RECENT ASSIGNMENT

FACULTY OF HEALTH SCIENCES
School of Nursing, Midwifery and Paramedicine
National Unit outline
SEMESTER 2, 2016
NATIONAL HLSC122: Inquiry in Health Care
NATIONAL UNIT OUTLINE
CREDIT POINTS 10 PREREQUISITES Nil
It is your responsibility as a student to ensure that you have the prerequisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator.
NTL Dr Joe Perry (Melbourne) [on leave until 31 October]
Deputy NTL Sandra Leathwick (Brisbane) [Acting NTL while Dr Perry is on leave]
LICS Paula Duffy (Ballarat)
Sandra Leathwick (Brisbane) Teri Pantier (Canberra)
Dr Jacqueline Randle (Melbourne)
Dr Christine Chisengantambu-Winters (North Sydney)
Unit Description
This inter-professional unit provides foundational knowledge and skills for ways of reflecting on and making meaning out of a range of complex information in the health care environment. Approaches to knowledge development in the health disciplines, including the generation of new knowledge, are explored. The contribution of research knowledge to the provision of evidence-based health care will be evaluated. This unit will also introduce the students to critical thinking skills that provide the basis for clinical reasoning.
Mode/attendance pattern
This is an on-campus unit comprised of:
• One two-hour lecture per week
• One one-hour tutorial per week
• Online Self Directed Learning Modules
Duration
10 weeks
You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.
LEARNING OUTCOMES
This unit is an inter-professional unit and attended by students undertaking a wide range of courses. Some of these courses are professional programs that require development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes.
On successful completion of this unit, you should be able to:
1. Articulate a logical argument to justify the knowledge base for clinical reasoning;
2. Reflect on, and analyse, health care situations and contexts (GAs: 4);
3. Use the PICO framework to develop questions related to health care issues;
4. Explain the different types of knowledge used to make evidence-based decisions in health care;
5. Select appropriate types of knowledge required to address PICO questions;
6. Locate and evaluate information from a range of sources to inform health practice; (GAs: 6, 8)
7. Discuss the factors which influence the use of evidence in practice (GAs: 3, 9)
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes.
On successful completion of this unit, students will have progressed in the development of the following ACU graduate attributes:
GA4 Think critically and reflectively.
GA6 Solve problems in a variety of settings taking local and international perspectives into account.
GA7 Work both autonomously and collaboratively.
GA8 Locate, organise, analyse, synthesise and evaluate information.
CONTENT
Topics will include:
1. Evidenced Based Health Care
• Need for information and evidence
• Notion of best available evidence
• Best practice guidelines
• Continuous quality improvement
• Ethical application of evidence
2. Types of knowledge, their development and application
• Emancipatory
• Ethical
• Personal
• Aesthetic
• Empiric
3. Sources of knowledge and their application
• Formal
• Informal
4. Methods of inquiry in health and their application
• Types of health research
• Critical evaluation of the research process including methodology, data analysis and presentation of findings
• Application of inquiry in evidence-based health care including public health, health protocols, best practice.
• Cochrane Collaboration
• Joanna Briggs Institute
5. Clinical reasoning
• Reflecting, analysing and problem-solving
• Critical thinking
• Clinical judgement (technical and situation based judgement)
• Quality care management
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys.
Based on student feedback the following changes have been made for this semester:
• The main focus of the subject is on evidence-based-practice and less on research processes.
• Online mini-lectures from 2015 have been replaced with revised student self-directed online modules
• Leap into Learning – an online set of interactive modules - has been incorporated into the unit as an unweighted hurdle assessment task.
• Written assessment tasks have been reviewed to support students’ developing skills in evaluating and then integrating literature/evidence into their academic writing.
• The assessment tasks have been altered to assess understanding of evidence-based practice principles with reduced focus on learning research terminology and processes.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.
TEACHING AND LEARNING STRATEGIES
Teaching and learning strategies will include learner-centred resource sessions, tutorials/ workshops, web-based learning and critical thinking activities. Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner.
SCHEDULE Attendance requirements of unit
Attendance at all lectures and tutorials is expected. An attendance record of all tutorial classes will be maintained and a minimum of 80% of tutorial classes is mandatory.
