CSH484 Applying Research in Practice 2
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | CSH484 |
|---|---|
| Prerequisite(s): | CSH474 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,488 |
Unit Outline: Semester 2 2024, Gardens Point, Internal
| Unit code: | CSH484 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | CSH474 |
| Coordinator: | Annalese Semmler | annalese.semmler@qut.edu.au |
Overview
This is a final semester (capstone) unit that brings reflection and focus on evidence based practice, research, and the provision of effective care. It utilises the skill sets that were introduced in CSH474 and further develops these research skills providing approaches to publishing data and obtaining research funding. This unit extends from previous units that have introduced research methodology (CSH474) and have incorporated research projects and data acquisition (e.g. QUM placement project CSB471). It also aligns with activities run in adjacent units (CSH488) to provide additional support in research methodology. Research skills are a registerable competency in your future role as a pharmacist, so this unit provides opportunities for you to refine your critical evaluation skills to address knowledge gaps, identify areas for innovation and advances in practice.
Learning Outcomes
On successful completion of this unit you will be able to:
- Use knowledge of safe and effective research skills to analyse, synthesise and evaluate the evidence base for a research plan
- Defend research methods and data to specialist and non-specialist audiences.
- Apply research findings to inform future directions of practice for pharmacies and/or pharmacists.
- Appraise and integrate evidence to develop future research directions.
Content
Through workshops, online collaboration boards, the following will be discussed:
- Application of concepts of research in professional practice
- The implications of focused research and research findings, and critical evaluation of research data
- Implications and appproaches for disseminating research findings for practice
- Ethical approval, evidence based practices, study design and statistical analyses of data
- Formulating research questions with the aims of devloping future reseach projects.
Learning Approaches
This unit will prepare you for the research project you will conduct during your placement experience. It will provide opportunities for you to develop your skills to synthesise creative thinking, critical thinking and advanced clinical knowledge to design an innovative, individual research project.
The content presented for this unit may be presented in face to face sessions, via video-conferencing, or recorded online medium through Canvas.
Feedback on Learning and Assessment
Pre-submission feedback (formative) will be provided to students during the workshop time. To maximise the value of the feedback, students will be expected to submit drafts that the teaching team will then provide face-to-face feedback on.
Post submission feedback will be provided for both assessment tasks. The feedback provided for the first assessment task (EOI) will help students to complete the final assessment task.
Assessment
Overview
This is a short teaching semester - see Canvas for details. The assessment items are situated across the semester to provide feedback on your learning. There are two pieces of assessment to be completed in this unit. Each task is designed to assess particular learning outcomes. Assessment items are designed to measure your learning and achievement of the stated learning outcomes for this unit. The goal of Assessment 1 is to enable you to provide a brief outline of your research idea and obtain feedback. In Assessment 2 you will utilise the feedback to refine and further develop your ideas.
A satisfactory performance (greater than 50%) in the combined assessment tasks is required to obtain a passing grade for this unit.
You may be required to electronically submit all written assignments for content matching checks.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation
Acting as a researcher, you will present a 3 min research EOI (expression of interest) to a grant panel member (one of the teaching team) to pitch your proposed research idea for "funding". This pitch will include a brief background to provide context to the project and the gap that you are aiming to address, your research question, aim/s and objectives, a brief overview of the type of method you would use and the significance of your project. You may use a small number of slides (3 maximum) to assist in your pitch. You will be required to address any questions asked by the panel member about your proposed research idea. You will also be required to supply a one-page summary of this information to the panel before the presentation date. The date of submission for this summary can be found in canvas.
Assessment: Proposal
Acting as a researcher, you will expand on the information and feedback that you received in your EOI (assessment 1) to develop a proposal for a research idea for a grant funding body. In this written proposal, you will be asked to further develop your background information, present a lay summary (in case of publication to the wider community), develop a full method and describe the planned analysis of the data, provide a budget and its justification and supply a reference list. This will be a written document using a supplied template.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Although there is no set text book for this unit, the following texts have been highlighted as useful references. Additional journal articles and video material will also be supplied on Canvas throughout the course of this unit.
Resource Materials
Prescribed text(s)
Corea, E. and Molligoda, H., 2022. How to plan research in achieving best clinical effectiveness. Journal of the Postgraduate Institute of Medicine, 9(1), p.E 187 1-3.DOI: https://doi.org/10.4038/jpgim.8395
Recommended text(s)
Biosafety guidelines, QUT directory of resources, http://www.orei.qut.edu.au/biosafety/resources.jsp
Bowling, A. Research methods in health: Open University Press Buckingham, 2002.
Code for the Responsible Conduct of Research, Australian Research Council (ARC) (2007), www.arc.giv.au/codes http://www.arc.giv.au/codes-and-guidelines
National statement on Ethical Conduct in Human Research. National Health and Medical Research Council Canberra, www.nhmrc.gov.au/guidelines-publications/e72 http://www.nhmrc.gov.au/guidelines-publications/e72
The Singapore Statement on Research Integrity, 2nd World Conference on Research Integrity, 21-24 July 2010 , http://www.singaporestatement.org/
Reference book(s)
Grant writing for medical and healthcare professionals
Biomedical Research How to plan, publish and present it
Whimster, W.F. author.; Horrocks, Gary.; Heath, David (David A.)
1997 ; 2nd ed. 1997.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS47 Bachelor of Pharmacy (Honours)
- Understand and apply knowledge of health care systems and wider contexts, including legal, ethical, professional frameworks and economic systems and work in interprofessional teams.
Relates to: ULO3, Presentation, Proposal - Provide tailored information, advice and documentation using a range of communication modes including written, verbal, non-verbal and digital.
Relates to: ULO2, Presentation, Proposal - Demonstrate awareness of effective processes for facilitating learning.
Relates to: ULO2, Presentation, Proposal - Demonstrate knowledge and skills in research and inquiry through questioning and critique, appreciating the complexity and ambiguity of professional practice, using research processes and synthesis to disseminate and apply outcomes in practice.
Relates to: ULO1, ULO2, Presentation, Proposal - Access, use, adapt and share information and/or other technologies to meet current and emerging needs of professional practice.
Relates to: ULO3, ULO4, Presentation, Proposal