Evidence-Based Practice
| Module title | Evidence-Based Practice |
|---|---|
| Module code | PYC3133 |
| Academic year | 2024/5 |
| Credits | 20 |
| Module staff | Miss Eve Bampton-Wilton (Convenor) Mrs Katie Lockwood (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 1 | 5 |
| Number students taking module (anticipated) | 16 |
|---|
Module description
To effectively lead teams or inform service development, Senior Practitioners should maintain up-to-date knowledge on best research evidence, be able to translate this knowledge into practice development for their teams, and at times lead service evaluations based on appropriate methodological approaches. This module will help you appreciate a range of methodological approaches to inform these areas of practice, alongside developing competency in evaluating research evidence prior to consider implementation. However, being an evidence-based practitioner extends beyond understanding, appreciating, and evaluating research evidence. Evidence-based practice also involves appreciating the way in which patient values and clinical expertise should be appropriately balanced in practice. This collaborative approach will enable clinical practice to be tailored to meet the specific needs of patients and will enable you to consider meaningful adaptations to practice in order to accommodate the diverse needs of individual patients, as well as considering wider need and being able to inform service developments, for example to maintain effectiveness when delivering interventions, or enhancing access to identified patient populations. This module will enable you to reach the conscientious, explicit, and sagacious use of current best evidence in making decisions about the care of individual patients, evaluating, and enhancing service delivery and informing leadership.
Module aims - intentions of the module
This module will help you appreciate the core and essential features of evidence-based practice that will enable you particularly challenge the notion that it is all about directly undertaking research. The module will enable you to evaluate the evidence-base and extend your practice beyond simply adopting research based on publication. This knowledge will enhance your competency in effective team leadership, as well as provide foundations and guidance for implementing service delivery or evaluation. You will also develop and further refine competencies around performance management in relation to the evidence-base, drawing on effective measures for improvement and how to meaningfully analyse performance and support PWP’s make sense of this information.
The module will be broken into teaching days, covering the following areas:
-Fundamentals of evidence-based practice and how may this inform your practice as a Senior Practitioner and more widely within your service.
-Appreciating essentials of service evaluation, audit and research within the MRC Complex Interventions framework and utility within services.
-Evaluating evidence and research quality.
-Incorporating evidence-based practice into the Practitioner role.
-Implementation Science and how does it inform practice as an evidence-based practitioner.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Evaluate and apply common definitions of evidence-based practice into own practice.
- 2. Appreciate the way in which methodological approaches are situated within the MRC Complex interventions Framework to recognise the most appropriate one to adopt to meet evaluation or research needs.
- 3. Apply frameworks to evaluate the quality of qualitative, quantitative and mixed-methods research to inform evidence dissemination.
- 4. Evaluate resources for monitoring the evidence base and literature around low-intensity interventions.
- 5. Apply approaches espoused within Implementation Science to inform service developments.
- 6. Adapt practice to apply approach towards evidence-based practice to meet service demand.
- 7. Effectively appraise and consolidate knowledge and integrate this learning into the practitioner workforce.
- 8. Consider how patients and their values can effectively be balanced with best research evidence, to truly benefit from a patient-centered approach. Plan how patient engagement and involvement can contribute to good care.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 9. Apply the evidence base to form threads of quality and performance management and consider meaningful measures for improvement.
- 10. Utilise evidence-informed measures to conduct performance management, appreciating how to use these measures to look at helpful changes and development of clinical skills in others.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 11. Apply an understanding of evidence-based practice to identify gaps in knowledge and clinical competency and reflect on how this can be addressed in ongoing continual professional development.
- 12. Where desired, take a lead in applying concepts associated with evidence-based practice to enhance service evaluation, delivery and evaluation.
Syllabus plan
The module will run over 6 taught days, which includes a day for your presentation. It will run predominantly across the third term but with the assessed presentation day falling at the start of the new academic year, to allow sufficient time for consolidation of learning and personal reflection before assessment. Time in class will be a combination of theoretical teaching and discussion, working with case studies, skills practice and reflective groups and independent reflective practice. Module content will cover the essentials of service evaluation, audit and research to guide evidence-based practice for yourself and your service, within the MRC Complex Interventions Framework. It will help you evaluate the quality of research and evidence, utilizing Implementation Science and enable you to link this back into your Psychological Practitioner Workforce.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 36 | 164 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 15 | Lectures |
| Scheduled Learning and Teaching Activities | 9 | Seminars used to explore, debate, and reflect upon the application and dissemination of evidence-based practice |
| Scheduled Learning and Teaching Activities | 8 | Practical classes used to apply concepts associated with evidence-based practice |
| Scheduled Learning and Teaching Activities | 4 | Supervision group-based clinical skills supervision to reflect upon learning |
| Guided Independent Study | 80 | Engaging with online learning approach to prepare and read directed learning set by teaching team |
| Guided Independent Study | 30 | Independent discussion with supervisor, manager and service lead to inform proposal development. |
| Guided Independent Study | 54 | Personal and blogged reflection to develop understanding, practice and application and support course-based supervision |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written overview informing draft proposal | 500 | 1,2,3-6 | Written and informing interactive feedback session. |
| Overview of slide presentation and content | Review of draft PowerPoint slides. | 1,5-10 | Written. |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 60 | 0 | 40 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Proposal for service audit, evaluation, or research. | 60 | 2000 | 1-6, 12 | Written and informing interactive feedback session. |
| Presentation exploring way in which evidence-based practice applied into area of senior role | 40 | 20 minutes (15 presenting, 5 questions) | 1,5-11 | Written and completed marking criteria. |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Proposal for service audit, evaluation, or research. | Proposal for service audit, evaluation, or research. | 1-6, 12 | 6 weeks |
| Presentation exploring way in which evidence-based practice applied into area of senior role. | Presentation | 1,5-11 | 4 weeks |
Re-assessment notes
Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
Core reading:
-Bauer, M. S., & Kirchner, J. (2020). Implementation science: What is it and why should I care?. Psychiatry Research, 283, 112376.
-Haynes, B., & Haines, A. (1998). Barriers and bridges to evidence based clinical practice. British Medical Journal, 317(7153), 273-276.
-Rycroft�Malone, J., Seers, K., Titchen, A., Harvey, G., Kitson, A., & McCormack, B. (2004). What counts as evidence in evidence�based practice?. Journal of Advanced Nursing, 47(1), 81-90.
-Skivington K, Matthews L, Simpson S A, Craig P, Baird J, Blazeby J M et al. A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance. BMJ 2021; 374 :n2061 doi:10.1136/bmj.n2061
-Sue, S., Zane, N., Levant, R. F., Silverstein, L. B., Brown, L. S., Olkin, R., & Taliaferro, G. (2006). How well do both evidence-based practices and treatment as usual satisfactorily address the various dimensions of diversity?. In Evidence-based Practices in Mental Health: Debate and Dialogue on the Fundamental Questions. (pp. 329-374). American Psychological Association.
Wider reading:
-Centre for Evidence Based Research https://www.cebm.ox.ac.uk/resources/ebm-tools/critical-appraisal-tools
-Richards, D. & Hallberg, R.H. (2015). Complex Interventions in Health: An Overview of Research Methods. Routledge: London.
-Sartorius, N. (1996). Mental Health Service Evaluation. Cambridge: Cambridge University Press.
Additional resources to support a computer-mediated learning approach will be made available via a link from ELE. This includes additional material covered in the tutorials, the required readings, information about assessment and additional material.
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | PYC3019, PYC3020, PYC3021 |
| Module co-requisites | N/A |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 16/07/2022 |
| Last revision date | 05/09/2022 |