Reasons why attendance is required
In tutorials, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of tutorials are at risk of not developing these essential skills. Therefore, it is a requirement you attend a minimum of 80% of tutorial classes.
Procedures to follow should a student fail to attend 80% of classes due to illness and/or personal circumstances beyond their control
1. You must contact your Lecturer-in-Charge when you know you have breached the 80% minimum requirement for tutorials.
2. It is recommended that you provide written evidence of why you were unable to attend (sickness certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC).
3. Your Lecturer-in-Charge will then provide you with a written learning activity which you will be required to submit on a specified date prior to the commencement of exam week.
Consequence for not meeting 80% attendance requirements of unit
1. Failure to provide written evidence of the reason for your non-attendance and/or failure to submit the written learning activity by the due date may result in a Fail grade for this unit.
2. Non-attendance of more than 40% of all tutorial sessions (even with documentary evidence) may result in a Fail grade for the unit. In such instances you are advised to apply for “RE Re- credit of Student Learning Entitlement (SLE) and Refund of Fees in Special Circumstances
Study Schedule
For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.
Week Starting Lecture
(Putting evidence into practice) Tutorials
(critique of available evidence) Resources
Online Self-directed Learning Modules
(preparation and learning)
1 01/08/2016 Unit introduction and overview of
assessments
Introduction to the five step “EBP” model
Introduction to LEAP into Learning (Librarian) Clinical reasoning, critical thinking and
EBP
Introduction to step 1 of EBP Reflective practice
Module 1: Critical thinking and reflection
2 08/08/2016 What is knowledge? Types and sources of knowledge
Step 2 of EBP: Acquire the evidence
ACU Library - Sources of evidence at ACU
(Librarian) • Step 1 of EBP: Ask an answerable question Clinical reasoning
Module 2: Clinical judgement
3 15/08/2016 Evidence-based Health
Care
• best available evidence
• Levels of Evidence - evidence hierarchies Step 2 of EBP: Acquire the evidence
Search process and strategies
Students are required to bring their laptop or tablet to the class How to find and use evidence
Module 3: Finding evidence
Hurdle Assessment: LEAP into
Learning certificates due Friday 19 August 2016. 2359hrs
4 22/08/2016 Methods of Inquiry (A) Overview of health research: Step 2 of EBP: Acquire the evidence
Refining a search process and strategy
Students are required to bring their laptop or tablet to class
Assessment task 1: Quiz opens Tuesday 23 August 2016 from 06:00 to 23:59
5 29/08/2016 Methods of Inquiry (B) Types of health research:
Quantitative
Qualitative Step 3 of EBP:
Appraise the evidence Evaluating different types of literature and sources of evidence (The H6 Hierarchy) Evaluation of evidence:
Module 4: Evaluation of Qualitative research
Module 5: Evaluation of Quantitative research
6 05/09/2016 Methods of Inquiry (C):
Types of health research:
Mixed methods
Systematic reviews Step 3 of EBP:
Appraise the evidence Evaluating different types of literature and sources of evidence
(NHMRC) Assessment Task 2 - Written
Assignment - Due Friday 9
September 2016, 2359hrs
7 12/09/2016 Methods of Inquiry(D):
Critical evaluation of the research process Step 3 of EBP: Appraise the evidence Critical reading: appraising the quality of what you read
(qualitative)
8 19/09/2016 Methods of Inquiry (E): Application &
dissemination of evidence based health care Step 3 of EBP: Appraise the evidence Critical reading: appraising the quality of what you read
(quantitative)
VACATION WEEK
9 03/10/2016 Methods of Inquiry (F): Ethical considerations in evidence-based-practice Step 4 of EBP: Application Application of evidence Module 6: practical EBP considerations
10 10/10/2016 Bringing it all together:
• Summary of Inquiry in Health Care EBP Step 5 Assess Assessment Task 3 – Written
Assignment – Due Friday 28 October 2016, 2359hr
ASSESSMENT
It is in your interest, and you are strongly advised, to submit all required assessment tasks as identified in the unit outline for assessment.
