NURS312 Concepts of Evidence-based Practice Page 1 of 13

School of Science and Technology

Department of Nurse Education
P.O. Box 175, Port of Spain,
Trinidad, W.I.

Course Outline

COURSE DESCRIPTION:
NURS312 CONCEPTS OF EVIDENCE-BASED PRACTICE
SEMESTER3_ JANUARY 9th 2023
Wednesday 8am- 8:50 am- Blended (North Campus)

COURSE DESCRIPTION:
This course is designed for nursing students to remain responsive to the ever-increasing
body of knowledge and scientific rationale nurses need to base their knowledge and practice on
the best available evidence. Evidence-based practice is simply the integration of the best possible
research to evidence with clinical expertise and with patients’ needs.
Student nurses must understand that Evidence–based Practice (EBP) is the key to delivering the
highest quality of health care and ensuring the best patient outcome.
When clinicians know how to find, critically appraise and use the best evidence in clinical
practice, patients are confident that their healthcare providers are using evidence–based care,
optimal outcomes are achieved for all.

Pre-requisites
Students must have successfully completed an introductory course in Nursing Research.
The course is organized to be taught using a blended approach of face-to-face and online
teaching style.

Please retain this course outline as a reference to your future study

INSTRUCTOR INFORMATION

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Dr Paula Valley-Thom RN, CCN, BA, BSc, M.Sc. EdD

Kennedy Arts Industrial Building
Phone# 662-2241 Ext 2756
valley-thom.p@usc.edu.tt
Communication Policy – office extension
Wednesday & Thursday 08:00 am -:400 pm

Mr Rishi Gajadhar RN, BSc, M.Sc.

South Campus
#71 Leotaud Street, San Fernando
Tel # 662-2241ext 2330/2331
rishi_gajadhar@usc.edu.tt
Wednesday 8am-10am, 10:45am-12.15pm

Umbrella Statement
The University of the Southern Caribbean is a faith based institution where the Seventh-
day Adventist understanding of the Holy Scriptures of the Christian Bible informs our worldview
and provides the context for our pursuit of knowledge.

General Course Reference

As we study this course we will gain an understanding and appreciation for the
importance of utilising evidence based practice in ensuring quality patient care. Evidence based
practice is required to inform holistic care to individuals, families and communities. Therefore,
consistent with a biblical perspective in which individual are encourages to search for the best
evidence to inform action and behaviours. 1John 4:1 “Beloved, do not believe every spirit, but
test the spirits to see whether they are from God, because many false prophets have gone out into
the world.”
Teaching Method:
In our professional delivery of this course, as teachers we will have the opportunity to
model the Master Teacher Jesus Christ as he demonstrated servant leadership to His disciples.
The main aim is to develop and demonstrate the attributes consistent with a servant leader as we
teach, guide, encourages, correct and care for the students assign to us.

PURPOSE OF THE COURSE/COURSE RATIONALE

The aims of the course are to help the student to develop an understanding of the concepts of
Evidence-Based Nursing (EBN) and to help them to develop the skills related to evidence-based
nursing; to enable them to find and appraise evidence and then appreciate how to apply new
evidence in nursing practice. Nurses as both providers of health care services and consumers are
well positioned to not only improve the economic status of health care expenditures, but to also

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to advance the science of evidence-based resource allocation through the advancement of

evidence based practice.
Closing the gap between evidence and practice requires knowledge, commitment, resilience, and
a belief that this is the right course to explicate the essence of Nursing and to further embed the
value of nursing in the market place.

LETTER TO THE STUDENT

Dear Students,

Happy New Year and welcome to your second semester at the University of the Southern
Caribbean. I trust that you are rested and ready to embark on the academic journey for this
semester. We will be exploring evidence base practice in nursing. The application of scientific
evidence to practice is imperative. William Edwards Deming (October 14, 1900 – December 20,
1993) In God we trust; all others bring data.” Or evidence. Therefore, in order to enhance the
quality of nursing care we cannot rely on traditional methods of managing patients. We must
utilise scientific knowledge; this is achieved through evidence based practice.

During this course teaching and learning strategies are designed to enhance your ability
to think critically and creatively and to assess current practice and theory. Reflection, dialogue
and debate are encouraged and classes are likely to include active student participation in the
form of group-work, directed study, tutorials, seminars and activities that encourage shared
learning with other disciplines. A major feature of the course is the use of computer resources
within the classroom, to foster advanced information searching and data handling skills as the
norm. Please develop an attitude to learning as much as you could, spend time doing revision and
reflecting on concepts thought, this way your critical thinking and analysis skills would be
improved. Please get familiar with your library data base of journals and articles as you would be
expected to use same throughout this course. The nursing profession is challenging, but you have
been chosen by God to be at this institution and afforded this responsibility, remember you can
do all things through Christ who strengthens you (Phil: 4:13). Take the mandate to be the best
nurse you can be with God’s help. I sincerely wish you all God’s blessings in this semester and
always.

