5CO02 Assignment Sheet
5CO02 Assignment Sheet
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CIPD
Unit code(s): 5CO02
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Tutor delivering Evidence Based Practice
Unit title(s):
course:
Assessor name
Assessor signature
Use this as a checklist to make sure that you have included the required evidence to meet the
task. Please enter the evidence title and where it can be referred to. An example has been
provided for you.
Level 5 Associate Diploma in People Management
1.2 Evaluate a range of analysis tools and Y Slide show and noted page 14
methods including how they can be Conclusion & Next Steps
applied to diagnose organisational issues,
challenges and opportunities.
1.3 Explain the principles of critical thinking Y Briefly discussed Implementation of ideas
including how you apply these to your concerning critical thinking.
own and others’ ideas. Page 14.
1.4 Assess how different ethical perspectives can Y Influence decision making page 4, 5 & 6.
influence decision making. (Historical Perspectives, Models of
Evidence-Based Practice & Models of
Decision Making
2.2 Review relevant evidence to identify key Y Neurocognitive model page 7
insights into a people practice issue. Develop A Question Page, 8
3.2 Scrutinise key systems and data used to Y Proposed Data Collection and Analysis
inform people practice in relation to Page 11.
measures of work and people performance
calculations.
3.3 Collate key findings for stakeholders from Y Key Findings Page 12.
people practice activities and initiatives.
3.4 Measure the impact and value of people Y Micro & Macro Method Page 12 & 13.
practice using a variety of methods.
Assessor comments
Level 5 Associate Diploma in People Management
Evaluate a range of analysis tools and methods including how they can be applied to
1.2
diagnose organisational issues, challenges and opportunities.
Explain the principles of critical thinking including how you apply these to your own
1.3
and others’ ideas.
1.4 Assess how different ethical perspectives can influence decision making.
2.2 Review relevant evidence to identify key insights into a people practice issue.
Provide a rationale for your decision based on evaluation of the benefits, risks and
2.4
financial implications of potential solutions.
Task 2 – Assessment Criteria (Provide rationale for judgements against each assessment
Mark (1-4)
criterion and identify areas for development)
2.1 Interpret analytical data using appropriate analysis tools and methods.
Scrutinise key systems and data used to inform people practice in relation to
3.2
measures of work and people performance calculations.
3.3 Collate key findings for stakeholders from people practice activities and initiatives.
Level 5 Associate Diploma in People Management
3.4 Measure the impact and value of people practice using a variety of methods.
Unit Grade (your grade is provisional until moderated and confirmed by the CIPD)
/48
Assessor Feedback
Summary
Strengths
Development Points
Comments
Topic
[Student Name]
Course]
[Institution]
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Table of Contents
Introduction.................................................................................................................................................3
Historical Perspectives............................................................................................................................3
Models of Evidence-Based Practice........................................................................................................5
Models of Decision Making....................................................................................................................5
Economic rationality model.................................................................................................................6
Social model........................................................................................................................................6
Simon's bounded rationality model......................................................................................................6
Neuroscientific (neurocognitive) model..............................................................................................7
Incrementalism....................................................................................................................................7
Steps of Evidence-Based Practice............................................................................................................7
Step 1. Develop A Question................................................................................................................8
Step 2. Find the Evidence....................................................................................................................9
Step 3. Analyse the Evidence..............................................................................................................9
Step 4. Combine the Evidence with Your Understanding of the Client and Situation.........................9
Step 5. Application to Practice...........................................................................................................10
Step 6. Monitor and Evaluate Results from.......................................................................................10
Evidence-Based Practice Implementation..............................................................................................10
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Activity 2...................................................................................................................................................11
Proposed Data Collection and Analysis.................................................................................................11
Discussion and Implications for Practice...............................................................................................13
Conclusion and Next Steps....................................................................................................................13
References.................................................................................................................................................15
Introduction
The phrase evidence refers fundamentally and essentially to testifying or presenting materials,
recordings or items. Such things are also concerned with the presence or non-existence that a court asks,
purported or controversial facts. The rules and regulations governing the compilation of details by a
court termed the evidence and limitations. Shreds of evidence are presented to everything ordinarily
utilised to determine and disclose that evidence-based practice is a multidisciplinary technique
commonly used in medical science. Procedures such as nursing, psychiatry, neurology, obstetrics and
gynaecology, paediatrics and neonatology, pathology, emergency medicine, pharmacology, etc.
