Part B of the Report:

Part B 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 B of the Report.

The second part of this document provides a template that you should use in order to begin and then complete this task. Again, the first two pages are content related to good group work this must be completed, but is not assessed.

Part B of the Report

In Part B of the Report, you must write the second section of this report. That section is to be entitled Section 2: Evidence in EBP.

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 tables), but it may well be longer depending on presentation and group size;Be double-spaced and in size 12 font (for submission as Part B so you can receive feedback!);

Address the sub-titles/topics provided in the template below;

Draw from the academic readings that are provided to you in VU Collaborate 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

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 B: Evidence in Evidence-Based Practice

General points:

You can start a new Google Doc for Part B, or you can add this to the bottom of your Google Doc with Part A on it. In either case, if you want to use this template, cut and paste it into your Google Document (or similar).

Again, read and utilise the information in red below. But, make sure you remove it from your submitted version and reformat your work so it isnt red!

The readings below available in VU Collaborate are useful resources for Part B of the Report. Both are available through our VU Collaborate site.

Erikson, S., Hodgkin, S., Karasmanis, S., & Murley, G. (n.d.). Research and Evidence in Practice. La Trobe University. Retrieved 16 March 2022, from https://library.latrobe.edu.au/ebureau/pdf/Research-evidence-in-practice.pdf.

Straus, S. E., Glasziou, P., Richardson, W. S., & Haynes, R. B. (2019). Evidence-based medicine: How to practice and teach EBM. Elsevier, pp. 35-49.

However, in this part of the report you have a greater responsibility to source academic literature for yourselves!

Subsection 2.1: Closing the evidence-practice gap

Example topics (covered in Session 4):

What is it?

Causes of the evidence-practice gap

Closing the evidence-practice gap

Subsection 2.2: Original Research Studies - The foundations of evidence

Example topics (covered in Sessions 5 and 6):

What are original research studies, how are they produced and by whom?

What makes one study higher in quality than another?

What types of research studies are there?

What are their different purposes?

What are their strengths and weaknesses?

Subsection 2.3: Secondary evidence resources making evidence accessible for practitioners

What are secondary evidence resources, how are they produced and by whom?

What makes a good secondary evidence resource better than original research studies?

What are to systematic reviews and clinical practice guidelines?

What are the purposes of these resources?

What are the strengths and weaknesses of these resources?

Examples of each?

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.