Topics:
1. Weight loss in people with dementia in aged care facility - Does nutritional supplement increase weight loss in people with dementia living in aged care facility?
2. Language Barrier
-Do picture boards increase communication with nurses and non-english speaking Australians living in nursing home?
Student Name: Student ID:
Group: Date:
Type of Assessment
This summative assessment will enable your Assessor to make a judgement of competency based on the submission of your completed assignments against the requirements of this unit of competency.
Assessor Instructions
The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules). Assessors must use these benchmarks to make a judgement on whether competency has been achieved and to determine if the participant has performed to the standard expected to meet the unit requirement and learning outcomes. Competency results for each unit are recorded in the Record of Assessment Form.
Reasonable Adjustment
Think Education will allow flexibility in relation to the way in which each unit is delivered and assessed based on the student’s requirement. The following are the reasonable adjustments for this unit:
Trainer/Assessor must select which of the following is suitable for this unit and DELETE rows that are not applicable
Reasonable Adjustment for this unit College Based On-Line Delivery
The assistance of a Learning Support Teacher for LLN issues
Modifications to physical environment, e.g. Wheelchair access
Changes to course design, e.g. Instead of written assessment task – change to verbal questioning & assessor to write the answers
Changes in lecture schedules and arrangements, e.g. Relocating classes to an accessible venue
Modifications to computer equipment in the computer lab
Provision of information or course materials in accessible format, e.g. A textbook in braille
Supply of specialised equipment or services, e.g. A note taker for a student who cannot write
Assessment Coding
Assessment of this program of study is based on competency-based principles.
S = Satisfactory
NS = Not Satisfactory
Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’. You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your assessor for this unit of competency.
Re-assessment
Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed in only the areas assessed NS. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall understanding of this unit has not been achieved. Students that are assessed ‘satisfactory’ after re-assessment of areas deemed NS will achieve competency for this assignment.
I acknowledge the assessment process has been explained and agree to undertake the assessment. I am aware of Think Education’s appeals process, should the need arise. I also understand that I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgment of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).
Student Signature:¬ __________________________ Date: ______
Assessor use only
Assessor Comment/Feedback: ¬ _________________
__________
__________
__________
Assessor Name: ____________________________ Assessor Signature: _______________________________
Date: _________________ Result: Satisfactory/Not Satisfactory
Office use only:
Results entered by:
Date: Skills Centre:
ASSESSMENT: Written report - Research assignment – 2 topics
S/NS result given. Must attain a satisfactory result.
Assignment INSTRUCTIONS - Topics 1 & 2
• This assessment consists of two (2) research topics
o You must complete both topics – if you submit only one topic your assessment will be deemed not satisfactory.
o Each topic asks the same questions.
o You may choose a different topic for assignment 1, but your educator must agree with the topic you have chosen prior to completing the assignment.
• Use the template provided.
• You must submit your posters/flyers at the same time you submit the two research topics on Blackboard. Label each poster/flyer clearly so your name can be identified by the educator.
o E.g. CHCPOL003 Surname_Poster1
• Word count: no more than 2,000 words per assignment (no more than 4,000 words for the whole assessment).
• Read topic 1 and topic 2 at the end of the first class.
• This assessment is to be done IN PAIRS. Educators will allocate the pairs.
• You will be assessed individually, for your submission of BOTH topics. Each student to submit their assessment via Blackboard.
• Do not wait until the last minute to complete the assessment as this is a time-consuming assessment – you should start as early as possible.
• You may use the PowerPoints for this unit and the learning activities to help you complete the assessment.
• You are required to communicate verbally and/or in writing with your educator throughout the assessment to ensure you understand the process and to clarify any areas of uncertainty.
• You are required to apply your Professional Standards of Practice throughout the assessment, the framework for which included:
o NMBA Enrolled Nurse Standards for Practice
o NMBA Code of Ethics for Nurses
o NMBA Code of Professional Conduct for nurses
o Health Practitioner Regulation National Law Act (National Law)
o Scope of Nursing Practice Decision Making Framework
• You are also required to apply an appropriate research approach to nursing practice within the scope of the Enrolled Nurse and use nursing research methodologies and resources appropriately.
• You will need to provide the exact number of words used at the end of the proposal.
o Word count does NOT include: The pre-existing templates, instructions and questions.
• You must use analytical processes throughout the assessment including: comparing, contrasting, challenging and reflecting.
Research Topic 1
Infection control and prevention
(You may choose a different topic, but your educator must agree with the topic you have chosen.)
Topic 1 – Background
Read before starting your assignment
You are a new enrolled nurse working in a clinic located in a remote area. The clinic building is an older structure and lacks the use of clinical and client information, such as posters. It has been identified that many of the staff are efficient in their roles but have some out-of-date ideas in their nursing practice.
