HLSC122 Inquiry Health Care

HLSC122 Inquiry Health Care


School of Nursing, Midwifery and Paramedicine

National Unit Outline

SEMESTER 2, 2017

NATIONAL HLSC122 Inquiry in Health Care




HLSC122 Inquiry Health CareIt is your responsibility as a student to ensure that you have the prerequisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator.



Sandra Leathwick (Brisbane)

Erica Johnstone (Ballarat)

Sandra Leathwick (Brisbane)

Teri Pantier (Canberra)

Dr Jacqueline Randle/Dr Nasarin Parsian (Melbourne)

Dr Tina Chisengantambu-Winters (North Sydney)

Unit Description

This inter-professional unit provides foundational knowledge and skills for ways of reflecting on and making meaning out of a range of complex information in the health care environment. Approaches to knowledge development in the health disciplines, including the generation of new knowledge, are explored. The contribution of research knowledge to the provision of evidence-based health care will be evaluated. This unit will also introduce the students to critical thinking skills that provide the basis for clinical reasoning.

Mode/attendance pattern

This is an on-campus unit comprised of:

  • One two-hour lecture per week
  • One one-hour tutorial per week
  • Online Self Directed Learning Modules


10 weeks

You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.


This unit is an inter -professional unit and attended by students undertaking a wide range of courses. Some of these courses are professional programs that require development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes.

On successful completion of this unit, you should be able to:

  1. Articulate a logical argument to justify the knowledge base for clinical reasoning;
  2. Reflect on, and analyse, health care situations and contexts (GAs: 4);
  1. Use the PICO framework to develop questions related to health care issues;
  1. Explain the different types of knowledge used to make evidence-based decisions in health care;
  2. Select appropriate types of knowledge required to address PICO questions;
  1. Locate and evaluate information from a range of sources to inform health practice; (GAs: 6, 8)
  2. Discuss the factors which influence the use of evidence in practice (GAs: 3, 9).


Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at 204356. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes.

On successful completion of this unit, students will have progressed in the development of the following ACU graduate attributes:


Think critically and reflectively.

Solve problems in a variety of settings taking local and international

perspectives into account.

Work both autonomously and collaboratively.

Locate, organise, analyse, synthesise and evaluate information.


Topics will include:

  1. Evidenced-Based Health Care
  • Need for information and evidence
  • Notion of best available evidence
  • Best practice guidelines
  • Continuous quality improvement
  • Ethical application of evidence
  1. Types of knowledge, their development and application
  • Emancipatory
  • Ethical
  • Personal
  • Aesthetic
  • Empiric
  1. Sources of knowledge and their application
  • Formal
  • Informal
  1. Methods of inquiry in health and their application
  • Types of health research
  • Critical evaluation of the research process including methodology, data analysis and presentation of findings
  • Application of inquiry in evidence-based health care including public health, health protocols, best practice.
  • Cochrane Collaboration
  • Joanna Briggs Institute
  1. Clinical reasoning
  • Reflecting, analysing and problem-solving
  • Critical thinking
  • Clinical judgement (technical and situation based judgement)
  • Quality care management


This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys.

Based on student feedback the following changes have been made for this semester:

  • Assessment tasks and rubrics have been modified to improve clarity and alignment with unit learning outcomes.
  • Lecture and tutorial times are managed outside the School and teaching staff have little control over class times. Feedback regarding class times has been forwarded to timetabling for consideration.
  • ACU Assessment policy states that “timely feedback is within three weeks of submission or at least five calendar day before the next related assessment task is due”. Every effort is made to ensure you receive feedback within the three week time frame.

HLSC122 Inquiry Health Care

SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.


Teaching and learning strategies will include learner-centred resource sessions, tutorials, web-based learning and critical thinking activities. Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner.


Attendance requirements of unit

Attendance at all lectures and tutorials is expected. An attendance record of all tutorial classes will be maintained and a minimum of 80% of tutorial classes is mandatory.

Reasons why attendance is required

In tutorials, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of tutorials are at risk of not developing these essential skills. Therefore, it is a requirement you attend a minimum of 80% of tutorial classes.

Procedures to follow should a student fail to attend 80% of classes due to illness and/or personal circumstances beyond their control

  1. You must contact your Lecturer-in-Charge when you know you have breached the 80% minimum requirement for tutorials.
  2. It is recommended that you provide written evidence of why you were unable to attend (sickness certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC).
  1. Your Lecturer-in-Charge will then provide you with a written learning activity which you will be required to submit on a specified date prior to the commencement of exam week.

HLSC122 Inquiry in Health Care – Unit Outline 201760 FINAL v003 

Study Schedule

For the most up-to -date information, please check your Leaning Environment Online (LEO) unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Some students may have a modified study schedule due to the requirement of clinical placements. Your campus LIC will notify you of the modified schedule if required.

Online Self-directed Learning
1Unit introduction andIntroduction Evidence-basedReflective practice
overview of unit assessmentpractice (EBP) 5 stepsModule 1: Critical thinking and
2Step 1 of EBP: AskStep 1 of EBP: Ask anClinical reasoning
answerable questionModule 2: Clinical judgement
Please bring laptop or tablet to
3Step 2 of EBP: AcquireStep 1 of EBP:How to find and use evidence
Ask an answerable questionModule 3: Finding evidence
Evidence-based practice (EBP)Key words/search terms
Searching for evidenceHurdle Requirement –
Best available evidenceLEAP into Learning
Levels of evidence/certificates –
evidence hierarchiesFriday 18/08/17 1200 hours
Please bring laptop or tablet toPlease bring laptop or tablet to(midday)
4Step 3 of EBP: AppraiseStep 2 of EBP: Acquire theAssessment Task 1 –
Methods of Inquiry:Quiz (Online)
Overview of health researchSearch process and strategiesThursday 24/08/2017
0600-2200 hours
Please bring laptop or tablet to
5Step 3 of EBP: AppraiseStep 2 of EBP: Acquire theAssessment Task 2 – Written
Methods of Inquiry:Assignment –Friday 1/09/2017
Overview of health researchRefining the search process and1200 hours (midday)
(mixed methods/systematic
Please bring laptop or tablet to

HLSC122 Inquiry in Health Care – Unit Outline 201760 FINAL v003                                                                                                5

6Step 3 of EBP: AppraiseStep 3 of EBP:
Evaluation of evidence:
Overview: critical evaluation ofAppraise/evaluate the evidence
Module 4: Evaluation of
the research process
Qualitative research
Please bring laptop or tablet to
7Step 3 of EBP: AppraiseStep 3 of EBP:Evaluation of evidence:
Critical evaluation of theAppraise/evaluate the evidenceModule 5: Evaluation of
qualitative researchQuantitative research
research process and ethical
application(assessment task 3 – part a)
Please bring laptop or tablet to
8Step 4 of EBP: ApplyStep 3 of EBP: Evaluate theApplication of evidence
Module 6: practical EBP
evidence quantitative research
Application of inquiry in EBPconsiderations
(health protocols/best practice)(assessment task 3 – part a)
Please bring laptop or tablet to
9Step 5 EBP: Assess (qualityStep 4 of EBP: Application
care management)
(assessment task 3 – part b)
Please bring laptop or tablet to
10Bringing it all together:
Summary of Inquiry in HealthSummary of the unitAssessment Task 3 – Written
Assignment – Friday
13/10/2017 1200 hours
North Sydney Students ONLY
Friday 3/11/2017 1200 hours

David Marks

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