Module Details

Module Code: EDUC N7015
Full Title: Introducing Evidence-Based Practice in Early Childhood
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 5
Module Owner::
  • Myles Hackett
  • Caroline McDonnell
Departments: Nursing Midwifery & Early Years
Module Description: Early childhood professionals are expected to provide programmes that are based on the best available evidence. This module introduces early childhood professionals to the concept of Evidence Based Practice. Students develop skills in appraising the best available national and international evidence that can be used to improve practice outcomes.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Demonstrate an understanding of Evidence Based Practice and explain the relevance of Evidence Based Practice to the field of early childhood studies.
MLO2 Discuss the process of Evidence Based Practice and the importance of reflective practice to support evidence based pedagogy, legislation, curriculum and supervision for ECEC. Reflect on mechanisms for peer reflection and building community of learners/practice.
MLO3 Identify, review and appraise appropriate evidence from the literature on an identified Early Childhood Studies issue.
MLO4 Propose recommendations for change relating to Early Childhood Studies issue after engaging in the evidence based practice process.
MLO5 Explain the barriers and facilitators to Evidence Based Practice.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
 
Module Indicative Content
Evidence Based Practice defined
Definition of Evidence-Based Practice (EBP). Relevance of EBP to the field of early childhood studies. Process of EBP. Impact of EBP in guiding quality practice.
Engaging in the process of Evidence Based Practice
Identifying practice problems and formulating questions. Sourcing and accessing evidence in the literature. What counts as evidence, levels/hierarchy of evidence? Critical appraisal skills, Critical thinking, Evaluative skills, Interpreting research findings, rating evidence, Evaluating Evidence Based Practice initiatives.
Change in Practice
Applying research knowledge. Implementing research findings in practice. Suggesting implications of research finding on practice. Using reflective practice to support evidence based changes, peer reflection and evaluation. Opportunities and structure to support communities of practice.
Communication
Structure of academic research papers. Communicating own evaluations of literature effectively. Annotated bibliography. Exploring current frameworks & policy in Early Learning and Care landscape to support research and evidence based practices.
Barriers and Facilitators
Exploring the barriers and facilitators to implementing Evidence in Practice in the service. Students commitment to highly respectful collaborative practices promoting democratic engagement within a plurality of value systems
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Reflective Journal % of Total Mark 30
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,5
Duration in minutes 0
Assessment Description
Engage in a series of reflective practice entries that are linked with modules from AECS Programme. This will include a cyclical process and also peer review reflection, establishing a community of practice and mentoring support for ELC team
Assessment Type Other % of Total Mark 70
Marks Out Of 0 Pass Mark 0
Timing End-of-Semester Learning Outcome 2,3,4
Duration in minutes 0
Assessment Description
Students will identify an issue of relevance/practice of interest in their own work. They will conduct a literature search around this and present key sources in the form of an annotated bibliography. They will then draw on these to make practical recommendations to address the issue.
No Project
No Practical
No Final Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DKIT reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full-time workload.
Workload: Part-time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 1.00 1
Online (Contact) Contact No Description Every Week 1.00 1
Practical Contact workshop Once per semester 0.20 3
Directed Reading Non Contact No Description Every Week 2.50 2.5
Independent Study Non Contact No Description Every Week 5.00 5
Total Weekly Learner Workload 9.70
Total Weekly Contact Hours 2.20
 
Module Resources
Recommended Book Resources
  • Buysse, V. And Wesley, P. (Eds). (2006), Evidence-Based Practice in the Early Childhood Field, Zero to Three, Washington.
  • Department of Children & Youth Affairs.. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education, Government Publications, Dublin.
  • Department of Education and Skills (DES). (2017), Síolta – The national quality framework for the early years., Government Publications, Dublin.
  • Government of Ireland. (2018), First 5: A whole-of-government strategy for babies, young children and their families., Government Publications, Dublin.
  • Greig, A.D., Taylor, J. And MacKay, T. (2012), ) Doing Research with Children: A Practical Guide, 3rd.ed. SAGE Publications Ltd, London.
  • National Council for Curriculum and Assessment (NCCA). (2009), Aistear: early childhood curriculum framework, principles and themes.
  • National Council for Curriculum and Assessment (NCCA). (2015), Aistear Siolta Practice guide Available at: https://www.aistearsiolta.ie/en/.
Supplementary Book Resources
  • Bick, D. And graham, I.D. (Eds). (2010), Evaluating the Impact of Implementing Evidence-Based Practice, Wiley-Blackwell, Chichester.
  • Clifford, C., and Clark, J. E. (eds). (2004), Getting Research into Practice. A Health Care Approach, Churchill Livingstone, London.
  • Hack. L and Gwyer, J.. (2013), Evidence into Practice: Integrating Judgment, Values, and Research, F.A. Davis Company, Philadelphia.
  • Hall, H.R. and Roussel, L.A.. (2012), Evidence-Based Practice, MA Jones & Bartlett Learning, Burlington.
  • Hammer, S. and Collinson, G.. (2005), Achieving Evidence-Based Practice: A Handbook for Practitioners, 2nd. Bailliere Tindall, Oxford.
  • Hart, C.. (2001), Doing a Literature Search: A comprehensive guide for sciences, Sage Publications, London.
  • Holmes. G.R.. (2011), Doing Your Early Years Research Project: A Step by Step Guide, 2nd.ed.. SAGE Publications Ltd, London.
This module does not have any article/paper resources
Other Resources
  • Website, http://ebp.lib.uic.edu/.
  • Website, http://www.columbia.edu/cu/musher/Websit e/Website/EBP_OnlineTraining.htm.
  • Website, http://community.fpg.unc.edu.
  • Website, http://community.fpg.unc.edu/connect-mod ules/5-step-learning-cycle.