In order to pass this unit, you are required to:
1. Meet the mandatory attendance requirements for tutorials.
2. Meet the hurdle requirement
3. Achieve an overall aggregate score of 50% or above.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. (Note from 2016, it is University policy to have a maximum of 3 assessment tasks for a 10 credit point unit. Hurdle tasks are not included in the limit of three assessment tasks as they do not account for the final grade)
Achievement of learning outcomes will be determined by a variety of assessment methods, which will primarily measure the student’s understanding of the discipline
specific knowledge inherent in this unit and its application within a professional context.
Assessment Tasks Due date Weighting Learning Outcome/s assessed Graduate Attributes assessed
Leap Into Learning Certificates Friday 19 August 2016.
2359hrs Nil (Hurdle) 5, 6 8
1. Quiz Tuesday 23
August
2016 20% 2, 3, 4 4, 8
2. Written Assignment
(800 words) Friday 9
September
2016,
2359hrs 30% 2, 4, 5, 6 4, 8,
3. Written Assignment
(1,800 words) Friday 28
October
2016,
2359hrs 50% 1, 2, 4, 7 4, 6, 8,
Note: For full details of assessment tasks and their marking criteria please refer to the appendices located at the end of this unit outline
REFERENCING
This unit requires you to use the American Psychological Association (APA) referencing system. See the ‘Academic referencing’ page from the Office of Student Success for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website. The Unit Outline Resources page (http://students.acu.edu.au/241467) contains several important links as a starting point.
Assessment Policy and Procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available from the website. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course.
Turnitin
The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.
STUDENT SUPPORT Inherent Requirements
To support your progression in this unit, students are directed to access the course inherent requirements, on the link below, to understand the essential aspects of their course. If you require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the inherent requirements, please speak with your academic and or a disability advisor for support. www.acu.edu.au/inherent-requirements
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Office of Student Success.
• Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible.
• Indigenous Units on each campus provide information and support for students.
The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service.
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/ discussion forums. Please click on the link below to access the LEO page. http://leo.acu.edu.au/course/view.php?id=17891
In addition, for this unit you will be required to download and use a free mobile phone app in weeks 2-4.
TEXTS AND REFERENCES Required Text(s)
Richardson-Tench, M., Taylor, B., Kermode, S., & Roberts, K. (2016). Inquiry in health care.
South Melbourne, Australia: Cengage Learning.
Further references
Alfaro-LeFevre, R. (2013). Critical thinking, clinical reasoning and clinical judgment: A practical approach (5th ed.). St. Louis, MO.: Saunders Elsevier. Retrieved from:http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?p=20 74514
Borbasi, S., & Jackson, D. (Eds.). (2016). Navigating the maze of research: Enhancing nursing and midwifery practice. (4th ed.). Chatswood, Australia: Elsevier.
Borbasi, S., & Jackson, D. (Eds.). (2011). Navigating the maze of research: Enhancing nursing
and midwifery practice. (3rd ed.). Chatswood, Australia: Elsevier. Retrieved from: http://www.acu.eblib.com.ezproxy1.acu.edu.au/patron/FullRecord.aspx?p=1722563
Courtney, M., & McCutcheon, H. (Eds.) (2010). Using evidence to guide nursing practice.
Chatswood, Australia: Elsevier Australia. Retrieved from:
http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?p=17219
23
Chinn, P.L. & Kramer, M.K. (2015). Knowledge development in nursing: theory and process
(9th ed.). St. Louis, MO.: Elsevier/Mosby.
Grove, S. K., Burns, N., & Gray, J. (2013). The practice of nursing research: Appraisal, synthesis and generation of evidence (7th ed.). St. Louis, MO: Elsevier/Saunders.