Best Regards,
Dr Paula Thom Valley
Mr Rishi Gajadhar

GOALS/AIMS
Aims
 To equip students with the basic knowledge of Evidence –based Practice and concepts and to
gain an appreciation of the impact that evidence –based practice can have on the health status
of individuals.

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 To administer care to patients in a holistic manner, understanding that (EBP) influence

patients’ health and social functioning.

 To assist individuals to work in an environment that is Research driven which can be

transformational in nature leading to the best practice outcomes in the clinical setting, at home
and in the community.

 To keep abreast of current research in nursing and medicine.

LEARNING OUTCOMES (Modules/Unit Learning Outcomes)

At the end of the course students should be able to:
1. Discuss the concept of Evidence-Based Nursing
2. Create a culture for Evidence –based Practice.
3. Evaluate the nature of Evidence
4. Compare and contrast the use evidence versus faith
5. Formulate an answerable question arising from Nursing practice
6. Undertake a systematic search of bibliographic databases
7. Critically evaluate evidence in Nursing Research
8. Discus the process by which change can be implemented in Nursing practice
9. Access the best available evidence in order to enhance knowledge and skills related to safe
nursing practice
10. Access the best available evidence which is related to the nursing care required by patients
11. Seek a rationale for the nursing care delivered
12. Seek evidence related to the maintenance of a safe environment in Clinical Practice
13. Make clinical decisions based on the information available
14. Develop the means to become a lifelong learner through research.

COURSE METHODOLOGY:
Key concepts from the text as well as supplementary material will be highlighted in
lecturers. Complementary readings will be provided so as to elaborate on lecture material.
Class discussions will explore particular concepts, questions, and topical issues, while
providing opportunity to examine and debate EBP implications for the individual and society.
Presentations of Research articles will be done to highlight current research in Nursing.

COURSE CONTENT

Lecture Topics:

1. Introduction to Evidence-Based Nursing

2. Critically analyse the importance of evidence in the bible
3. Components of Evidence- Based Practice

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4. The steps of EBP Process.

5. Barriers to EBP
6. Overcoming barriers to EBP
7. Asking compelling clinical questions in Nursing
8. Searching the electronic databases
9. Finding evidence in Nursing practice
10. Research in Nursing Practice
11. Evidence versus faith
12. Critical appraising knowledge for clinical decision making in Nursing
13. Implementing Evidence Based Practice into Nursing Practice

TEACHING STRATEGIES
A variety of teaching methodologies will be utilized in the course to promote learning. They may
include but are not limited to:

1. Supplement lectures with other relevant material in addition to the designated text.
2. Complementary readings will be provided to elaborate on lecture material.
3. Class discussions to explore particular concepts, questions and topical issues while
providing the opportunity to examine and debate the research implications for the
individual and society.
4. Individual/Group assignments.
5. Student reading/research assignments.
6. Use of CD’s and other relevant resources to demonstrate theory and clinical practice.
7. Self-directed study.

RESOURCES:
REQUIRED TEXTBOOK:
1. Polit and Beck. Essentials of nursing research: Appraising Evidence for Nursing Practice:
7th Edition. Lippincott, Williams and Wilkins, 2010.

2. Melnyk and Fineout-Overholt. Evidence–Based Practice in Nursing and Health care: A

guide to best practice, 2nd. Lippincott, Williams and Wilkins, 2011: USA.

3. Brown, Janet & Schmidt, Nola. Evidence-Based Practice for Nurses: Appraisal and
Application of Research. Jones and Bartlett Publishers: Massachusetts. 2009
4. Wilsinson, Judith. Nursing Process and Critical Thinking. 4th ed. Pearson: Prentice
Hall: NJ. 2007.

ASSIGNMENTS

Assessments are intended to evaluate the theoretical and practical learning of students.

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(1) Group Presentation:

Students would select a topic and utilize the seven (7) steps in the EBP process to conduct a
research paper for class presentation. Each group is to use supporting articles and journals for
their presentations and done based on APA guidelines. Additional instructions will be given
in class by the lecturer.