The clinic manager has asked you to research the most current information about a specific topic, such as:
Infection control
Plan the research activity
1. In order to complete this assessment, you need to identify TWO (2) areas related to the topic, where research can help support and improve your own practice as an EN.
E.g topic: Infection control and prevention (or as agreed with your educator)
2. Identify the reason(s) for undertaking your research from the list below.
• You may select several reasons.
• Provide a brief rationale for each.
E.g reasons: Comparison / hypothesis testing / trend identification / own knowledge extension / strengthen quality of own practice.
3. Write a clear statement highlighting your research question or hypothesis, e.g. “Is there a difference between hand washing protocols and actual practice”.
It may include:
• Nursing interventions applicable to the topic
• Client perceptions of the provision of this topic
• Models of nursing care that utilise the topic
• Political issues confronting nursing practice and health care provision in relation to the topic
An example of a question (the student can NOT use this example), would be:
Does hand washing among healthcare workers reduce hospital acquired infections?
An example of a hypothesis (the student can NOT use this example), would be:
Hospital acquired infections are more likely to be passed on by hand washing with water than when hands are washed with soap.
4. Establish and define the general research objective.
Tips:
• A research objective summarises what is to be achieved by the study.
• Ensure your objective is S.M.A.R.T and relevant, logical, feasible, observable and measurable.
• The objective should be clearly phrased – use verbs, e.g. to assess, to establish, to determine, to compare, etc.
5. Identify ONE (1) other discipline that could be connected to this research activity.
• Briefly explain your choice of discipline.
6. In order to gather information about the research topic, you will need to access credible sources of data and evidence.
• List two (2) sources you intend to use for this assignment.
• Copy the link address of the source and paste it next to the source’s name – this will provide the proof to your assessor that you accessed it.
o E.g. PubMed - http://www.ncbi.nlm.nih.gov/pubmed
? Source 1:
? Source 2:
HINT: This is a good time to contact your educator and discuss your research topic and verbally gain confirmation that you and your partner are still on track.
Gather information for your research
7. Evaluate and select a maximum of two (2) methods of gathering information you think would be most appropriate to answer your research question.
• Briefly explain why you have chosen a particular method over another, e.g. more time efficient.

Tips:
Methods of gathering include search engine using correct key words, literature reviews, systematic reviews, interviews, surveys, seminars, and surveys.
8. You are now to gather information for your research topic using a systematic approach.
Stages for your information gathering activity
1. Statement of objective – you should have already completed that step
2. Data collection, i.e. a literature search
3. Data evaluation – critiquing articles to include or exclude them from the review.
• You may use the appraisal tools developed by JBI to help you http://joannabriggs.org/research/critical-appraisal-tools.html
4. Analysis – comparing, contrasting, challenging & reflecting
5. Presentation of findings
At this stage, select four (4) sources
Please find the hierarchy of evidence, below:
1. Systematic reviews and meta-analysis
2. Randomised controlled trials (RCTs)
3. Cohort studies
4. Case-control studies
5. Cross-sectional surveys
6. Case reports
9. Distinguish between relevant and irrelevant information.
• Briefly explain why one (1) piece of your information is particularly relevant according to your objectives and your workplace requirements.
10. In order to facilitate your analysis, organise the information you have found.
Tips:
• You may summarise each source of information using key words.
• You may choose to order your articles in chronological order if your focus is to show an evolution of practices.
• You may order your articles following the rules of evidence, i.e. RCT case report.
HINT: Contact your educator and discuss your research topic and verbally gain confirmation that you and your partner are still on track.
Analyse the information
11. Prioritise information based on the research objectives.
• Using questions 9 and 10 to help you, select only TWO (2) articles that you will keep for the rest of this assignment.
12. Compare and contrast your two (2) sources of information.
• Use the table provided in Appendix A.
• You must complete all the sections.
• Instructions in italics are to be removed.
13. You have now thoroughly analysed the information available to you. Now draw conclusions based on your findings.
14. As your findings may be used to establish evidence-based practice, identify one (1) impact your conclusions may have, in terms of duty of care requirements.
• E.g. in order to do no harm to the clients and prevent disease transmission, all nurses should wear gloves when touching the client.
HINT: Contact your educator and discuss your research topic and verbally gain confirmation that you and your partner are still on track.
Use information in practice
15. Assess one (1) way in which different aspects of information may be used in your workplace.
16. Using and reflecting on what you have learnt from your research
• Identify one area for change in your workplace or current practice.