(Pachman, 2009). Thus, evidence-based practice follows the basic guideline that all joint practical
assessments should be prepared according to the approved research studies. It should be selected and
described following specific standards and evidence-based practice characteristics. Evidence-based
practice in the health care system refers to all clinical decisions produced based on the survey. In
addition, Scientific research helps patients to deliver better results by distributing high-quality
treatment. Evidence-driven healthcare practice is available for various conditions, e.g. diabetes, heart
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failure, asthma and kidney failure (Perez, 2019). However, these standards do not constantly be
implemented in delivering treatment, and there is a widespread difference. The Patient Protection Study
has traditionally focused on data analysis to identify patients' protection and demonstrate that new
practices would help enhance patient safety and quality. Implementing evidence-based protective
practices is challenging and calls for a strategy to address the challenges of care systems, individual
practitioners, senior management. They were, besides, Changing traditions of health care into
evidentiary practices.
Historical Perspectives
The study launched by Florence Nightingale has a strong history of practical work in the nursing
industry. However, a tiny number of infants had a role in this facility that began in Nightingale between
the early and mid-1900s. In recent times, a great deal of control has been accorded in the nursing
profession to improve care via scientific discoveries in practice. Evidence-based practice (EPP), in
combination with clinical competence and patient values, is a cautious and sensitive utilisation of the
most extraordinary evidence to provide health judgments. Randomised controlled trials (RTC) are the
specific kind of scientific experiment (randomised comparative trial). Evidence from various techniques
such as illustrative and qualitative research and the use of know-how from technical assumptions. The
most acceptable proof supporting the evolution of health care is an opinion from the competence in the
same profession and case reports (Treweek & Littleford, 2018). Once sufficient evidence is available
from the study, evidence from research and patient values and medical skills should guide the practice.
The decision making in health care is mainly gained from non-investigative evidence such as expert
opinions and technical help. Only if there is insufficient research is this sort of judgment taken. Since
further research is being conducted in a specific field, the evidence must be included as a tool for future
references into evidence-based practice.
Moreover, McKibben (1990) says that "Information-based practices entail both thoughtful and
complicated decisions based on the evidence available, but that the patients' features, circumstances &
priorities are greatly influenced." Healthcare know-how or professional skills should be adequately
taught to assess the existing situation, thinking, knowledge, and nursing practice to improve outputs and
provide patients with safe healthcare. It should always keep track of how and what you have to do to
care for the people since it is pretty tough to do good work. For various reasons, evidence-based practice
is essential for healthcare providers since it proves their care (Rahnev, 2017). The most extraordinary
evidence remains in patient-health assessment, patient-problem analysis, patient treatment, intervention
to improve the patient's functions or prevent problems and evaluation of patient reaction to an
intervention. One of the critical variables is evidence-based practice (EBP). Many health organisations
use this evidence-based method to implement the health plan successfully. As a result, the best medical
practice has been identified. However, the concept of evidence-based practice in diverse areas differs
Level 5 Associate Diploma in People Management
because of its practice scenarios. Because of its skills level and its interpretation of evidence-based
practice, the prospects of various professionals may conflict in addition to Evidence-based Practice, the
proof medicine (EBM) and the proof-based nursing (EBN) treatment work. Therefore, the engagement
of evidence-based medicine in many problematic scenarios has been reported as one of the leading
frameworks for such decision making. It also makes complex decisions more straightforward.