Group Assignment Rubric

Criteria Excellent Good Unsatisfactory

Introduction The document should The document PICOT question is not

5 marks clearly describe the describes the PICOT well articulated with
PICOT question, question including limited information on
including all relevant most of the relevant the reasons for the
information related to information to the selection of the topic
the population population
intervention, intervention,
comparison, and comparison, and
outcome. Also the outcome. Also the
reasons for the reasons for the
selection of the topic selection of the topic

(3-2 marks) (1 -0 marks)

(5 – 4 marks)
Step 2&3 The document The document The document
Literature includes 5 peer review includes between 3 to includes less than 3
review journals relevant to five peer-review peer-review journals
answering the PICOT journals relevant to that are not always
10 Marks question. The answering the PICOT relevant to answering
information presented question. The the PICOT question.
is clearly articulated information presented The information
and logical is clearly articulated presented is not well
and logical in most articulated and in a
instances logical format

(7-10 marks) (6-4 marks) (3-0 marks)

Step 4 The document The document The document
Possible provides clear, provides some provides limited
Integration of systematic, and suggestions on how suggestions on how
the findings plausible suggestions the findings from the the findings from the
10 marks on how the findings literature review literature review
from the literature (evidence, clinical (evidence, clinical
review (evidence, expertise, and patient expertise, and patient
clinical expertise, and preferences and preferences and
patient preferences and values) can be values) can be

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values) can be integrated into clinical integrated into clinical

integrated into clinical practice. practice
practice

(7-10 marks) (6-4 marks) (5-6 marks)

Step 5 The document The document The document
Evaluation the provides plausible and provides some provides limited or
outcomes realistic suggestions of realistic suggestions unrealistic suggestions
10 marks how to evaluate of how to evaluate of how to evaluate
outcomes of the outcomes of the outcomes of the
practice decisions or practice decisions or practice decisions or
changes based on changes based on changes based on
evidence. evidence. evidence.

(7-10 marks) (6-4 marks) (3-0 marks)

Step 6: The document clearly
Disseminate articulates at least 5
EBP results realistic suggestions
10 marks that can be taken to
disseminate the results
of the research and
findings
The document clearly The document has
articulates at least 3 limited suggestions on
realistic suggestions the steps that can be
that can be taken to taken to disseminate
disseminate the results the results of the
of the research and research and findings
findings

(7-10 marks) (6-4 marks) (3-0 marks)

Structure and The document The document The document does

Organization includes a conclusion includes a conclusion not include a
5 marks and is presented using and is presented using conclusion and is
an academic writing an academic writing presented with major
style with no style with some grammatical or
grammatical or grammatical or spelling errors
spelling errors spelling errors

(3-4 marks)
(5 marks) (2-0 marks)

Total /50 Comments

ALL PRESENTATIONS WILL BEGIN ON THE 9th MARCH AND CONTINUE IN

CLASSES UNTIL ALL ARE COMPLETED.

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Students must pay particular attention to the font size used on slides to ensure that they
are easily visible to everyone. Marks will be deducted for slides that are difficult to read with no
references. Please use the American Psychological Association (APA) Reference Style.

(2) Debate – Students would be placed in groups and asked to debate given topics. Each group
will be allotted ten minutes for presentation and five minutes for rebuttal. It is expected that the
information presented be argumentative and supportive by the current literature. Marks would be
allocated based on the marking scheme below. Further instructions would be given in class.
ALL ASSIGNMENTS MUST BE COMPLETED AND PRESENTED ON TIME,
PENALTIES ARE AWARDED TO LATE /INCOMPLETE ASSIGNMENTS (10 MARKS
PER DAY).

Note: Students must submit and present all assignments using APA format (including
PowerPoint presentations)
All ASSIGNMENTS should be submitted online via the E-Learn space provided.

There is a marks deduction penalty for Similarity Index above 21%

21- 30%: minus 5 marks
31-40% minus 10 marks
41-50% minus 20 marks
Above 50%: Failure of the paper

EVALUATION:
EVALUATION SCHEDULE:

Evaluation Due Date

Attendance/Class 5%
Participation

Class Discussion/ Critique 10% 25th January 2023

an Article

Midterm exam 20% 1st March 2023

Group Presentations 20% 8th and 15th March 2023

Class Debate 15% 5th to 12th 22th April 2023

Final Exam 30% April 17-28th April 2023

Total 100%

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COURSE CALENDAR

Undergraduate Course Outline: Revised January 2023

Weeks Course Topics Assignment
Objectives /Activities
WEEK #1 1&4 Introduction to EBP
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11/01/23 importance of evidence in the
bible. Evidence versus faith

WEEK #2 2&3 Key Concepts of EBP Critique an

18/01/23 Components of EBP Article
Nature of evidence

WEEK #3 5 Steps of EBP Process

25/01/23 Barriers to EBP

WEEK#4 6&7 Research in Nursing Visit to the

1/3/23 Library
Group 1

WEEK#5 7, 8&9 Facilitators to EBP

8/02/23 Evidence versus faith

WEEK#6 6,7 &11 Finding evidence in Nursing

15/02/23 practice. Access the best
available evidence
Searching the electronic
data base for nursing research
articles

