Explore evidence-based practice’s influence on healthcare system development.
HCM5006 Evidence Based Practice
Critical Review
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14:00 UK time on the date of submission)
Assignment Brief.
As part of the formal assessment for the programme you are required to submit a
Evidence based practice assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
Explore evidence-based practice’s influence on healthcare system development.
Critically review past and current healthcare crises and source potential interventions through an analysis of evidence-based information.
Evaluate evidence-based research (including data collection approaches such as qualitative and quantitative) suitable for establishing links between the health of individuals, populations and healthcare systems and resources.
Evaluate healthcare data and recognise the improvements required to enhance patient well-being and safety.
Graduate attribute: Reflective Practitioner - Students will undertake critical analysis and reach reasoned and evidenced decisions. They will contribute problem-solving skills to find innovative solution.
All learning outcomes must be met to pass the module.
Guidance
Your assignment should include: a title page containing your student number, the module name, the submission deadline and the exact word count of your submitted document; the appendices if relevant; and a reference list in (see referencing section for more information). You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.
You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.
Maximum word count: 2500 words or Arden University equivalence
Please refer to the full word count policy which can be found in the Student Policies section here: Arden University | Regulatory Framework.
Please note the following: Students are required to indicate the exact word count on the title page of the assessment.
The word count includes everything in the main body of the assessment (including in text citations and references). The word count excludes numerical data in tables, figures, diagrams, footnotes, reference list and appendices. ALL other printed words ARE included in the word count.
Please note that exceeding the word count by over 10% will result in a 10-percentage point deduction.
Assignment Task
Review a healthcare crisis and explore an evidence-based practice or intervention that has impacted and provided solutions to solve the crisis.
The research used to provide the solutions must be from the last five years and be from reliable and ethical sources.
You are expected to link this to the improvement of health and well-being in population health, and/or the development of health and care system approaches.
You should demonstrate an understanding of the strengths and limitations of the selected evidence-base and practice.
You will need to choose one assessment method to present the critical review:
PowerPoint presentation with recorded delivery (15 minutes)
Report (2500 words)
If you decide to choose the PowerPoint presentation option, you need to produce an accessible audio or visual recorded delivery and include the recording link on the PowerPoint slides for the marker. You will be provided with additional guidance on how to do this.
The choice is your responsibility, and both options offer the equal opportunity to demonstrate achievement of the learning outcomes.
(2500 Words or equivalence)
(100 Marks)
(LOs: 1,2,3,4 and GA)
This module is marked using the Arden University Categorical Marking Criteria Formative Feedback
You have the opportunity to submit a 500 word draft to receive formative feedback.
The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.
If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.
Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student.
Referencing Guidance
You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system(s).
Follow this link to find the referencing guides for your subject: Arden Library
Submission Guidance
Assignments submitted late will not be accepted and will be marked as a 0% fail.
Your assessment can be submitted as a single Word (MS Word) or PDF file, Powerpoint or, as multiple files.
If you chose to submit multiple files, you must name each document as the question/part you are answering along with your student number ie Q1 Section A STUXXXX. If you wish to overwrite your submission or one of your submissions, you must ensure that your new submission is named exactly the same as the previous in order for the system to overwrite it.
You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is available on the A-Z key information on iLearn.)
Assessment Criteria (Learning objectives covered – all.
Level 5 reflects the continuing development in knowledge, understanding and skills from Level 4. At Level 5, students are not expected to be fully autonomous but are able to take responsibility for their own learning with appropriate guidance and direction. Students are expected to further develop their theoretical knowledge within a more intellectual context and to demonstrate this through more complex forms of expression which move beyond the descriptive or imitative domain. Students are expected to demonstrate skills of analysis in both problem-solving and resolution. | ||
Grade | Mark Bands | Generic Assessment Criteria |
First (1) | 85/90/95/100
| An outstanding information base exploring and analysing the discipline, its theory and any associated ethical considerations. There is sophisticated use and management of learning resources, and a high degree of autonomy is demonstrated. Writing is outstandingly well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could considered for internal publication. |
| 72/75/78 | An excellent knowledge base within which the discipline is explored and analysed. There is a degree of originality in the approach. The work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed confidently. Writing is exceptionally well structured and accurately referenced throughout. Explore evidence-based practice’s influence on healthcare system development. Where appropriate, an excellent level of professional skills is demonstrated, and the work demonstrates a high level of intellectual and academic skills. |
Upper second (2:1) | 62/65/68 | A very good knowledge base which explores and analyses the discipline, its theory, and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is evidence of growing confidence and self-direction. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are very good, expression is accurate overall, and the work is consistently referenced throughout. |
Lower second (2:2) | 52/55/58 | A good understanding of the discipline which begins to analyse the subject and apply some underpinning theory. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall, and the work is planned and structured with some though. Professional skills are good (where appropriate). The work lacks original thought, but academic and intellectual skills are moving into the critical domain. The work is referenced throughout. Review a healthcare crisis and explore an evidence-based practice or intervention that has impacted and provided solutions to solve the crisis. |
Third (3)
| 42/45/48
| Satisfactory level of performance in which there are some omissions in understanding the subject, its underpinning theory, and ethical considerations. There is little evidence of independent thought, and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work |
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Marginal Fail
| 32/35/38
| A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory, and ethical considerations. The work shows a limited use of sources and materials. Academic and professional skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. |
Clear fail | 25 and below
| A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative. |
HCM5006 Evidence Based Practice
In the realm of healthcare management, HCM5006 Evidence-Based Practice represents a pivotal assignment that bridges theory with practical application. This task typically entails conducting thorough research on a specific healthcare issue or topic, gathering relevant data, and critically analysing evidence to inform decision-making processes.
Students are often tasked with identifying a pressing healthcare issue, such as improving patient outcomes, reducing medical errors, or enhancing healthcare delivery efficiency. Through this assignment, they delve into scholarly literature, clinical studies, and best practices to gather credible evidence supporting potential interventions or strategies.
Moreover, the HCM5006 assignment cultivates skills in evidence synthesis and evaluation, as students learn to discern between high-quality research and anecdotal evidence. This process involves assessing the validity, reliability, and relevance of various sources, thereby honing their ability to make informed decisions based on the best available evidence.
Furthermore, this assignment typically culminates in the development of a comprehensive evidence-based practice proposal or presentation. Students are tasked with proposing evidence-based solutions or interventions tailored to address the identified healthcare issue, supported by the findings of their research. Through this practical application of evidence-based practice principles, students demonstrate their ability to translate research into actionable strategies that can positively impact healthcare outcomes.
HCM5006 Evidence-Based Practice serves as a cornerstone assignment in healthcare management education, empowering students with the skills and knowledge necessary to critically assess healthcare challenges and implement evidence-based solutions for continuous improvement in patient care and organisational effectivene
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