PYN621 Evidence-Based Practice in Psychology

Unit Outline: Semester 2 2026, Kelvin Grove, Internal

Overview

Evidence-based practice (EBP) in psychology refers to a clinician's capacity to integrate available research evidence with their experience as a practitioner to better understand and improve clinician and client outcomes. EBP considers three elements for understanding what is 'best practice' - the practitioner, the research, and the client - and promotes effective practice and enhanced client outcomes by utilising empirical principles in psychological practice. This unit introduces you to evidence-based practice in the discipline of psychology by asking you to investigate an individual, independent research question relevant to your interests and your practice, demonstrating your skill as a scientist-pracitioner.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Evaluate and synthesise research evidence that is relevant for professional psychology practice, identifying the contributions and limitations of this evidence to a selected area of professional interest or challenge.
2. Review and analyse the relevant ethical principles involved in designing, developing and conducting applied psychological research.
3. Develop an individual scientist-practitioner research question and conduct independent ethical research to answer this question.
4. Use reflexivity and communication skills to constructively and respectfully review your own evidence-based practice and that of your peers.

Content

Learning Approaches

The unit will normally be taught using a mixture of face to face lectures and blended learning/online activities. Lectures may be used for didactic input, demonstrations, discussion and structured tasks. In small advanced graduate classes, your participation and contributions are extremely important in creating an optimal learning environment. Therefore it is expected that you attend all classes, and inform the relevant lecturer in advance if you are unable to attend a specific class.

The learning activites in this unit will either be completed individually or with a group of peers, and are designed to foster analytical skills, self-reflection skills, and collaborative learning. Your learning will provide the opportunity for promoting health and wellbeing to promote a sustainable workforce. You will be expected to actively engage with and take responsibility for self-directed learning to complete an independent project. 

PY18 and PY19 course design is intentionally blended to purposefully integrate active face-to-face learning experiences with blended/online learning experiences across the course consistent with the course learning outcomes, cohort needs and discipline professional practices. Canvas is used within this unit to inform and enhance your learning. All unit material required for learning and completing assessment is included online through Canvas. The unit's Canvas site conveys resource material and will broadcast timely messages and alerts to engage learners at key milestones.

A key aim of the unit and course is to support (provisional) psychologists in developing their knowledge, skills and competencies so they are able to provide the best quality care for their clients. Underlying this aim, and in line with registration guidelines, is a focus on ensuring the public's safety.

Feedback on Learning and Assessment

You will participate in the oral presentation of your research question and proposed EBP project and will receive peer feedback on your ideas. You will participate in a peer feedback writing circle to deliver and receive feedback on a draft of your written submission. You will then apply this feedback to a final submission that will form the basis of your assessment for this unit. Feedback will be both formative and summative.

Assessment

Overview

The assessment in this unit is designed to give you the opportunity to grow your independent research skills, evaluating evidence to use in your practice, and applying your learning and feedback to identify a suitable PICOT-informed research question relevant to a selected area of professional practice, and design and conduct a brief evidence-based research project to answer this question. You will deliver a brief oral presentation of your research question, the evidence base this comes from, and your proposed method for answering the question, receiving peer feedback on the proposed project. You will work in small groups to form a peer feedback circle where you will review samples of each other's writing, using the principles of EBP, and you will utilise this feedback to prepare your final submission.

Assessment and feedback in this unit is both formative and summative. Formative feedback will come from your peers after your presentation and at each feedback circle. Participation in these activities will contribute a percentage of your final grade. Summative assessment will be the percentage you earn from taking part in the oral presentation and feedback circles, plus your submission of the final EBP project. Criteria for each assessment will be discussed in Week 1.