17. Identify issues that require further research and evaluation.
18. Using one piece of A4 paper or PowerPoint (1 slide) (portrait format), develop a poster or a flyer to address outcomes of research, i.e. select a method to disseminate your findings.
• You will be required to scan it and upload it on Blackboard with this assignment.
• Refer to your learning activities 11 and 12 for more ideas about how to do a poster or a flyer using PowerPoint.
Tips:
• Consider your audience, the time and resources available.
• It is recommended you adopt a flyer or poster style with a mix of text and pictures – do not put in too much information.
HINT: Contact your educator and discuss your actions verbally gain confirmation that you and your partner are still on track.
WORD COUNT: ________
Article 1 – Harvard style referencing Article 2 - Harvard style referencing
Currency E.g. 2015 E.g. 2015
Study findings E.g. soap is better than hand sanitiser E.g. soap is better than hand sanitiser
Strength of study Rules of evidence – see the pyramid of evidence Rules of evidence – see the pyramid of evidence
Relevance to objectives Is this article answering the question precisely? Is this article answering the question precisely?
Reliability To which extent the study can yield the same result on repeated trials? To which extent the study can yield the same result on repeated trials?
Validity Assess how sound the research is.
Internal validity: flaws with study
External validity: to which extent can you generalise the findings? Assess how sound the research is.
Internal validity: flaws with study
External validity: to which extent can you generalise the findings?
Benefits Benefits associated with information Benefits associated with information
Risks Risks associated with information Risks associated with information
Feasibility associated with information How easily would you be able to apply that information to your workplace? How easily would you be able to apply that information to your workplace?
Conclusions Briefly sum up your conclusions.
Appendix A – Comparing and contrasting information
Research Topic 2
Minimising language barrier when communicating with clients
Topic 2 – Background
Read before starting your assignment
You are a new enrolled nurse working in a public hospital located in a big city. A large number of the hospital’s clients do not speak English fluently and some of your colleagues find it difficult to communicate with those clients.
In order to improve communication with non-English speakers, your nurse manager has asked you to research ways to minimise language barrier in the workplace and to inform your colleagues about your findings.
Plan the research activity
19. In order to complete this assessment, you need to identify TWO (2) areas related to the topic below where research can help support and improve your own practice as an EN.
Topic: Minimising language barrier when communicating with clients
20. Identify the reason(s) for undertaking your research from the list below.
• You may select several reasons.
• Provide a brief rationale for each.
E.g. reasons: Comparison / hypothesis testing / trend identification / own knowledge extension / strengthen quality of own practice.
21. Write a clear statement highlighting your research question or hypothesis.
It may include:
• Nursing interventions applicable to the topic
• Client perceptions of the provision of this topic
• Political issues confronting nursing practice and health care provision in relation to the topic
An example of a question (the student can NOT use this example), would be:
Does a ward communication tool is time efficient to communicate with CALD people?
An example of a hypothesis (the student can NOT use this example), would be:
CALD clients are less likely to complain about pain than English speaking clients.
22. Establish and define the general research objective.
Tips:
• A research objective summarises what is to be achieved by the study.
• Ensure your objective is S.M.A.R.T and relevant, logical, feasible, observable and measurable.
• The objective should be clearly phrased – use verbs, e.g. to assess, to establish, to determine, to compare, etc.
23. Identify ONE (1) other discipline that could be connected to this research activity.
• Briefly explain your choice of discipline.
24. In order to gather information about the research topic, you will need to access credible sources of data and evidence.
• List two (2) sources you may use for this assignment.
• Copy the link address of the source and paste it next to the source’s name – this will provide the proof to your assessor that you accessed it.
o E.g. PubMed - http://www.ncbi.nlm.nih.gov/pubmed
? Source 1:
? Source 2:
HINT: Contact your educator and discuss your research topic and verbally gain confirmation that you and your partner are still on track.
Gather information for your research
25. Evaluate and select a maximum of two (2) methods of gathering information you think would be most appropriate to answer your research question.
• Briefly explain why you have chosen a particular method over another, e.g. more time efficient.
Tips:
Methods of gathering include search engine using correct key words, literature reviews, systematic reviews, interviews, surveys, seminars, and surveys.
26. You are now to gather information for your research topic using a systematic approach.
Stages for your information gathering activity
1. Statement of objective – you should have already completed that step
2. Data collection, i.e. a literature search
3. Data evaluation – critiquing articles to include or exclude them from the review. You may use the appraisal tools developed by JBI to help you http://joannabriggs.org/research/critical-appraisal-tools.html
4. Analysis – comparing, contrasting, challenging & reflecting
5. Presentation of findings
At this stage, select four (4) sources
Please find below the hierarchy of evidence:
1. Systematic reviews and meta-analysis
2. Randomised controlled trials
3. Cohort studies
4. Case-control studies
5. Cross-sectional surveys
6. Case reports
27. Distinguish between relevant and irrelevant information.
• Briefly explain why one (1) of your information sources is particularly relevant according to objectives and your workplace requirements.
