RECENT ASSIGNMENT

CHCPOL003 RESEARCH AND APPLY EVIDENCE TO PRACTICE
RESEARCH ASSIGNMENT – ONLINE ASSESSMENT

Student & Assessor Cover Sheet
Student Name
Student Number ID:
Date
Student
Declaration I have been supplied with the learning materials.
I have attended class and had time to learn before the assessment.
The Assessor has gone through the Instructions and I understand that this is a formal assessment.
I understand I must answer all the questions in my own words or use APA referencing 6th Style where appropriate.
I understand I must demonstrate the skills or knowledge myself to prove this is my own work.
I am ready for assessment and sign here.
Student
Signature
Assessment Results
Result (1st attempt) Satisfactory (S) Not Yet Satisfactory (NYS)
Note gaps to be reassessed
Result (2nd attempt)
Satisfactory (S) Not Yet Satisfactory (NYS)
Assessor comment /feedback Note feedback provided if NYS:
Assessors Name
Assessor's Signature
Date
Document Management and Approval
The document is maintained by the Director of Studies
Version Control
V2.0 Customisation and editing December 2020
V1 Original document for approval
November 2020
Copyright
These assessment materials have been customized for Nurse Training Australia
The materials are under continuous review. The recording of changes is in version control.
The product has been developed from source material copyright to the Commonwealth of Australia under creative commons license conditions.
The product has been customized under the license conditions from materials produced by Aspire Training & Consulting.
No responsibility is accepted by the writers and the owner for actions or outcomes resulting from information contained in this publication
NTA Assessment Methods and Rationale
NTA uses 4 different assessment methods to determine the extent to which students demonstrate desired learning outcomes in this particular unit. Using a range of assessment methods helps produce valid decisions and recognises that learners demonstrate competence in a variety of ways.
Assessment Method 1: ONLINE ASSESSMENT
Assessment Method 2: OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)
Assessment Method 3: END OF SEMESTER EXAM
Assessment Method 4: PROFESSIONAL EXPERIENCE PLACEMENTS (PEP)
Assessment Plan
METHOD TASKS ENVIRONMENT MARKING PERCENTAGE
1 Online Assessment: Literature Review Research Analysis eLearning platform 40%
2 Objective Structured Clinical Exam (OSCE) Simulated Skills Exam In Simulated Labs 10%
3 End of Semester Exam MCQ’S AND SAQ In Class Assessment 40%
4 Professional Experience Placement Observations In a healthcare Facility 10%
Assessment description:
The purpose of this assessment is to measure and confirm the standard of student performance and achievement in relation to the unit’s defined learning outcomes through literature review and research analysis based on knowledge based criteria.
ADDITIONAL INFORMATION
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.
NOTE: 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. For Project work you can use APA style of referencing, all the information used should be paraphrased.
NTA Policies and regulations
It is your responsibility to read and familiarise yourself with NTA policies and regulations, including regulations on examinations, review and appeals, acceptable use of IT facilities and conduct and responsibilities. These are in the NTA Handbook, available from the website. http://www.nta.edu.au/student-services/student-handbook/
NOTE: It is mandatory that you complete all the online assessments on due dates.
Demonstrating Competency
To demonstrate competence, you must complete all assessment tasks to a satisfactory level.
Assessment performance
Where space/lines have been provided for addressing an assessment task, the length of their answer is equivalent to the space provided.
Resubmits
When you have completed all assessment tasks, your trainer will provide you with feedback and you will be assessed as Competent or Not Yet Competent in this unit. If you are assessed as Not Yet Competent you will have an opportunity to be reassessed once only.
Plagiarism
Plagiarism is a form of cheating. It is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a module or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your facilitator. The following list outlines some of the activities for which a participant can be accused of plagiarism:
• Presenting any work by another individual as one’s own unintentionally
• Handing in assessments markedly similar to or copied from another student
• Presenting the work of another individual or group as their own work.
• Handing up assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

ASSESSMENT: RESEARCH ASSIGNMENT – 2 TOPICS
ASSESSMENT INSTRUCTIONS
• This assessment consists of two (2) research topics
You must complete both topics – if you submit only one topic your assessment will be deemed not satisfactory.
• Use the template provided for both topics.
• Word count: no more than 2,000 words per assignment but not less than 1500 (no more than 4,000 words for the whole assessment).
• This assessment is to be done in groups (3 to 4 students per group)
• You will be assessed individually, for your submission of BOTH topics. Each student to submit their assessment via Canvas.
• 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 posted for this unit 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.
• Make sure you do proper referencing.
Background
Read before starting your assignment
You are a new enrolled nurse working in a clinical ward located in a remote area. The ward 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 specific topics that are trending in the nursing practice.
Choose 2 (two) topics of your interest from the following or you may create your own topic to research on. Sample topics that the student can choose from are but not limited to: (If you chose a topic outside of the below topics, please consult your trainer first for approval)
? Infection control
? COVID 19
? Vaccinations
? Diabetes
? Wound care
? Ageing of population
? Increase in people suffering from chronic diseases
? Increasing cost of medical advances
? Quality and safety of health services
? Changes in urban planning
? Inequalities
? Religions and beliefs about health care
? Ageing health workforce – shortage of staff
? Person-centred care
? Minimising language barrier when communicating with clients
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:
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
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.
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.
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 Canvas.
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.
WORD COUNT: ________
Appendix A – Comparing and contrasting information
Article 1: Article 2:
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 DESCRIPTION MARKING GUIDE STUDENT PERFORMANCE
Plan the research activity
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. 20 points
Gather information for the research
Evaluates 2 methods of information gathering.
Uses systematic approach to information gathering.
Distinguishes relevance of information.
Organises information. 25 points
Analyse the information
Prioritises information based on objectives.
Compares and contrasts sources.
Draws conclusions on analysis.
Identifies impacts of research conclusions. 25 points
Use information in practice
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, and word count. 20 points
PEER REVIEW SCORE (PARTICIPATION/ CONTRIBUTION TO THE TASK WITHIN THE GROUP) Rubric based on peer review evaluation form 10 points
TOTAL SCORE: 100