TRANHLTH 7005OL - Knowledge translation: implementing evidence in practice

Online - Semester 2 - 2018

This course is the capstone course for the Master of Public Health (Translational Health Science) and provides students with an opportunity to examine current evidence related to implementation strategies and to acquire skills in the pragmatic process of assessing public health evidence and its application, engaging with multidisciplinary teams, other stakeholders and citizens/the public around practice change and implementing evidence in practice as part of quality improvement, safety and quality and practice improvement programs. The learning in this course brings together and extends the key concepts covered throughout the program in relation to public health (with particular reference to health policy and public health interventions) and translation science (specifically, the identification and implementation of evidence in practice).

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Course Details

Course Code	TRANHLTH 7005OL
Course	Knowledge translation: implementing evidence in practice
Coordinating Unit	Joanna Briggs Institute
Term	Semester 2
Level	Postgraduate Coursework
Location/s	Online
Units	12
Contact	Up to 48 hours per week
Available for Study Abroad and Exchange
Prerequisites	PUB HLTH 7074, PUB HLTH 7075, PUB HLTH 7076, PUB HLTH 7078, PUB HLTH 7081, PUB HLTH 7147HO
Assessment	Written assignment and project report

Course Staff

Course Coordinator: Dr Kylie Porritt

Course Timetable

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

Course Learning Outcomes

1. Explain the importance of different forms of evidence to inform decision-making
2. Summarize different models for the translation of evidence into practice
3. Identify areas of need for change where evidence can be implemented to improve outcomes
4. Demonstrate the ability to work with multidisciplinary teams to make decisions informed by research evidence
5. Demonstrate an understanding of the potential barriers to change and potential strategies to overcome them
6. Demonstrate leadership in evidence based practice and research
7. Discuss and examine ways of assessing and measuring impact factors associated with knowledge translation
8. Present and communicate information about research evidence and evidence based healthcare

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)	1-8
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	4-8
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	6
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1-8
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1-8

Learning Resources

Required Resources

All resources currently exist and are already available within the School of Translational Health Science and will be made available via MyUni for this course.

Recommended Resources

A range of useful readings can be found on MyUni.

Online Learning

The course content has been developed using Articulate Storyline and will be administered via the MyUni platform.
Assignments will be submitted online via MyUni or TURNITIN

MYUNI
MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is: www.myuni.adelaide.edu.au/
Login to this resource using your Username and Password. Once logged on to MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying. For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:
The Helpdesk is available for extended hours during the week or through voicemail.
Phone: (08) 8303 3000
E-mail: servicedesk@adelaide.edu.au
You are encouraged to post queries on the discussion board in addition to emailing course coordinator the questions of an academic nature (e.g., about assignments).
Learning & Teaching Activities

Learning & Teaching Modes

This course will involve a workplace implementation project, supported by a series of lectures and under the supervision of a nominated supervisor from within the School of Translational Health Science in addition to a workplace supervisor.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

This is a 12 unit capstone course equivalent to approximately 48 hours per week.

Learning Activities Summary

Module 1 (online lectures):
A short series of online lectures will be provided in the first 3 weeks of semester to provide students with the information they require to carry out their implementation project as follows:
• Introduction to evidence implementation
• Frameworks for implementation
• The role of evidence in decision making
• The role of audit and feedback
• Identifying barriers and facilitators to practice change
• Getting research into practice
• Developing a research proposal
These lectures are designed to support the project to be undertaken in Module 2.

Module 2 (capstone project):
This capstone course is the culminating academic and intellectual experience for students providing them with an opportunity to demonstrate their comprehensive understanding of the translation of evidence into practice. The course involves the conduct of an independent evidence-based workplace based implementation project related to the prevention, treatment and/or management of a disease or condition, recovery and rehabilitation or disability support.
This course builds on knowledge developed throughout the program related to evidence generation, synthesis and implementation. Students must develop a project proposal and conduct a project which includes identification of a practice area, working with a multidisciplinary team to identify a need for change, identification of relevant and appropriate evidence to support the change and the conduct of an audit and practice change process. It will encourage students to consider organisational issues, individual leadership and the importance of harnessing the knowledge and content of professional practice to achieve evidence informed decision-making. Students will develop skills in evidence transfer and change management and the ability to access knowledge, apply this in practice and lead others to use it appropriately.
This type of “authentic assessment” challenges students to use what they have learned through the program in a real-world scenario and will result in a project report as per the assessment outlined below.

Specific Course Requirements

N/A

Small Group Discovery Experience

N/A

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 Summary

Assessment task	Assessment type	Weighting	Hurdle	Learning course objective(s) being addressed
Assessment 1: Proposal	Summative	30%	no	1-4
Assessment 2: Report	Summative	70%	no	5-8

Assessment Related Requirements

N/A

Assessment Detail

Assessment 1 (Project proposal): This 3,000-word proposal, to be submitted in week 3 of the course, will provide an opportunity for feedback on the direction and breadth of the proposed project.

Assessment 2 (Project report): This 10,000-word project will involve the final summative assessment of the understanding of theoretical material and include a case study of implementing evidence/new knowledge into practice. This assessment requires students to choose a setting in which to implement an evidence base in order to improve outcomes. Students must identify a systematic review with clear implications for an area of practice (including but not limited to social, cultural, economic or environmental determinants of health and illness) and conduct an evidence based audit and feedback process to ascertain the level of compliance with the evidence. They must then undertake a process of practice change and re-audit to measure whether there has been any increase in compliance with the evidence. This study may take place in a clinical or community setting.

Submission

All assignments will be submitted online via MyUni.
Assignments will be marked and written feedback provided to students usually within 2 weeks and no later than 4 weeks after submission. Re-submission will not normally be considered.
Online formative and summative assessment quizzes will provide immediate feedback to the student.

The SPH late submission procedure will apply:
Late submission
Marks will be deducted when an assignment for which no extension has been granted is handed in late.
The procedure is as follows:
All assignments, including those handed in late, will be assessed on their merits;
For late assignments, marks will then be deducted from the mark awarded, at the rate of
5 percentage points of the total possible per day.
The School reserves the right to refuse to accept an assignment that is more than 7 days late.

Extensions
Extension must be requested no later than the last working day before an assignment is due.
Only a Course Co-ordinator may grant an extension.
Extensions will only be granted on medical or genuine compassionate grounds. Documentary supporting evidence such as a medical certificate will be required.

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.

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 (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 Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator