    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.

    UNIFIED is your one-stop shop for email, calendar, MyUni and Access Adelaide. It even allows you to search the Library.
    UNIFIED is available to all active students; with a single login you can access your student systems and personal information through a central website. Login with your Student ID ("a1234567") and Password.

    For more information, including easy to follow instructions visit

    Library Resources
    Help for Nursing Students
    The University of Adelaide Library has a website to help nursing students use the library and its resource (

    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 (
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be delivered through the Flexible Learning Mode through prescribed reading, access to pre-recorded lecture material and a face to face tutorial.

    A series of readings and activities are presented and you are advised to follow carefully what is required of you to complete. You will be expected to undertake a substantial program of reading and reflection. A number of articles have been prescribed and these are contained in the Reader that forms part of the materials for this course. However, in developing your clinical audit proposal you will also need to source articles relevant to your practice setting and we encourage you to become familiar with accessing materials from the library, databases and the Internet.

    During the course there will be a tutorial to provide opportunity for discussion about course content and the assessments. The tutorial provides an opportunity for students to discuss the course content material and potential audit topics and all students are strongly advised to attend. For those unable to attend a recording will be made available via MyUni.

    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 8-10 hours of study a week to successfully complete this course. This includes reading, completing activities, attendance at the tutorial and listening to pre-recorded material. 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 Summary
    Introduction to Knowledge Translation (KT)
    Evidence to Inform Practice
    The Context in which we Practice and Facilitating Change,
    Clinical Audit Overview and Proposal
    Clinical Audit: Data Collection
    Clinical Audit: Evaluating the Evidence
    Clinical Audit: Writing an Audit Report
    Taking action: Planning and Implementation
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Online Quiz Formative 0%
    Learning journal Summative/formative 30% Describe the underlying principles of knowledge translation.
    Examine an area in nursing practice where there is a knowledge translation gap.
    Clinical Audit Proposal Summative 40% Analyse the steps taken to address a knowledge translation gap.
    Design a clinical audit intended to assess evidence use in the clinical setting.
    Portfolio of activities Summative 30% Evaluate potential barriers to the translation of knowledge into practice and ways in which they can be addressed.
    Assessment Detail
    Online quiz
    The student is required to complete an advanced grammar and cohesive writing quiz

    Learning journal

    The student will document their reflections on and engagement with the concepts of knowledge translation covered in this course.

    Clinical Audit Proposal
    The student is required to provide a clinical audit question in relation to a knowledge translation gap and develop a proposal to address this. The format of the audit proposal should address four main areas:
    • Introduction and Background
    • Audit question or purpose
    • Audit topic/background
    • Methods
    The student must also identify a standard document that informs what care should be occurring.

    Portfolio of activities
    An analysis of barriers and facilitators which impact on clinical practice change will be undertaken, with reference to current peer reviewed literature and using the audit proposal as an example.
    Assessments, 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

    An assessment submitted via MyUni must be submitted as a .doc, .docx, .ppt, .pptx or .rtf file. MyUni stamps all the other details against your filename once you submit your assessment.

    When submitting your assessments via MyUni you are bound by the Statement of Acknowledgment of Original Work. For more information go to the Academic Honesty Policy

    If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8313 3000.
    Course Grading

    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.

    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 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.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    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 ( 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 Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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