Hoffmann, T., Bennett, S., Del Mar, C. (2013). Evidence-based practice: Across the health professions (2nd ed.). Sydney: Churchill Livingstone Elsevier. Retrieved from: http://ezproxy.acu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=nlebk&AN=694255&site=ehost-live
Liamputtong, P. (Ed.). (2013). Research methods in health: Foundations for evidence-based practice. South Melbourne, Australia: Oxford University Press. Retrieved from:
http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?p=1986 006
Pearson, A., Field, J., & Jordan, Z. (2007). Evidence-based clinical practice in nursing and health care: Assimilating research, experience, and expertise. Oxford, U.K.: Blackwell. Retrieved from: http://ezproxy.acu.edu.au/login?url=http://dx.doi.org/10.1002/9781444316544
Schneider, Z., Whitehead, D. L., Lobiondo-Wood, G., & Haber, J. (2016). Nursing and midwifery research: Methods and appraisal for evidence based practice (5th ed.). Chatswood, Australia: Elsevier.
Schneider, Z., Whitehead, D. L., Lobiondo-Wood, G., & Haber, J. (2012). Nursing and midwifery
research: Methods and appraisal for evidence based practice (4th ed.). Chatswood, Australia: Elsevier. Retrieved from:
http://ezproxy.acu.edu.au/login?url=http://site.ebrary.com/lib/australiancathu/detail.action?
docID=10630457
APPENDICES
Hurdle Task Leap into Learning 2016 Certificates of Completion
Description: LEAP into Learning is an online information literacy program developed to provide students with the searching, researching, synthesising, and evaluating skills required to succeed in their university studies. These skills are also aligned with the requirements for searching, retrieving and using evidence for professional discussion of a topic.
Weighting: Non-weighted hurdle requirement. You must submit your certificates of completion in order to pass this subject.
Due date: Friday 19 August 2016. 2359hrs
Length and/or format: Certificates of completion
Purpose: The skills covered in the LEAP into learning program are fundamental to the effective gathering and use of evidence to address a professional question. These skills are essential for the successful completion of HLSC 122.
Learning outcomes assessed: 2 & 6
How to submit: A drop-box will be created in your campus tile in LEO for you to submit a scanned copy of your two certificates. 1. Certificate 1: Module 1-4 Generic Strand
2. Certificate 2: Module 5 Health Sciences Strand
A screen-shot of the certificate is not acceptable.
Return of assignment: Certificates will not be returned. Please ensure you keep a copy for your own records.
Assessment criteria: A hurdle tasks is a task or activity that is marked on a pass/fail basis and is required to pass the unit but does not contribute to the final grade
Assessment Task 1: Quiz
Description: There will be one (1) online quiz during the semester. The quiz will assess understanding of the content covered up to and including the week before the date of the quiz.
Quiz date: Tuesday 23 August 2016
Weighting: 20%
Length and/or format: The quiz will comprise 20 multiple choice questions to be answered in 45 minutes
Purpose: The quiz is designed to assess understanding of the content covered up to and including week 3 and give an indication to students’ of their knowledge related to the unit content covered to that point.
Learning outcomes assessed: 2, 3 and 4.
How to do the quiz: The quiz will be accessed online via the HLSC 122 campus LEO page. The quiz will be open from 6AM until 11:59PM on the day listed above.
Return of assignment: Results will appear in your gradebook on LEO. You will also be able to review your results for each question in LEO after the release of results.
Assessment criteria: This quiz covers all face-to-face and online content up to and including week three of semester. Each of the multiple choice questions will have only one correct answer and the quiz will be graded automatically in LEO.
Assessment Task 2: Written Assignment - Searching for evidence
Description: You are required to select any one of the scenarios and PICO (population, intervention, comparison, outcome) question provided (available in LEO National assessments tile) to search for evidence. You are required to provide a description of your search and discuss the relevance and credibility of the evidence provided to answer the question.
Instructions: Select one of the scenarios and the linked answerable question to address the following:
1. Identify your choice of key words/search terms and how you located them.
2. Identify at least two (2) possible sources of information and justify your choices.
3. Search for evidence to answer the question and describe your search process and strategies used. Considering your findings (sensitivity/specificity) you are required to refine your search.
4. Refine your initial search and describe how you did this.
5. Include a table (Richardson-Tench et al., 2016, p.47) to demonstrate your search using the headings 'actions', 'search mode', 'results', and 'limiters'.
6. Using the evidence matching the scenario/answerable question, discuss the relevance and credibility of the evidence and how it relates to the question.
