Part A of the Report:
Part A of the Report:
Instructions and template
HRE1000 Evidence and Research
How to use this document
There are TWO parts to this document:
The first part of this document provides instructions that your Report Group should follow in order to complete Part A of the Report.
The second part of this document provides a template that you should use to complete this task. This template includes a page or two of group-work tables to be completed before and during work on this task.
The Report Tasks: In General
In general, the Report assessment task asks you in groups to build throughout this unit a Final Report that provides A guide to evidence-based practice for new students. You will complete and submit two sections of that report before, in the final week, compiling and submitting the Final Report itself.
Part A of the Report
In Part A of the Report, you must write the first section of this report. That section is to be entitled Section 1: An introduction to evidence-based practice.
The expectations for this piece of work are listed below. It should:
Be more than 3 pages long (not including the references page or groupwork preparation and records content), though your report may be longer;Be double-spaced and in size 12 font (for submission of Part A so you can get good feedback);Address the sub-titles/topics provided in the template below;Draw from the academic readings that are provided to you via VU Collaborate (and that are detailed again below in the template) as well as additional readings sourced by your group;Include in-text citations showing where you are referring to these readings and list the cited sources in a reference list. Follow APA 7th formatting for referencing.
Include additional content images, illustrative examples or analogies, guidance specific to VU students, etc. This additional content will be important in your Final Report and it will be one way in which you tailor this report to your audience (new first-year students from your course).
Assessment criteria
30% Mastery of content this refers to the accuracy of the content that you cover in your submission, but also to the volume and depth of the content that you aim to include.
30% Sourcing and use of academic resources this refers to how well you use academic resources to support your submission, but also the volume of resources.
20% Creativity of communication of content this refers to how often and effectively you use creative means of communicating content (such as break-out boxes, infographics, etc.)
10% Quality of writing - this refers to both the correct use of spelling, grammar and punctuation as well as using language that is appropriate to your audience.
10% Quality of referencing this refers to the accuracy of your in-text references and the entries in your reference list. Accuracy relevant to APA 7th formatting is important, but so too is consistency throughout your submission.
Groupwork tables
The following four tables must be completed and included as part of your Part A submission. They are not formally assessed, but they will help improve the quality of your group work, and they provide a mechanism to resolve conflict if issues arise.
Group members and communicationStudent Name Communication details Non-university responsibilities
This includes names obviously! but it can also provide a place to detail preferred names and pronouns.
This can include email addresses, phone numbers or social media details.
Use this field to clarify what your life outside of university is like, and when collaboration and communication are possible.
Commitment to principles and peer review
The following principles of good groupwork should guide your practice and the Buddy Check tool will allow you to review your work and that of your peers at the end of this unit.
Signature evidencing your commitment to be assessed against these principles
I will work to keep the team on track, taking responsibility for the progress of the team, not just myself. I will interact with others respectfully but critically. I will offer and accept feedback to help the group succeed. I will actively contribute knowledge and skills to the project, and develop skills and knowledge when needed. I will support the team to aim for and achieve quality outcomes in this project. I will contribute to the work of the group, helping to define and then meet expectations that others have of me. Contributions of members
Task and details Timeline for completion Person responsible Completed on time?
This table is partly about planning and partly about recording who did what. As a planning tool, this can help to distribute work fairly and to identify the order in which work should be done. Make sure:
That you are specific when detailing tasks so that it is clear what needs to be done, and;That you consider overall tasks like editing or presentation rather than just breaking the whole report into individual pieces.
Attendance and engagement
Session no. or meeting date/time Location/Zoom Attendance
This table should record who attended which classes and any out-of-class meetings or work sessions.
Part A: An introduction to evidence-based practice
The red text, here and below, is intended to guide what you include in each sub-section and to help you identify resources that you can and should use to support your knowledge and writing. All readings below are available in VU Collaborate. All red content should be removed prior to submission. Finally, dont just respond to the suggestions you must make conscious choices about what to include and why to include it.
Subsection 1.1: What is evidence-based practice and why is it important?
Some topics that you might address in this section are:
Definition
Origins
Evidence of relevance to your discipline/area of healthcare
Benefits of EBP patient, practitioner, health care system
You should be using sources OTHER than just the presentations. Those below are available via VU Collaborate, but you can find your own sources below.
Hoffmann, T., Bennett, S., & Del Mar, C. (2013). Introduction to evidence-based practice. In T. Hoffmann, S. Bennett, & C. Del Mar (Eds.), Evidence-based practice across the health professions (2nd ed., pp. 1-15). Chatswood, NSW: Elsevier.
Davidson, M. & Iles, R. (2017). Evidence-based practice in therapeutic health care. In P. Liamputtong (Ed.), Research methods in health: Foundations for evidence based practice (2nd ed., pp. 266-279). South Melbourne, Victoria: Oxford University Press.
Subsection 1.2: The four components of evidence-based practice
Some topics that you might address in this section are:
What are the four components?
Examples of each relevant to your area of practice?
You should be using sources OTHER than just the presentations. Those below are available via VU Collaborate, but you can find your own sources below.
Hoffmann, T., Bennett, S., & Del Mar, C. (2013). Introduction to evidence-based practice. In T. Hoffmann, S. Bennett, & C. Del Mar (Eds.), Evidence-based practice across the health professions (2nd ed., pp. 1-15). Chatswood, NSW: Elsevier.
Chronister, J. A., Torkelson Lynch, R., Chan, F., Rosenthal, D. A., & da Silca Cardoso, E. (2008). The evidence-based practice movement in healthcare: Implications for rehabilitation. Journal of Rehabilitation, 74(2), 6-15.
Subsection 1.3: How do practitioners find and use evidence?
Some topics that you might address in this section are:
What prompts a practitioner to use EBP and to seek the best available evidence?
What are the five steps of EBP?
You should be using sources OTHER than just the presentations. Those below are available via VU Collaborate, but you can find your own sources below.
Hoffmann, T., Bennett, S., & Del Mar, C. (2013). Introduction to evidence-based practice. In T. Hoffmann, S. Bennett, & C. Del Mar (Eds.), Evidence-based practice across the health professions (2nd ed., pp. 1-15). Chatswood, NSW: Elsevier.
Davidson, M. & Iles, R. (2017). Evidence-based practice in therapeutic health care. In P. Liamputtong (Ed.), Research methods in health: Foundations for evidence based practice (2nd ed., pp. 266-279). South Melbourne, Victoria: Oxford University Press.
Subsection 1.4: Barriers to the use of evidence in practice
Some topics that you might address in this section are:
What individual barriers limit the use of EBP?
What organisational barriers limit the use of EBP?
What features of the world of evidence limit the use of EBP?
What are the effects of these barriers in health care practice?
You should be using sources OTHER than just the presentations. Those below are available via VU Collaborate, but you can find your own sources below.
Iles, R., & Davidson, M. (2006). Evidence based practice: A survey of physiotherapists current practice. Physiotherapy Research International, 11(2), 93-103.
Lizarondo, L., Grimmer-Somers, K., & Kumar, S. (2011). A systematic review of the individual determinants of research evidence use in allied health. Journal of Multidisciplinary Healthcare, 4, 261-272.
Reference List:
The format that you must use for your referencing is APA 7th. There are supporting materials that can help you do this in our VU Collaborate shell.