In contrast, evidence-based nursing offers practical guidance for students and practitioners on
evidence-based nursing. It helps nurses to gain greater understanding and evaluate the many sorts of
evidence simply using step-by-step approaches. It also discusses how the results may be utilised in
clinical practice and how research may be employed to make clinical decisions. Finally, it assists nurses
in providing healthcare that is optimal and safe.
In all, analyse the facts, such that either the primary or secondary source of this evidence may
be. The selection of topics and question design, considering the target demographic, is crucial when
dealing with evidence-based practice. Following the knowledge required by Fitzpatrick (2007), the EBP
is the initial approach. In whereas, second stage, the primary sources of evidence collected based on the
research question are critically evaluated. In addition, the next phase is the combination of research and
a critical evaluation of a systematic review.
The complexity of accounting that may be done to identify the best choices is not limited
Kuwashima (2014) reports that decision-makers only objectively tackle the problem and avoid
all subjectivity in the context of organisational decision-making. Further, the assumption is that every
individual tries to maximise the satisfaction or enjoyment acquired from an item or service. The theory
of rational choice. This fundamental principle leads to the "rational" model of choice, commonly
utilised in decisions (Bergmiller et al., 2011).
Social model
The social-psychological model is at the other end of the economic rationality model. Sigmund
Freud saw men as bundles of feelings, emotions, and instinct, with their behaviour led by unconscious
wants. These processes have a global influence, as they offer certain fundamental protocol norms.
choices and choosing the right one to progress a given objective or job. However, this department is an
integral part of executive tasks; however, recent investigations have shown that a complex brain
network, including engine regions, is involved.
Incrementalism
Although the rational decision-making model may be highly demanding concerning the scale
and expense of information collection and subsequent calculation, also known as disjointed
incrementalism, it focuses on the decision maker's limited cognitive capacity. On the other hand, in the
progressive paradigm, the decision-maker concentrates primarily on policies that progressively
differentiate between current methods. It, therefore, leads to a small number to be assessed by a limited
number of policy possibilities. Consequently, for the decision-maker, the process becomes more
manageable.
population. It defines the patient group, "I mean an intervention that relates to treatment, procedure,
testing, whilst 'C' indicates the alternative method and 'O' shows the effects of the intervention on the
population. Whether it enhances or affects the situation. In simple words, the PICO acronym aids us in
the identification of population/intervention, therapy and method. Also, the study carried out using our
search technique, the searching of the relevant articles, can provide more vital results sought. Generally,
question formulation utilising PICO plays an integral part in determining how our study works in
evidentiary practice (Turner, 2012). Based on the four elements of the final PICO question, we aid in
the literary search. It is not as easy as it might at first. The topic may be as tricky as the primary causes
influencing homelessness, or how do you effectively deal with a particular problem? For instance, we
might be overly concerned with customers. I would want to ask questions, such as the best ways for
anxiety evaluation and what forms of anxiety. I best work with? I would also like to be aware that the
qualities of our customer, practitioner, location and other environmental elements play a vital role in
providing the most straightforward and most effective responses to our inquiries. Your question may not
be answered best if an intervention cannot be adapted for cultural variations between customers.
Step 4. Combine the Evidence with Your Understanding of the Client and Situation
The discovery, implementation, decision-making process are all complicated activities and
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crucial to evidentiary practice. When I think about how to adapt it to the present customer problem and
scenario. If the proof you have obtained is based on a person with whom you are separated from the
client
You cope with it, and then you're going to have to discover another excellent technique to adjust
to the circumstance you work in literature. There are several changes in your choices, including ethnic
and cultural discrepancies, money and financial stability, lodging, family conditions and so on.
Subsequently, the best-known methodologies are carried out in the clinical environment
employing a systemic manner in evidence-based practice. It will result in more consistent, safe, high
quality, and cost-efficient treatment. Even if the science of practical interpretation is very young, it is
clear what implementation interventions might be employed to assist patient safety. However, no
specific projectiles are available to interpret what is known in the practical study. Thus, several
methodologies and procedures may be needed to put evidence-based treatments into practice. Moreover,
what works in one care environment may or may not function in another, proposing that changeable
material be put into operations.
