NSB203 – Assessment Task 2 Page 2 of 10NSB203 – Inquiry into Clinical PracticeAssessment Task 2
This assessment asks you to produce an informational posteraddressing a patient safety issue, identified from clinical practiceplacement, drawing upon evidence and using a structured inquirybased learning approach.Your ability to define a practice-based practice issue, seek andappraise relevant evidence to address this issue, and synthesisethis evidence to establish recommendations for practice will beassessed.The assessment addresses key components and skills developedduring this unit, which relate directly to your ability as futureregistered nurses to think critically about the patient care youdeliver, to identify clinical questions for investigation, and yourability to ensure the care you deliver is based upon soundevidence.
What you need todo:
Read the Criterion Reference Assessment sheet for this task.To prepare for this assessment, you need to undertake thefollowing steps:1. Identify a patient safety issue that directly relates to yourpractice placement area.*2. Clearly define the patient safety issue, structuring this as aclinical question.3. Decide on your strategy to address the problem and examinethe evidence related to your topic. You need to consider:a. What type of evidence?b. Which databases you will search to find this evidence?c. How will you establish the keywords and limits for thesearches?d. How will you manage the evidence you find (for example,the use of referencing software)?e. How will you decide on the level of evidence for eachsource or article?f. How you will decide which papers are of sufficient qualityto use in your assignment?
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4. Collate, summarise and analyse the evidence – choosing thefive papers at the highest level of evidence on which to baseyour recommendations. Consider any gaps or limitations to theavailable evidence you found. Use this information andassessment to populate the Literature Matrix.5. Synthesise the evidence to establish recommendations forpractice (creating an evidence ‘bottom line’ statement).6. Consider how you would approach implementation of therecommendations – for this, you will need to identify potentialbarriers and strategies to overcome these.7. Create a A1 size digital poster using Powerpoint thatsummarises your work, for an audience comprising of healthcare professionals, communicating the recommendations forpatient care that have arisen. Your poster should communicatethe following:a. The title which communicates the patient safety issueunder investigationb. The clinical question: structured using the PICO acronymc. Details of the search strategyd. A summary of the evidence found to answer the question,which should clearly identify the study design and level ofevidence. Present this in a literature matrix on the secondpage.e. Details of the critical appraisal tool used.f. An explanation of any gaps or limitations to the evidenceg. An evidence ‘bottom line’ statementh. A table detailing potential barriers to implementation of therecommendations, as well as strategies to overcome thesebarriers.i. References8. Upload your poster to Turnitin by the due date and timePictures or illustrations may be used to enhance your poster.*If you are not on clinical placement this semester, refer back toyour last, or a previous placement. If you have not been onplacement, please discuss this further with your tutor or unitcoordinator.
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1100 words +/- 10% (excluding reference list)
Estimated time tocomplete task:
Allocate time weekly during the semester for addressing the tasksnecessary to complete the assessment.
How will I beassessed:
7 point grading scale using a rubric
Poster to be submitted via Turnitin in your NSB203 Blackboard siteby 11.59pm on Friday 19th October (Week 12). More informationabout Turnitin is available on the FAQs about Turnitin page.
This assessment task must: Be presented as a digital A1 size poster (with literature matrixon second page) using Powerpoint via Turnitin in Week 12 Use QUT numbered referencing for citing academic literature.Refer to QUT Cite Write for guidance.
1. Explain the key concepts and principles of the researchprocess and outline the importance of evidence-basedpractice approaches for the provision of safe and qualityhealth care and for the global health research agenda.2. Apply key literacy and critical thinking skills to locate, seek,interpret, analyse, synthesise and integrate evidence intopractice.3. Apply knowledge of quantitative and qualitative approaches toexplain their role in research of contemporary, global healthcare issues.
What you need tosubmit:
An A1 size Powerpoint poster with the literature matrix on thesecond page (via Turnitin).
Resources neededto complete task:
QUT Cite/Write guide Example of a digital poster Digital Poster template (available in Blackboard site)
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Academic IntegrityThe School of Nursing takes academic integrity very seriously. All worksubmitted must be your own work. The work of others correctlyacknowledged and referenced according to the APA guidelines.There are serious consequences that will be imposed should you befound to breach academic integrity. Make sure you are familiar with theMOPP C/5.3 Academic Integrity and view the Academic Integrity videoand explore the Academic Case Studies available on your Blackboardsite.Maintaining academic integrity in your responsibility. If in doubt, check itcarefully.
NSB203 – Assessment Task 2 Page 6 of 10NSB203 – Inquiry into Clinical PracticeDigital Poster ExampleThis is an example of a digital poster. This example is to provide you with someinspiration for your poster design, your poster should not be a direct copy of thislayout – this poster also contains speech bubbles that provide direction to youfor each section: your poster does not need to include these.Poster Front ExampleNSB203 – Assessment Task 2 Page 7 of 10NSB203 – Inquiry into Clinical PracticePoster back ExampleNSB203 – Assessment Task 2 Page 8 of 10NSB203 – Inquiry into Clinical PracticeNSB203 Inquiry into Clinical Practice Rubric Assessment 2Learning outcomes assessed: 1, 2 and 3 Assessment 2 Weighting: 50%
Criteria – 50% total
Knowledgeandunderstandingof researchand EBPprocesses #1Weighting: 10%
Clearly articulated,relevant and focusedclinical practicequestion.
Clearly articulatedand relevantclinical practicequestion.
Clearly focusedclinical practicequestion.
Clearly identifiedclinical practicequestion.
Clinical practicequestion lacksfocus or clarity:some areas mayrequire furtherdevelopment.
Clinical practicequestion lacksfocus, clarity andcomponents ofthe question areabsent.
Clinical practicequestion isabsent.