Note that prior to release of marks, the unit coordinator undertakes a moderation process to ensure that criteria and standards have been applied consistently and fairly. Actively reading the feedback provided will enhance your learning success. Final grades are not confirmed until reviewed by the relevant Faculty Assessment Committee and approved by the Executive Dean at the completion of each teaching period.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Oral Presentation of Research Question

You will apply your understanding of EBP to deliver a short oral presentation of a PICOT-informed research question, including the ethical principles of conducting research to address this question, as it relates to your area of practice. You will then propose how you intend to answer this question through your practice across the course of the semester.

Assessment: Peer Feedback Circle

Working in small groups, throughout semester you will take turns to present a sample of your writing about your evidence-based project to your group. You will provide your group with a sample of your writing, demonstrating your understanding of the research evidence, for peer review. As a peer reviewer, you will apply the principles of peer feedback to review the written submission and provide constructive feedback to your peer.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Final Written Submission

This is the final submission of the project you have worked on across the semester. The project gives you the opportunity to apply your understanding of EBP to produce either an N = 1 case study that relates to your practice with clients or your practice as a Masters student studying postgraduate professional psychology. The write up of the final project will depend on the style of project completed, and may include the written submission made for the peer writing circles. You will be expected to provide the context of your case study or research project, the evaluation and synthesis of relevant existing research, the presentation of your own research project, and a discussion of the implications of your findings.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

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.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Risk Assessment Statement

You should be aware that some content in this unit may be confronting to certain audiences. Please exercise your own discretion when participating in classroom activities or discussions. The QUT Student Counselling service is also available and free of charge to all QUT students.

Course Learning Outcomes

PY18 Master of Clinical Psychology

1. Apply advanced and specialised knowledge of Clinical Psychology to plan, assess, treat and manage clients with mental disorders and conditions, across the lifespan and from a range of backgrounds, including accessing, evaluating and utilising digital health information.
   Relates to: ULO1, ULO2
2. Engage in the development and evaluation of evidence-based interventions, using advanced critical thinking and decision making skills, applying professional values and reflective practice to inform culturally safe and effective intra- and inter-professional collaboration with a wide range of stakeholders.
   Relates to: ULO1, ULO3, Oral Presentation of Research Question, Final Written Submission
3. Plan, undertake and disseminate research in complex real world situations from diverse perspectives, demonstrating a high level of personal autonomy and accountability relevant to professional practice.
   Relates to: ULO1, ULO2, ULO3, ULO4, Oral Presentation of Research Question, Peer Feedback Circle, Final Written Submission
4. Promote and practice effective written, oral and digital communication to analyse and convey complex information and build productive professional relationships.
   Relates to: ULO3, ULO4, Oral Presentation of Research Question, Peer Feedback Circle, Final Written Submission
5. Deliver Clinical Psychology services with a high degree of professionalism and reflective practice.
   Relates to: ULO4

PY19 Master of Psychology (Educational and Developmental)

1. Critically evaluate and apply theories of psychology and evidence-based knowledge and skills applicable to the professional practice of educational and developmental psychology, adhering to contemporary professional practice standards.
   Relates to: ULO1, ULO2, Final Written Submission
2. Formulate approaches for engaging in critical thinking. decision making and reflective practice, drawing on cognitive, technical and creative skills, to identify and implement contemporary evidence-based intervention and assessment strategies in varied contexts that reflect culturally safe and responsive practice.
   Relates to: ULO3
3. Plan, undertake and disseminate research in complex real world situations from diverse perspectives, demonstrating a high level of personal autonomy and accountability relevant to professional practice, .
   Relates to: ULO1, ULO2, ULO3, Oral Presentation of Research Question, Final Written Submission
4. Access, evaluate, and utilise relevant psychological information that informs and assists in intra- and inter-professional collaboration with a range of audiences and contexts that demonstrates creativity and initiative as an educational and developmental psychologist.
   Relates to: ULO3, ULO4, Peer Feedback Circle
5. Promote and practise effective written, oral and digital communication to analyse and convey complex information and build productive professional relationships across diverse stakeholders.
   Relates to: ULO3, ULO4, Oral Presentation of Research Question, Peer Feedback Circle