Due date: Friday 9 September 2016, 2359hrs
Weighting: 30%
Length and/or format: 800 words
Purpose: This assignment requires your understanding of step one and two of EBP process. You are required to complete and explain step 2 of the EBP process. By undertaking this assessment task you will demonstrate your ability to use an answerable question to search for the best available evidence related to a clinical scenario.
Learning outcomes assessed: 2, 3, 5 and 6
How to submit: Submission is via the Turnitin Drop Box in the your campus tile on the learning environment online (LEO)
Return of assignment: Assignments along with comments will be returned via the Turnitin Drop Box on LEO not more than three weeks after the final submission date.
Assessment criteria: Students are required to demonstrate an appreciation and utilisation of an answerable question and to search for and explain the process of gathering evidence to answer the question.
The marking guide (rubric) for this assessment task is over the page
Assessment Task 2: Written Assignment - Searching for evidence – Marking Rubric
HD
DI
CR
PS
NN
No Attempt
Score
Answerable Question
LO2, 3 GA 4 There is insightful use of key words/search terms based on the PICO question. There is a broad range of key words/search terms based on the PICO question. There is a range of key words/search terms based on the PICO question. There is limited Use of some key words/search terms. There is no use of key words/search terms. There is no reference to the answerable question. /20
Search process and strategy
LO 5, 6
GA 6, 8 An insightful description of the sources used to search for evidence.
An insightful explanation for the choice of sources searched.
Succinct description of the search process and multiple strategies used. There is a correct description of the sources used to search for evidence.
There is a correct explanation for the
searched. choice of sources
There is a correct description of the search process and strategies used. There is a description of the sources used to search for evidence.
There is an explanation for the choice of sources searched.
There is a description of the search process and/or strategies used. There is a limited or incorrect description of the sources used to search for evidence.
There is limited or incorrect explanation for the choice of sources searched.
There is a limited or incorrect description of the search process and/or strategies used. There is no description or explanation of the sources, or search process and/or strategy
There is no search process, strategy described. /40
Best evidence
LO 6 (GA6, 8) Insightful and correct discussion of the relevance and credibility of the evidence and how it relates to the question. There is a correct discussion of the relevance and credibility
of the evidence and how it relates to the question. There is some discussion of the relevance and credibility of the evidence and how it relates to the question. There is an attempt to discussion of the relevance and credibility of the evidence and how it relates to the question. Poor attempt to discussion of the relevance and
credibility of the
evidence and no
discussion of how it relates to the question. The incorrect source or no sources of evidence were discussed. /20
HLSC122 - Inquiry in Health Care S2 2016 -FINAL Version 2016 60 (1) Page 16 of 20
Sources and Referencing Accurate use of APA referencing style on all occasions. (in text and in the reference list) Accurate use of APA referencing style on most occasions. (in text and in the reference list) Inaccuratcies with use of APA referencing style on some occasions either
intext or in the reference list Many inaccuracies with the APA referencing style intext or in the reference list. APA style is not used intext or in the reference list. There are no references used. /10
Mechanics -
Grammar,
Spelling and Punctuation There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. Minimal use of direct quotes. Kept to the word limit There are minimal errors with grammar, spelling and punctuation.
However, the meaning is readily discernible. Minimal use of direct quotes. Kept to the word limit There are some errors with grammar, spelling and punctuation. The meaning is discernible. Minimal use of direct quotes.
Kept to the word limit There are errors with grammar, spelling and punctuation. The errors detract, but the meaning is discernible with some effort. Use of some direct quotes. Within +/- 10% or word limit There are substantial errors with grammar, spelling and punctuation that detract significantly from the meaning. Excessive reliance on direct quotes. More than 10% over the word limit. Grammar, spelling and punctuation are such that the reader cannot make sense of the content. /10
Result
Grade: /100
Grade:
/30%
Comments:
Assessor: Date:
HLSC122 - Inquiry in Health Care S2 2016 -FINAL Version 2016 60 (1) Page 17 of 20
Assessment Task 3: Written Assignment - Evaluating the usefulness of evidence
Description: The objective of this assessment task is to provide an opportunity to demonstrate your mastery of unit learning outcomes 1,2,4,7. Students must demonstrate an appreciation for the importance of evaluating the quality and usefulness of evidence in answering a real life professional question.
