Recent Question/Assignment

Assessment Task
Assessment name: Assignment
Task description: Evidence-based practice report
Course learning objectives (CLO) assessed: Objective 3. Define evidence-based practice and identify key stages, principles, processes of an evidence-based approach in nursing.
Objective 4. Appraise the meaning/use of data analysis and research findings.
Objective 5. Identify ways to improve nursing practice and patient outcomes by using an evidence-based practice approach to planning, implementing and evaluating nursing care.
What you need to do: Part 1. (500 words) – Evidence Search
You will integrate your knowledge and understanding of concepts and principles related to evidence-based practice and contextualise this to an inconsistent clinical practice that you have observed, or a clinical issue or local health need. Specifically, you will define a problem, identify a need for change, and demonstrate understanding of significance of the problem or issue to nursing knowledge and practice reality.
1. Identify and discuss an inconsistent or little-known approach to clinical practice, a clinical issue or local health need, or a controversial policy that you wish to investigate, to determine whether it is based on evidence, tradition or misconception (What is the problem?).
2. Summarise the context for the clinical practice or health policy you wish to investigate.
3. Justify and support your rationale for selecting this area of concern to investigate and identify a need for change (What is the significance of the problem? Why do we need to do something about it?)
4. Then, express this area of concern as a searchable question using the PICO (or other) format. Identify the domain in which your question fits and the best design to answer the question.
5. Formulate a search strategy using relevant key search terms and search for the best available evidence to answer your searchable question. Attach a one-page printout of your search history as an appendix.
6. Identify five (5) – 10 (ten) research articles that represents the best available evidence to address your question about the inconsistent/little known practice, policy, or issue. For each article, identify its place on an hierarchy of evidence (e.g. JBI, NHMRC). Attach a one-page evidence summary table containing the relevant details from each article.
7. Justify and support your rationale for choosing each article, addressing the PICO terms and question domain. Note: One of these articles MUST be a systematic review or an evidence-based guideline that you will use in part 2 of this assessment.
What you need to do: Part 2. (1500 words) – Evidence Report and Recommendations
You will synthesise the body of research knowledge. Then, you will apply standards/criteria for review and evaluation of the state of the research to critically appraise the highest level of evidence in the topic area that is relevant to your clinical question. Finally, you will formulate recommendations for practice and research and present your argument for change into an evidence summary report.
1. Synthesise the body of evidence from the five to ten research articles you found ending discussion with your conclusion or ‘bottom line” about
what the evidence tells us.
2. Identify the evidence that is the highest level of evidence addressing the PICO question. Justify and support your rationale as to why this is the best evidence and how it addresses your PICO question.
3. Identify and select an appropriate tool to appraise the evidence.
4. Critically appraise the highest level of evidence relevant to your chosen clinical practice or health policy. Justify and support your rationales for your appraisal findings.
Total Length: 2000 words (note: 10% either side of the word limit will be accepted).
Note: Cover sheet, reference list, appendix not included in word count.
Estimated time to complete task: 3-4 days (spread out over semester) Steps to completion: (1) analyse your task sheet, (2) gather your information, (3) organise your notes, (4) write your draft, (5) edit and proofread, (6) format your assignment.
Weighting: 40%
Individual/Group: Individual
Formative/Summative: Summative
How will I be assessed: 5-point grading scale using the marking guide attached. Note: see the USQ Grade Schedule policy at https://policy.usq.edu.au/documents/14748PL.
Due date: 16 September 2019 submitted to Turnitin via the assignment submission link on the NUR 2300 Study Desk. by 11:59 pm. More information about Turnitin is available on the Turnitin FAQ page at https://www.usq.edu.au/currentstudents/ict/systems/turnitin.
Expectations of assignment: • That you locate, retrieve and appraise quality evidence using well defined search terms
• Your evidence is recent (ideally last 5-10 years, unless seminal work in the area
• You attempt to locate and retrieve information that is relevant within an Australian context
• The evidence is relevant for addressing the health issue within a nursing context
• You include a complete reference list (APA format at the end of your assignment
• You address all elements in the assignment task sheet
• You adhere to appropriate standard of grammar, spelling and referencing
• Your assignment is submitted on or before the due date – unless otherwise negotiated with the Course Examiner
Description of writing style: critique A critique is a type of academic writing that briefly summarises and critically evaluates a work or concept. Critiques can be used to carefully analyse a variety of works such as:
• Research –policy documents, journal articles, systematic reviews, theories, models and frameworks
• Media – news reports, feature articles
The writing style is like a literature review in that the literature itself is the subject of discussion. The writing style is also like an essay, in that a critique uses a formal, academic writing style and has a clear structure, that is, an introduction, body and conclusion. However, the body of a critique includes a summary of the work and a detailed evaluation. The purpose of an evaluation is
to gauge the usefulness or impact of a work in a particular field, in this case for underpinning recommendations for practice. Your critique must be supported with evidence.
