ORI1060 Evidence-Based Practice (EBP) in Health Care Course description

The language is normally English.

This joint course is developed for all the Bachelor programmes at the Faculty of Health Sciences which are part of RETHOS (National guidelines for the Health and Social Studies), and is considered as an introductory course, preferably taken during the first part of the study programme.

In this course, starting with relatable examples, students will learn about asking critical questions about health claims and the sources of claims. This is followed up by focusing on the rationale for evidence-based practice (EBP) and its Core Competencies: Ask, Acquire, Appraise and Interpret, Apply, and Evaluate, and shared decision-making. The course provides a foundation for learning and applying more advanced and field-specific skills.

All aids are permitted, as long as the rules for source referencing are complied with.

The student must have been admitted to the study programme.

On successful completion of the course, the student has acquired the following learning outcomes classified as knowledge, skills and competence:

Knowledge

The student

• can define what EBP is and recognizes the rationale for EBP and shared decision making
• knows the steps of EBP
• is familiar with the levels in the S-pyramid and acknowledges the difference between single studies and systematic reviews
• knows the characteristics of a scientific article, e.g. IMRAD
• can explain the purpose and characteristics of qualitative and quantitative studies and syntheses of studies, e.g. systematic reviews
• understands the principles for critical appraisal and knows how to use check lists for different study designs, clinical guidelines and professional procedures
• knows different types of categorical and continuous measures of association and effect, and key graphical presentations

Skills

The student

• can identify different types of professional/clinical questions, such as questions about treatment, diagnosis, prognosis, experiences and etiology
• can, for each type of clinical question, identify the preferred order of study designs
• can formulate searchable professional/clinical questions using e.g. PICO and variations of PICO
• can construct and carry out an appropriate and simple search strategy for professional/clinical questions from the top of the S-pyramid

General competencies

The student

• can critically assess health claims in the media
• can discuss the importance of user knowledge, clinical experience, and summarized research in clinical decision-making

The course provides an in-depth look at various methods of qualitative analysis and is suitable for students who wish to use qualitative methods in their master's thesis. A central theme is the power of language, and how various texts in the welfare state can be said to exercise power over the welfare state's "users". How a "client", "resident" or "patient" is presented in medical or social records can, for example, have a decisive impact on the person's future life. Students will receive training in practical analysis of concrete research material, either texts of various kinds, or qualitative interviews. The aim is to build up competence in research analysis, which will also be a useful preparation for the analysis process in the master's thesis.

Language of instruction is Norwegian.

None.

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student has advanced knowledge of

• different traditions in textual analysis
• different theories about power and language
• different genres of text of importance to the welfare state

Skills

The candidate is capable of

• discussing how different methods of textual analysis can be applied in practice
• conducting analysis of all types of text material
• reflecting over language and text as forces in the welfare society and in his/her own academic work

General competence

• The student is able to reflect critically on the ethical consequences of qualitative research and analysis

The teaching takes place with in-person attendance on campus, and is organised as a combination of lectures and practical analysis work in groups and through plenary discussions. The student will acquire a reflective attitude towards the tools of analysis through independent work with different texts.

The practical analysis work takes place in the form of two writing seminars. Prior to the first seminar, the student must submit the draft of an essay. Feedback from the person responsible for the seminar will be given in the first seminar. Prior to the second seminar, the student must submit a reworked draft of the essay, and read the first draft of two fellow students. During the second seminar, the student must provide written and oral opponent feedback on the drafts. Attendance is required at both seminars in order to receive opponent feedback and comments from the seminar tutor.

No coursework requirements or compulsory activities.

The exam in the course is an individual essay based on a text of their choice. In this essay, the student must analyse the chosen text based on one of the methods of analysis included in the syllabus. The chosen method of analysis must be substantiated on the basis of how applicable it is in relation to the chosen research question and text.

The exam paper must have a scope of 10 pages (+/- 10 per cent). Font and font size: Calibri 12 points. Line spacing: 1.5.

Students awarded a fail grade are given one opportunity to submit an improved version of the essay for assessment.

Grade scale A-F.