Instructions: A scenario will be provided in the ‘My Assessments’ tab in National LEO page. There will be links to two pieces of evidence that relate to the scenario.
1. Students are required to appraise the quality of each article (i.e. type of evidence, location on an evidence hierarchy, level of evidence, strengths and weaknesses).
2. Students are required to identify the article that provides the strongest evidence related to the scenario.
Due date: Friday 28 October 2016, 2359hrs
Weighting: 50%
Length and/or format: 1800 words
Purpose: This assessment task provides the opportunity to demonstrate your understanding of the principles of evidence-based practice covered throughout the subject. By demonstrating understanding of concepts and principles you will have shown an appreciation for the processes and considerations required to evaluate evidence and use it in your practice.
Learning outcomes assessed: 1, 2, 4, and 7.
How to submit: Submission is via the Turnitin Drop Box on LEO.
Return of assignment: Assignments along with comments will be returned via the Turnitin Drop Box on LEO on the same day as official final results are released (8 December 2016)
Assessment criteria: The marking guide (rubric) for this assessment task is over the page
HLSC122 - Inquiry in Health Care S2 2016 -FINAL Version 2016 60 (1) Page 18 of 20
Assessment Task 3: Written Assignment - Evaluating the usefulness of evidence - Marking Rubric
HD
DI
CR
PS
NN
No Attempt (Zero)
Score
Paper 1:
Describe the quality of evidence (type,
hierarchy, level, strength & weakness)
LO2, 4
(GA4, 6, 8)
Correctly, clearly & concisely describes the quality of evidence with insightful explanation.
Correctly describes the quality of evidence with clear explanation.
Describes the quality of evidence with good explanation.
Describes the quality of evidence with minimal explanation.
There is no description of the quality of evidence.
No attempt made /20
Paper 2:
Describe the quality of evidence (type,
hierarchy, level, strength & weakness)
LO2, 4
(GA4, 6, 8) Correctly, clearly & concisely describes the quality of evidence with insightful explanation. Correctly describes the quality of evidence with clear explanation. Describes the quality of evidence with good explanation. Describes the quality of evidence with minimal explanation. There is no description of the quality of evidence.
No attempt made /20
Identification of strongest evidence (paper
1 or 2) related to the scenario and provides justification
LO1,2,7
Correctly, clearly & concisely identifies the strongest evidence related to the scenario with insightful explanation.
Correctly identifies the strongest evidence related to the scenario with clear explanation
Identifies the strongest evidence related to the scenario with good explanation.
Minimal explanation and identification of evidence related to the scenario.
No explanation and identification of evidence related to the scenario No attempt made
/40
(GA2, 3, 9)
HLSC122 - Inquiry in Health Care S2 2016 -FINAL Version 2016 60 (2) Page 19 of 20
Sources and
Referencing
Accurate use of APA referencing style on all occasions in text and in the reference list.
Accurate use of APA referencing style on most occasions in text and in the reference list
Inaccuracies with use of APA referencing style on some occasions either in text or in the reference list
Many inaccuracies with the APA referencing style in text or in the reference list.
APA style is not used in text or in the reference list.
No references
/10
Mechanics - Grammar, Spelling and Punctuation
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. Minimal use of direct quotes. Kept to the word limit
There are minimal errors with grammar,
spelling and punctuation.
However, the meaning is readily discernible. Minimal use of direct quotes. Kept to the word limit
There are some errors with grammar, spelling and punctuation. The meaning is discernible. Minimal use of direct quotes.
Kept to the word limit
There are errors with grammar, spelling and punctuation. The errors detract, but the meaning is discernible with some effort. Use of some direct quotes.
Within +/- 10% or word limit
There are substantial errors with grammar,
spelling and punctuation that detract significantly from the meaning.
Excessive reliance on direct quotes. More than 10% over the word limit.
Grammar, spelling and punctuation are such that the reader cannot make sense of the content.
/10
Grade: /100
/50
Comments:
Assessor: Date:
HLSC122 - Inquiry in Health Care S2 2016 -FINAL Version 2016 60 (2) Page 20 of 20