• Note: see https://www.usq.edu.au/library/studysupport/assignments/assignment-structure-and-writing/essays for more on writing essays
Note: see https://www.usq.edu.au/library/study-
support/assignments/assignment-structure-and-writing/literature-reviews for more on writing literature reviews
Presentation requirements: format Your assignment should be written in the style of a critique and be prepared as follows:
• Has a cover sheet with the assessment title, your name, student number and word count (see coversheet template).
• Includes a ‘footer’ on each page with your name, student number, course code and page number.
• Margins: 2.5 cm margins on all sides
• Line Spacing: one and a half spaced or double-spaced text
• Font: Times new roman; Font size: 12
• APA style referencing (see https://www.usq.edu.au/library/referencing/apareferencing-guide)
• Headings can be used to logically structure your assignment
Must be submitted in electronic format to Turnitin via the assignment link.
What you need to submit: One word document that contains the following items:
1. Assignment cover sheet
2. Your work in the appropriate writing style (unless instructed to use an alternate format)
3. A reference list
4. Three appendices
a. Appendix A. Search History and Results
b. Appendix B. Evidence Summary Table
c. Appendix C. Links to five best evidence sources
d. Appendix D. Critical appraisal of highest level of evidence
Resources needed to complete task: • Quality literature on the topic, including recommended readings and readings from your own searching to support your work.
• Relevant Learning Activity Worksheet(s)
• Other available resources to help with searching, writing
• Assessment task booklet (this document)
• Marking guide for the assessment (which is how your submission will be assessed)
• USQ Referencing Guide
• USQ tips for submitting your assignment or Turnitin Tip Sheets
Note: An appendix contains information that is not essential to explain your findings, but that supports your analysis or validates your conclusions. Your assignment must be able to stand alone, without the appendices.
Academic Integrity
The School of Nursing and Midwifery takes academic integrity very seriously. All work submitted must be your own work. You need to correctly
Stop
Think
Observe
Proceed
acknowledge and reference the work of others according to the USQ Referencing Guide.
There are serious consequences that will be imposed should you be found to breach academic integrity. Make sure you are familiar with the USQ Academic Integrity Policy and visit the Academic Integrity guide in your Student Success Planner.
Maintaining academic integrity is your responsibility. Check your work carefully and check your Turnitin report.
NUR2300 Evidence Based Nursing Practice Assessment Task 1 Marking Guide (Student)
Student Name: Student Number:
Course learning objectives (CLO) assessed:
Course Objective 3. Define evidence-based practice and identify key stages, principles, processes of an evidence-based approach in nursing. Weighting: 40%
Course Objective 4. Appraise the meaning/use of data analysis and research findings.
Course Objective 5. Identify ways to improve nursing practice and patient outcomes by using an evidence-based practice approach to planning, implementing and evaluating nursing care. Final Marks: __ __ /100
Criteria Standard
85-100
(HD- High Distinction) 75-84
(A-Distinction) 65-74 (B- Credit) 50-64
(C-Pass) 50
(F-Fail)
Criteria 1: Knowledge
Demonstrates theoretical and technical knowledge and skills in applying evidence-based practice principles to an identified clinical nursing practice problem or issue.
Pertains to CLO 3 and USQ graduate capabilities (academic / professional / digital literacy, problem solving)
Weighting: 20 %
Clinical nursing problem/issue introduced and illustrated in context and significance of problem explained / supported with literature Clinical nursing problem/issue introduced in context and significance of problem is explained. Clinical nursing problem/issue is introduced in context Clinical nursing problem/issue i identified. s Neither implicit nor explicit reference to clinical nursing problem/issue
Clear, relevant and clinically meaningful question discussed Clear, relevant clinical question discussed Clear clinical question proposed Basically clear clinical question with minimal ambiguity Clinical question lacks clarity.
Correctly identifies and discusses type/domain of question Correctly identifies and discusses type/domain of question Domain correctly identified Domain correctly identified Domain incorrectly identified
Demonstrates appropriate, efficient search strategy based on question domain Demonstrates appropriate search strategy based on question domain Demonstrates appropriate search strategy based on question Demonstrates search strategy. Provides no search strategy or relevance of search strategy to clinical question /domain unclear
Identifies and retrieves five best sources of evidence to address clinical question Identifies and retrieves five best sources of evidence to address clinical question Identifies and retrieves five appropriate sources of evidence to address clinical
question Identifies and retrieves five sources of evidence to addres clinical question s Identifies less than five sources of evidence relevant to question topic
Presents sound rationale for or against selection of evidence Presents good rationale for or against selection of evidence. Presents reasonable rationale for or against selection of evidence. Presents logically correct rationale for or against selection of evidence Presents poor to no rationale for or against selection of evidence.