Activity 2
Proposed Data Collection and Analysis
To comprehend how clinical conditions through the course of the process influence their
decisions, I asked the employ during an in-class group exercise to reflect on these developments. This
task was part of increased group efficiency and effectiveness assessment. Other questions were asked,
such as what works in the groups, what doesn't work, etc. (Shea et al., 2013). Data have been collected
as part of the evaluation groups on the group's excellence and the modifications they may need to
improve their team in the last weeks.
I automatically categorised the answers first, then gathered them in a formal meeting to
deliberate upon cohesive categories. An independent evaluator then utilised these categories to evaluate
the solutions. Thirty-eight replies were submitted to 105 students enrolled in the course. Finally, the
teams completed the review of participatory points in the classroom.
The answers (n=35) indicated that individually and as a group, the class improved their decision-
making. The interviewees said that they learnt more about making decisions in teams, including better
decisions (n=5), quicker decisions (n=3) and more informed decisions (n=12). A big group also showed
that they understand prejudice and mistakes better (n=8). The following quote is a good illustration of
how the training has changed decision-making.
"To make our decisions, I have employed our research. As a result, I have been more dynamic and
creative in thinking and using our research evidence to make better and more informed judgments."
There are numerous examples of how the course influenced the clinical decision-making environment:
"I have learnt not to make judgments since I will take time to study material."
"I think more and more analytically about the opinions of others."
'I learnt how to do better research, and I now know how to obtain as much information as possible
before determining what best to do.'
Whereas,
Companies' Micro and Macroenvironmental Aspects
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For any firm, there are several elements to be taken into consideration. In 'Vacuum,' organisations never
exist or function. It works in an environment that is fundamentally separated into two major types. The
micro-environment and the macro-environment are the first.
General Public (Micro)
The public refers to a group of individuals with an actual or potential interest in the corporation's
product or can affect its capacity to fulfil its aim. In the marketing environment in a corporation, seven
sorts of the public are recognised, including financial publics, media publics, public officials, civics,
internal publics, local people and the general public.
Customers (Micro)
Its consumers are the leading players in the microscope of the firm. Therefore, the overall
network for value delivery attempts to include and develop strong connections with target consumers.
Customer markets have five pillars, which enterprises may target. These are consumer markets,
corporate markets, public markets, reseller markets and global markets.
Natural environment (Macro)
It refers to the natural or physical resources that marketers need as inputs or influenced by
marketing activity. The environmental circumstances have become a pivotal aspect to examine, given
that environmental concerns have increased significantly in recent years—for example, pollution of air
and water, floods, droughts and so forth.
Political environment (Macro)
The political changes have a tremendous effect on marketing choices. It includes legislation,
government agencies and pressure groups capable of influencing or limiting different people or
organisations.
approaches to analyse the employees' progress in a policy environment. I wish for qualitative and
quantitative decision-making, information science, and management methodologies for more holistic
evaluation. Tasks are now the only way to evaluate development in employment, making it challenging
to distinguish decision-making from other abilities such as professionalism.
References
Lamiraud, K., & Vranceanu, R. (2018). Group gender composition and economic decision-making:
Evidence from the Kallystée business game. Journal of Economic Behavior & Organization,
145(31), 294-305. https://doi.org/10.1016/j.jebo.2017.09.020.
McDonald, H., Charles, C., & Gafni, A. (2011). Assessing the conceptual clarity and evidence base of
quality criteria/standards developed for evaluating decision aids. Health Expectations, 17(2),
232-243. https://doi.org/10.1111/j.1369-7625.2011.00740.x.
Pachman, J. (2009). The evidence base for pre-employment medical screening. Bulletin of The World
Level 5 Associate Diploma in People Management
Appendices
Coding's
Sum 102 66
1 Arithmetic Mean
Total Age 1151.5 597
2 Harmonic Mean
Average Age 11.28921569 9.045454545
3 Geometric Mean
Harmonic Mean Age 1.818018752 3.575592251
Table 1 Scatterplot