28. In order to facilitate your analysis, organise the information you have found.
Tips:
• You may summarise each source of information using key words
• You may choose to order your articles by chronological order if your focus is to show an evolution of practices
• You may order your articles following the rules of evidence, i.e. RCT case report
HINT: Contact your educator and discuss your research topic and verbally gain confirmation that you and your partner are still on track.
Analyse the information
29. Prioritise information based on the research objectives.
• Using questions 9 and 10 to help you, select only TWO (2) articles that you will keep for the rest of this assignment.
30. Compare and contrast your two (2) sources of information.
• Use the table provided in Appendix A.
• You must complete all the sections.
• Instructions in italics are to be removed.
31. You have now thoroughly analysed the information available to you. Now draw conclusions based on your findings.
32. As your findings may be used to establish evidence-based practice, identify one (1) impact your conclusions may have in terms of duty of care requirements.
• E.g. in order to do no harm to the clients and prevent disease transmission, all nurses should wear gloves when touching the client.
Contact your educator and discuss your research topic and verbally gain confirmation that you and your partner are still on track.
Use information in practice
33. Assess one (1) way in which different aspects of information may be used in your workplace.
34. Using and reflecting on what you have learnt from your research, identify one area for change in your workplace or current practice.
35. Identify issues that require further research and evaluation.
36. Using one piece of A4 paper or PowerPoint (1 slide) (portrait format), develop a poster or a flyer to address outcomes of research, i.e. select a method to disseminate your findings.
• You will be required to scan it and upload it on Blackboard with this assignment.
• Refer to your learning activities 11 and 12 for more ideas about how to do a poster or a flyer using PowerPoint.
Tips:
• Consider your audience, the time and resources available.
• It is recommended you adopt a flyer or poster style with a mix of text and pictures – do not put too much information.
HINT: Contact your educator and discuss your actions to verbally gain confirmation that you and your partner are still on track.
WORD COUNT: _______
Appendix A – Comparing and contrasting information
Article 1 – Harvard style referencing Article 2 - Harvard style referencing
Currency E.g. 2015 E.g. 2015
Study findings E.g. soap is better than hand sanitiser E.g. soap is better than hand sanitiser
Strength of study Rules of evidence – see the pyramid of evidence Rules of evidence – see the pyramid of evidence
Relevance to objectives Is this article answering the question precisely? Is this article answering the question precisely?
Reliability To which extent the study can yield the same result on repeated trials? To which extent the study can yield the same result on repeated trials?
Validity Assess how sound the research is.
Internal validity: flaws with study
External validity: to which extent can you generalise the findings? Assess how sound the research is.
Internal validity: flaws with study
External validity: to which extent can you generalise the findings?
Benefits Benefits associated with information Benefits associated with information
Risks Risks associated with information Risks associated with information
Feasibility associated with information How easily would you be able to apply that information to your workplace? How easily would you be able to apply that information to your workplace?
Conclusions Briefly sum up your conclusions.

Marking guide Rubric for Research Assignments
Criteria Not satisfactory Satisfactory
Plan the research activity
Does not identify area of research for improved practice. Does not identify reasons for undertaking research. Does not provides statement of question/hypothesis. Does not define research objective. Does not identify another relevant discipline. Does not list credible sources accessed. Identifies area of research for improved practice. Identifies reasons for undertaking research. Provides statement of question/hypothesis. Defines research objective. Identifies another relevant discipline. Lists credible sources accessed.
Gather information for the research Insufficiently evaluates 2 methods of information gathering. Does not use systematic approach to information gathering. Does not distinguish relevance of information. Does not organise information. Evaluates 2 methods of information gathering. Uses systematic approach to information gathering. Distinguishes relevance of information. Organises information.
Analyse the information
Does not prioritise information based on objectives. Insufficiently compares and contrasts sources. Draws no conclusions on analysis. Does not identify impacts of research conclusions. Prioritises information based on objectives. Compares and contrasts sources. Draws conclusions on analysis. Identifies impacts of research conclusions.
Use information in practice
Does not assess use of information in own practice. Poorly or ineffectively reflects on learning from research, areas of applicability to practice. Cannot identify issues for further research. Does not develop method for dissemination of findings of research, or is poorly presented. Assesses use of information in own practice. Reflects on learning from research, areas of applicability to practice. Identifies issues for further research. Develops method for dissemination of findings of research, and presents it clearly, concisely and with appropriate language, grammar, spelling.