Criteria Standard
85-100
(HD- High Distinction) 75-84
(A-Distinction) 65-74 (B- Credit) 50-64
(C-Pass) 50
(F-Fail)
Criteria 2: Critical
Thinking and
Analysis
Demonstrate knowledge and skills in summarizing, appraising and synthesizing health information and justifying application of evidence clinical practice
Pertains to CLO 4 and USQ graduate capabilities (problem solving, creativity)
Summary of literature succinct; yet includes sufficient information about the studies for the reader to determine their overall validity. Summary of literature contains sufficient information about the studies for the reader to determine overall validity Summary of literature contains sufficient information about the studies for the reader to determine overall validity Summary of literature basic with some key information omitted that reader would need to determine overall validity of findings. Vague Summary of literature, with little information about the studies for the reader to determine overall validity of findings.
Critique demonstrates systematic critical appraisal of quality and validity of evidence, including examples and literature to support critique. Critique demonstrates systematic critical appraisal of the quality and validity of the evidence, including literature to support critique. Critique demonstrates critical appraisal of the quality and validity of the evidence Critique demonstrates some attempt at analysis of ideas but mostly descriptive; some key analysis missing There is minimal to no attempt to synthesise or analyse the information.
Synthesises findings from all five sources of evidence Synthesises findings from all five evidence sources Synthesises findings from all five evidence sources Demonstrates some attempt at Synthesises of findings No indication of any attempt to Synthesises findings.
Provided recommendations for practice based on evidence and taking into account contextual complexities Provided recommendations for practice based on evidence and strongly argued for recommendation Provided recommendations for practice based on evidence and provided logical argument for
recommendation
Provided recommendations for practice No recommendations for practice or recommendations not based on evidence
Conclusion shows analysis / synthesis of ideas based on findings and appropriate insights into problem Conclusion shows analysis / synthesis of ideas based on the selected evidence. Conclusion generally supported in the body of the essay. Conclusion not wholly supported in the body of the essay. Essay lacks conclusion or conclusion not based on selected evidence
Criteria Standard
85-100
(HD- High Distinction) 75-84
(A-Distinction) 65-74 (B- Credit) 50-64
(C-Pass) 50
(F-Fail)
Criteria 3: Academic Writing and
Communication
Communicate
effectively through scholarly presentation of work (related to spelling, grammar, language, writing style, referencing).
Pertains to CLO 4
Pertains to USQ graduate capabilities
(written communication) Weighting: 10 % Submission addresses assignment task
All appendices attached Submission addresses assignment task
All appendices attached Submission addresses assignment task
All appendices attached Submission addresses assignment task
All appendices attached Submission does not adequately address assignment or key components missing
Presentation of document consistently meets expected academic standard Presentation of document generally meets academic standard Introduction, body, conclusion reflects organisation and coherence Introduction, body, and conclusion evident in presentation of document Presentation of document lacks organisation and coherence
Writing style is clear, analytical, concise and coherent Writing style is clear, analytical and concise throughout
Writing style is clear and analytical Writing style is clear; analytical approach attempted Writing style lacks clarity and analytical approach
Logical flow of the paper from thesis through argument; uses
transition phrases throughout; succinct structure of the content Logical flow of the paper from thesis through argument evident; succinct structure of the content
Logical flow of the paper from thesis through argument
evident
Logical flow of the paper and ideas evident; some logic to argument apparent
Logical flow of sections or ideas is not evident
Consistently meets high standard of English conventions of grammar and spelling Meets high standard of English conventions of grammar and, spelling Consistent and mostly correct application of English conventions of grammar and
spelling Minimal acceptable standard of English conventions of grammar and spelling with few errors Grammar, paragraphing, punctuation, spelling has many errors that are distracting from the content
Referencing style appropriate (USQ APA), consistent and accurate
Referencing style appropriate (USQ APA) and consistent with minimal errors Referencing style appropriate (USQ APA), and consistent with some systematic errors Referencing style appropriate (USQ APA), and mostly consistent with some systematic errors Referencing style inappropriate (not USQ APA), inconsistent and/or presents with wide range of errors
Consistent and accurate use of language of the discipline - - Uses language of the discipline
Uses lay language instead of language of the discipline
Consistent and accurate use of non-discriminatory and culturally safe language - - Use of non-discriminatory and culturally safe language Use of language that is discriminatory and/or culturally inappropriate
Plagiarism report satisfactory
( 10%)*
Adhered to word count +/- 10% - - Plagiarism report satisfactory
( 25%)*
Adhered to word count +/- 10% Plagiarism report not satisfactory ( 25%)*
Did not adhere to word count

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