NURSING 7100EX - Knowledge Translation

Course Details

Course Code	NURSING 7100EX
Course	Knowledge Translation
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Postgraduate Coursework
Location/s	External
Units	3
Contact	Flexible delivery mode
Available for Study Abroad and Exchange	N
Restrictions	Available to M.NursSc students only
Assessment	Proposal and report

Course Staff

Course Coordinator: Dr Kate Cameron

Course Coordinator: Dr Kate Cameron
Email: kate.cameron@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

1	Describe the underlying principles of Knowledge Translation
2	Examine an area in nursing practice where there is a knowledge translation gap
3	Analyse the steps taken to address a knowledge translation gap
4	Design a clinical audit 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)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1-7
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	4
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	5
Skills of a high order in interpersonal understanding, teamwork and communication.	3
A proficiency in the appropriate use of contemporary technologies.	3-5
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	3, 5
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	3

Required Resources

Text
Straus, S, Tetroe, J & Graham, I 2013, Knowledge Translation in Health Care: Moving from Evidence to Practice, 2nd Edition, Wiley-Blackwell, Oxford.

Reader
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.

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

MyUni
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
http://unified.adelaide.edu.au/
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 https://unified.adelaide.edu.au/web/mycampus/home.

Library Resources
Help for Nursing Students
The 成人大片 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 成人大片 Library provides a document delivery and loans service to non-metropolitan students who do not visit a 成人大片 campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).

Learning & Teaching Modes

This course will be delivered through the Flexible Learning Mode.

Students will receive lecture notes online. In addition to lectures throughout semester there will be two workshops of 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. You will be expected to undertake a substantial program of reading. 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 presenting your clinical audit 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.

During the course there will be two workshops; Audit planning/protocol workshop and Analysis/reporting of audit results. The workshops will be offered in Semesters 1 and 2 for both on-campus and off-campus students. The workshop provides an opportunity for students to discuss potential audit topics and all students are strongly advised to attend. For those unable to attend, an audio capture and lecture notes from the workshops can be downloaded via MyUni.

Workload

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 Summary

Introduction to Knowledge Translation (KT),
Evidence to Inform Practice,
The Context in which we Practice,
Facilitating Change,
Clinical Audit Overview,
Clinical Audit: Data Collection,
Clinical Audit: Evaluating the Evidence,
Clinical Audit: Writing an Audit Report,
Taking action: Planning and Implementation

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	Learning Outcome(s) being addressed
Audit topic/associated standards	Portfolio item	0%	Examine an area of in the students practice where the quality of care is a concern
Clinical Audit Proposal	Summative/formative	30%	Plan, develop and undertake a clinical audit
Clinical Audit Report/Implementation Plan		70%	Analyse and interpret the results of the audit. Devise and report strategies to improve practice where required

Assessment Detail

Audit topic/associated standards
The student is required to provide a clinical audit question about an area of their nursing practice where there is a concern about the quality of care being provided. The student must also identify a standard document that informs what care should be occurring.

Clinical Audit Proposal
Develop a proposal for a clinical audit. This clinical audit proposal should outline all that you propose to do during the conduct of the audit. The format of the audit proposal should address four main areas:
• Introduction and Background
• Audit question or purpose
• Audit topic/background
• Methods

Clinical Audit Report
After completing the data collection and analysis the student is required to write up a clinical audit report including an implementation strategy.

Submission

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 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.

An Assignment Coversheet must be submitted with each assessment. The coversheet should be the first page of your assessment. A word version of the Assignment Coversheet is available to download at www.health.adelaide.edu.au/nursing/students/resources. The Plagiarism Statement must be signed and dated for your assessment to be marked (please note the details stated on the Assignment Coversheet). More information on avoiding Plagiarism is available at www.adelaide.edu.au/clpd/plagiarism/.

If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8303 3335.

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.

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 Guides
Audit Proposal

Structure and Writing Style 25%

Structure (15%)
• Introduces the rationale for/outlines/situates the topic of the audit.

• The proposal is structured in a logical sequence so that the content flows.

• Provides a detailed description of the proposed audit.

Writing Style (10%)
• The proposal is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.

Content 60%

• The audit question is clearly stated and is appropriate for the clinical setting.

• There is a discussion of the clinical practice to be audited.

• There is a discussion of the standard(s) against which practice is to be evaluated.

• The description of the population and setting is appropriate.

• Description of data collection includes what data is to be collected, the processes to be used and how the data will be recorded during the collection process.

• Proposed method of data analysis is described and is appropriate.

Referencing 15%

• The referencing style used throughout the poster is congruent with the School’s Student Handbook and Style Guide.

• 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’s Student Handbook and Style 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 all diagrams and photos are referenced.

• Direct quotations are only used to make crucial points or to support the discussion/argument.

Clinical Audit Report and Implementation Plan

Structure and Writing Style 25%

Structure (15%)
• The student provides a clear, succinct introduction that presents the audit topic.

• The introduction/background situates the clinical audit within the area of interest and describes the clinical practice that was audited.

• The purpose of the clinical audit is clearly indicated.

• Key definitions and concepts are outlined and underlying assumptions are delineated.

• There is a succinct conclusion that summarises the major issues of the audit.

Writing Style (10%)
• The report is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.

Content 60%

• The audit design is clearly described including the audit question(s), study setting, the sample, audit tool, data collection techniques and data analysis techniques.

• Any ethical considerations are discussed.

• Results are clearly and logically presented.

• Data are used to support the findings of the audit.

• The significance and implications of the findings of the audit to nursing practice are discussed.

• The plan for implementing necessary changes is outlined.

• The potential limitations to the clinical audit have been identified where appropriate.

Referencing 15%

• The referencing style used throughout the poster is congruent with the School’s Student Handbook and Style Guide.

• 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’s Student Handbook and Style 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 all diagrams and photos are referenced.

• Direct quotations are only used to make crucial points or to support the discussion/argument.

Final results for this course will be made available through .

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.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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