Knowledgeandunderstandingof researchand EBPprocesses #2Weighting: 30%
Demonstrates an indepth knowledge ofthe key concepts ofresearch processes,and a high level,comprehensiveunderstanding ofutilising the EBPprocess.Fully and accuratelyapplies andseamlessly integratesthis knowledge in thecontext of the practiceissue.Work is thoroughlysupported by a widerange of whollyrelevant, high qualityscholarly literature.
Demonstrates acomprehensiveknowledge of thekey concepts ofresearchprocesses, and acomprehensiveunderstanding ofutilising the EBPprocess.Applies thisknowledge andattempts tointegrate thisknowledge in thecontext of thepractice issue.Work is supportedby relevant, highquality scholarlyliterature.
Demonstrates asound level ofknowledge of thekey concepts ofresearchprocesses, and asoundunderstanding ofutilizing the EBPprocess.Applies some ofthis knowledge inthe context of thepractice issue.Work is supportedby mainly relevant,scholarly literature.
Demonstrates abasic level ofknowledge of thekey concepts ofresearchprocesses, and abasicunderstanding ofthe EBP processApplies somebasic knowledgein the context ofthe practice issue.Work is supportedby some relevantliterature.
Demonstrates alimited level ofknowledge of thekey concepts ofresearchprocesses, andlimitedunderstanding ofutilsing the EBPSomerudimentaryapplication of thisknowledge in thecontext of theprocess, but thisis limited.Work lackssupport, withlimited relevantscholarlyliterature.
Demonstrates avery limited levelof knowledge ofthe key conceptsof researchprocesses, and avery limitedunderstanding ofutilising the EBPprocess.Very limitedapplication of theknowledge ofresearchprocesses to thepractice issue.Work lackssupport, with verylimited relevantscholarlyliterature.
Knowledge of thekey concepts ofresearchprocesses is notdemonstrated; nounderstanding ofutilising the EBPprocess.Does not applyknowledge ofresearchproceses to thepractice issue.No support fromrelevant scholarlyliterature.
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Sophisticated criticalthinking skills utilizedto analyse andsynthesise evidence toestablish best practicerecommendations.
At times,demonstrates ahigh level ofcritical thinkingskills utilized toanalyse andsynthesiseevidence toestablish bestpracticerecommendations.
Evidence of criticalthinking skillsutilized to analyseand synthesiseevidence toestablish bestpracticerecommendations.
Evidence ofcritical thinkingskills at times toanalyse andsynthesiseevidence toestablish bestpracticerecommendations
Limitedapplication ofcritical thinkingskills to analyseand synthesiseevidence toestablish bestpracticerecommendations
Very limitedapplication ofcritical thinkingskills to analyseand synthesiseevidence toestablish bestpracticerecommendations
Does not applycritical thinkingskills to analyseand synthesiseevidence. Bestpracticerecommendationsabsent.
Poster content andliterature matrix has ahigh level of clarity andorganisation. Noerrors in QUTNumbered referencing.
Poster contentand literaturematrix is clear andorganised. Fewand minor errorsin QUT Numberedreferencing.
Content is clearand organised.Minor errors inQUT Numberedreferencing.
Organisation andadequate clarityevident. Someconsistent errorsin QUT Numberedreferencing.
Several areas ofthe poster contentlack clarity.Major errors (>5)in QUT Numberedreferencing.
Poorly organisedor clutteredposter, withunclear content.Major errors (>5)in QUTNumberedreferencing.
Very poorlyorganised orcluttered poster,with unclearcontent.Many and majorerrors (>5) in QUTNumberedreferencingthroughout.
Academicwriting andpresentation:Weighting: 10%
Consistently high, andwell-structured,academic writing skills,and logicalorganisations of ideasis evident. Accurategrammar, spelling andprofessionalvocabulary.
Well-developedand structuredacademic writingskills and clearorganisationevident. Mostlyconsistent andaccurate use ofgrammar, spellingand professionalvocabulary.
Sound academicwriting skills andwork is mainly wellorganised. Someminor errors ingrammar, spellingand professionalvocabulary.
A basic level ofacademic writingskills. Someerrors ingrammar, spellingand professionalvocabulary areevident.
A basic level ofacademic writingskills, howeverstructure andorganization islacking.Significant errorsin grammar,spelling and theuse ofprofessionalvocabulary, whichaffects clarity.
Poor organisationand academicwriting skills areevident.Significant errorsin grammar,spelling and theuse ofprofessionalvocabulary, whichaffects clarity.
Very poororganisation andacademic writingskills are evident.Many, significanterrors ingrammar, spellingand the use ofprofessionalvocabulary, whichaffects clarity.
Clearly and conciselyconsiders barriers andenablers toimplementation.
Clearly considersbarriers andenablers toimplementation.
Soundconsideration ofbarriers andenablers to
Adequateconsideration ofbarriers andenablers to
Limiteddescription ofbarriers andenablers to
Very limiteddescription ofbarriers andenablers to
No description ofbarriers andenablers toimplementation.
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Insightfully andthoroughly considersmultiple differentperspectives, andhighly relevantenablers to addressbarriers.
Thoroughlyconsidersdifferentperspectives, andrelevant enablersto addressbarriers.
implementationconsidered. Soundconsideration ofdifferentperspectives, andidentifies enablersto addressbarriers.
implementation.Basicconsideration ofdifferentperspectives, andsome enablers toaddress barriers.
implementation.Limitedconsideration ofdifferentperspectives, andsome enablers toaddress barriers.
implementation.Very limitedconsideration ofdifferentperspectives,and very limitedenablers toaddress barriers.
No considerationof differentperspectives, andno enablers toaddress barriers.
Satisfactorily complied with the Academic Integrity standards outlined in the MOPP C/5.3 Academic Integrity.
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