Study plan - Master Programme in Evidence-based Practice

Health services of high quality should be based on the best available knowledge from research. Therefore, healthcare professionals must actively search for new knowledge within their field to stay updated. Evidence-based practice (EBP) involves combining clinical experience and expertise with the best available research knowledge. The user themselves, and/or those close to the user, should also be involved in decisions. In this way, knowledge from experience, research, and users is combined.

The main goal of the master's program is to contribute to quality improvement in healthcare services. During the master's program, students will further develop their specialized competence in a multidisciplinary academic environment. Students will be qualified to work with and lead knowledge management and quality improvement in practice, teaching, and communication. They will acquire versatile knowledge in research methods and scientific thinking.

Students will learn to apply research to promote professional development and learn to perform professionally and ethically responsible practices to reduce harm and increase benefits for individual users and organizations.

The program qualifies for admission to a doctoral program.

The master's program offers three specialized tracks: health sciences, occupational therapy, and radiography.

60 credits in the program are common.

In all the specializations the student learns to inquire, search, critically evaluate, and use research as one of several sources of knowledge to promote EBP. The implementation of research-based knowledge into practice is a central theme in the program. The student learns to use theory, frameworks, models and tools to promote uptake of research evidence. The student learns to apply strategies to ensure user involvement at different levels of the health services.The student must apply course materials on practical issues from their own field throughout the entire course of study. The study specializations occupational therapy and radiography will in some courses also immerse themselves within topics related to their respective fields of study only.

Study specialization Radiography

Students in the radiography specialization gain competence in applying EBP within radiography. A broad understanding of the use of research in radiography and medical imaging technology is important for further developing the field, including research and development work in the field. The student must understand the importance of EBP and be able to communicate with the professional community about relevant issues within radiography and medical imaging technology.

Study specialization: Occupational Therapy

The student gains competence in applying EBP within occupational therapy. A critical understanding of theoretical perspectives on activity and participation is essential for practicing occupational therapy and evaluating practice. The student should be able to assess their own practice based on various understandings of the concepts of activity and participation, and to what extent their practice is user-centered, activity-focused, activity-based, and carried out in relevant environments. The student should be able to discuss the need for changes in practice based on relevant knowledge from research, experience, and users.

Admission

• Specialization in Health Sciences:

Bachelor's degree in health and social sciences, or equivalent. Candidates with other relevant education (e.g. library and information science) can also apply and will be assessed individually.

• Specialization in Occupational Therapy:

Bachelor's degree in occupational therapy or equivalent.

• Specialization in Radiography:

Bachelor's degree in radiography or equivalent.

Learning outcomes

A candidate who completes a master's degree in evidence-based practice will have the following total learning outcomes defined in knowledge, skills, and general competence:

Knowledge:
The candidate...

• possesses advanced knowledge within the field of evidence-based practice (EBP) and the methods related to EBP.
• can apply research-based knowledge in a critical and analytical manner.
• can critically assess and analyze professional and scientific issues based on the history, traditions, uniqueness, and societal position of the field.

Skills:
The candidate...

• can integrate knowledge from research, experience, and user desires and needs.
• can conduct comprehensive literature searches related to specific research questions and critically assess research.
• can independently use relevant methods within EBP.
• can contribute to quality improvement and change in organizations by promoting EBP.
• can carry out an independent, delimited research or development project based on existing research in accordance with current research ethics norms.

General Competence:
The candidate…

• can use reflection and critical evaluation as tools for self-directed lifelong learning.
• can identify knowledge gaps in research literature.
• can work with EBP and implement the best available knowledge in practice.
• can teach and communicate competence in EBP in clinical practice, educational institutions, and professional journals.
• can communicate about discipline-specific issues, analyses, and conclusions, both with specialists and the public.
• can contribute to innovation and new thinking.

Content

The master's program is a part-time study over four years. The teaching is primarily web-based, with one to two shorter campus sessions (2-4 days) per semester.

First Year of Study
During the first year of study, students learn about the steps in EBP, including inquiring, searching, critically appraising, and applying research to improve practice. Students will apply the course material to issues from their own practice. The teaching is common for all study directions.

Second Year of Study
Fall:
During the fall semester, students delve into scientific theory, research methods, and research ethical issues in health and social sciences. The teaching is common for all study directions.

Spring:
In all specializations, students delve into topics related to implementation and how to integrate knowledge from research, clinical/practical experience, and patients/users in quality improvement work. Much of the instruction will be common for these two study directions.

Third Year of Study
Fall:
In the health sciences specializations, students write a project plan for the master's thesis and delve into scientific theory, methods and ethics relevant to their own project.

In the occupational therapy specialization, students develop a critical understanding of theoretical perspectives on activity and participation and how to use these perspectives to assess their own practice.

In the radiography specialization, the student immerses themself in topics related to research in radiography and medical imaging technology.

Spring:
In the health sciences study specialization, students work on the master's thesis.

In the occupational therapy and radiography study specializations, students write a project plan for the master's thesis and delve into scientific theory, methods and ethics relevant to their own project. The teaching is common for both directions

Fourth Year of Study
During the fourth year of study, students work on the master's thesis. Students follow the courses in the order they are outlined in the study program. Once a course is completed, students are expected to translate knowledge and skills to new learning situations and integrate them into further study work.

Teaching

Reflection and lifelong learning are the foundation of the master's program. The content of the courses build on each other, so that knowledge and skills are developed progressively. Learning take place through discussions, oral presentations, problem-solving, and written assignments. The teaching is primarily web-based. Teaching methods include lectures (digital and classroom), seminars/webinars, group work, supervision on written work and presentations, and self-study. Canvas is used as the learning management system. Students must have their own computer with internet access. To participate in webinars, students need a microphone and speaker, and it's recommended to use a webcam and headphones.

Approximately 20 hours of work are calculated per week during the academic year.

Assessment

Assessment methods consist of home exam or written assignments that students work on continuously throughout the semester. In several of the assignments, emphasis is placed on students choosing issues from their own practice and/or areas of interest as a starting point for solving the assignments. This way, they apply tools, ways of thinking, and literature/theory to practical problems and relevant topics.

The master thesis is an independent course work related to evidence-based practice.

Required progression

Courses in the first year of study must be passed to start the fourth semester. All courses must be passed before students can begin working on the master's thesis.