WEEK#7 8, 10, 13 Mid Semester Break

22/02/23

WEEK#8 14 Mid Semester Exam

1/03/23

WEEK#9 The importance of lifelong

learning
8/03/23

WEEK#10 10 11& 12 Asking compelling questions Group

in nursing evidence related to Presentations
15/3/23 the maintenance of a safe
environment in Clinical
Practice
WEEK#10 10, 11&12 Clinical decisions based on Group
the information available Presentations
22/03/23
WEEK#11 10, 11&12 Public Holiday

29/3/23
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Week# 12 Debate

05/04/23
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ADDITIONAL INFORMATION (Standard)

University Policies:
1. Regular and punctual attendance is expected. Students are expected to attend ALL the
scheduled classes for the semester. Leaving early will be considered as an absence, as
well as coming to class more than five minutes late.
2. Each student is expected to source the appropriate text book, and complete the required
readings.
3. The student is responsible for any class work missed because of absence. Missed class
work may be made up only if the lecturer allows.
4. Excused absences do not remove the student’s responsibility to complete all requirements
for a course.
5. Active participation in class discussions and other activities is highly valued. A healthy
class atmosphere of respect and tolerance for the expression of diverse viewpoints must
be maintained at all times. Any inappropriate behaviour will NOT be tolerated.
6. All assignments, are to be submitted on due dates. THERE WILL BE A 10%
PENALITY PER DAY FOR ALL LATE ASSIGNMENTS.
7. Plagiarism is a serious offence and any student found in violation will be dealt with
according to the University’s regulations.
8. Students dress and deportment must be in keeping with the University ‘s standards.

GRADING SYSTEM (Standard)

Grades will be assigned as follows:

Letter % Grade
Grad Value Pt. Definition Description
e per
Credit
1. Excellent mastery of course content, evidence of
A 100-90 4.0 extensive background reading. 2. Excellent
performance in analysis, synthesis and critical
Excellent expression, oral or written. 3. Excellent performance
in analysis, synthesis and critical expression, oral or
A- 85-89 3.67 written. 4. Student works independently or in groups
as is required with unusual effectiveness
1. Very good mastery of course content, evidence of
B+ 80-84 3.33 substantial background reading. 2. Student
Very performance indicates a high degree of originality,
B 75-79 3.0 Good creativity and problem-solving skills. 3. Very good
performance in analysis, synthesis and critical
B- 70-74 2.67 expression, oral or written. 4. Student works very well
independently or in groups as is required.

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1. Acceptable mastery of course content, evidence of

C+ 65-69 2.33 some background reading. 2. Students demonstrate
some degree of originality, creativity and problem-
Satisfactory solving skills. 3. Acceptable performance in analysis,
synthesis and critical expression, oral or written. 4.
C 60-64 2.0 Student works independently or in groups at an
acceptable level
1. Unacceptable mastery of course content, very little
evidence of background reading. 2. Students
Unsatisfactory demonstrate little degree of originality, creativity and
problem-solving skills. 3. Unacceptable performance
C- 55-59 1.67
in analysis, synthesis and critical expression, oral or
written. 4. Students display unacceptable level of
proficiency in working independently or in groups.
1. Deficient in mastery of course content, no evidence
of background reading. 2. Originality, creativity and
Deficient problem solving skills absent from performance. 3.
D 50-54 1.33 Deficient performance in analysis, synthesis and
critical expression, oral or written. 4. Deficient in
ability to work independently and in groups.
1. No comprehension or grasp of course content, no
evidence of background reading. 2. Originality,
creativity and problem solving skills totally absent
Unacceptable from performance. 3. Unacceptable performance in
F 0 – 49 0.0
analysis, synthesis and critical expression, oral or
written. 4. Displays neither aptitude nor ability to
work independently or in groups.

HOW TO SUCCEED IN THIS COURSE

Suggestions for effective studying for this course:

1. Read ahead and make personal notes in preparation for instruction in class.
2. Listen attentively to the instructor’s presentation.
3. Participate in all class discussions and activities.
4. Individual Responsibility for researching articles must be seen as priority in the conduct
of assignment given.
5. Research Nursing articles/ journals and online data bases for information.
6. Attend the Nursing Journal Club meetings to keep abreast of current Nursing Research
7. Do not procrastinate with the relevant assignments.
8. Make time to read over all notes and information shared during the class time.
9. Ask instructor for additional help if needed.

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Important Dates
 Class begins: January 9th, 2023
 Last Day to Add a Course/Change from Audit to Credit January 23rd 2023
 Mid Semester Break: February 22nd -24th, 2023
 Mid Semester Examination: February 27th - March 2nd, 2023
 Good Friday: April 7th 2023
 Easter Monday: April 10th 2023
 Last day of classes: April 14th, 2023
 Final Examination: April 17th to 28th, 2023

Undergraduate Course Outline: Revised January 2023