Study Guide

Objective

After completing the course, the student is able to:
- Develop knowledge and understanding of the principles of evidence-based practice
- Develop the ability to produce portfolio evidence to underpin practice
- Identify and analyze problems related to social and health care practices
- Apply systematic method of critical thinking
- Apply new knowledge and insight grated from evidence-based practice
- Demonstrate the ability to use evidence while analyzing new situation (application of evidence)

Content

- Critical thinking theories
- Decision-making process
- Types of evidence
- Critical approach to searching evidence form different sources
- Applying evidence into change process

Location and time

on WebEx

Materials

Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nursing, 20(1), 1–8. https://doi.org/10.1186/s12912-020-00522-x


Chan, R., Gardner, G., Webster, J., & Geary, A. (2010). Building research capacity in the nursing workforce: the design and evaluation of the nurse researcher role. Australian Journal of Advanced Nursing, 27(4), 62–69.

Geddis, R. A., Errington, L., Abley, C., Wassall, R., Exley, C., & Thomson, R. (2021). Enhancing shared and surrogate decision making for people living with dementia: A systematic review of the effectiveness of interventions. Health Expectations, 24(1), 19–32. https://doi.org/10.1111/hex.13167

Hoffmann, T., Gibson, E., Barnett, C., & Maher, C. (2021). Shared decision making in Australian physiotherapy practice: A survey of knowledge, attitudes, and self-reported use. PLoS ONE, 16(5), 1–12. https://doi.org/10.1371/journal.pone.0251347

Parvan, K., Hosseini, F. A., Jasemi, M., & Thomson, B. (2021). Attitude of nursing students following the implementation of comprehensive computer-based nursing process in medical surgical internship: a quasi-experimental study. BMC Medical Informatics & Decision Making, 21(1), 1–12.
Tagney, J., & Haines, C. (2009). Using evidence-based practice to address gaps in nursing knowledge. British Journal of Nursing, 18(8), 484–489. https://doi.org/10.12968/bjon.2009.18.8.41811

critical thinking, critical reasoning, and clinical judgment?
http://www.elsevieradvantage.com/samplechapters/9781437727760/9781437727760.pdf

Clinical judgment- en essential tool in the nursing process
http://www.infiressources.ca/fer/Depotdocument_anglais/Clinical_Judgement%E2%80%93An_Essential_Tool_in_the_Nursing_Profession.pdf

Teaching methods

lectures, students independent work ans mandatory seminar

Employer connections

project in clinical environment

Exam schedules

autumn 2021

Student workload

27 hours = 1 ECTS credit

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Criteria for evaluation of the written exam:
The student has a superficial knowledge of the subject (by heart reading)

Assessment criteria for assignment:
The student has followed the instructions and his/hers knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential. The student shows insufficient knowledge about the other students' assignments. The student has followed the instructions for assignment. She/he have a deficient knowledge of the substance also touching the essential

Assessment criteria, good (3)

Criteria for evaluation of the written exam
The student can explain the literature, reflect and motivate his/her views

Assessment criteria for assignment:
The student has followed the instructions for the assignment and shows insufficient knowledge about the other students' assignments. The student has mastered the substance of his work, but the application is limited

Assessment criteria, excellent (5)

Criteria for evaluation of the written exam:
The student shows in her/his answer an in-depth knowledge and maturity beyond the traditional

Criteria for evaluation of assignment individually or in groups:
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and can lead a discussion at the possible seminar. The assignment and the possible role as an opponent show something out of the ordinary (technical execution, oral presentation, mature reflections, independent working methods)
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and lead a discussion at the possible seminar

Assessment methods and criteria

0-5

Qualifications

No prerequisites