Assessment 2: Research Report Template
\nSTUDENT NAME
\nDATE
\nCourse\tHLT54115 Diploma of Nursing
\nSubject Title\tDTH107 Determine Health
\nUnit of Competency\tHLTAAP003 Analyse and respond to client health information
\nCHCPOL003 Research and apply evidence to practise
\nPerformance Criteria, Knowledge and Performance Evidence Assessed\tPC:
\nCHCPOL003: 1.1-1.4, 2.1-2.4, 3.1-3.5, 4.1-4.4
\nHLTAAP003: 1.4
\nPE:
\nCHCPOL003: 1
\nKE:
\nCHCPOL003: 1-7
\nTitle of Assessment Task\tAssessment 2: Research Project<\/p>\n
Task Instructions<\/p>\n
This document must be used to complete Assessment 2. It is split up into five (5) sections; one for each step of your research report.
\nStep 1: Research and Evidence-Based Practice
\nStep 2: Plan the Information
\nStep 3: Gather the Information
\nStep 4: Analyse the Information
\nStep 5: Use Information in Practice
\nResearch reports require evidence to be clearly structured and presented under specific headings. For each step, there are a number of items that must be addressed. Responses to these should be made under the headings provided.
\nStep 1\tResearch and Evidence-Based Practice<\/p>\n
When undertaking research, you need to clarify the methods you will be using. For this section of the report, you must address the following points and provide referencing where required 1.1 Rules of Evidence
\nExplain what the \u2018rules of evidence\u2019 are in relation to evidence-based practice (EPB) (50 words).<\/p>\n
1.2 Evidence-based Practice
\nProvide an APA-referenced definition of evidence-based practice (EBP) and state how it is used (50 words).
\nRespond here:<\/p>\n
1.3 Research and Continuous Improvement
\nExplain how EBP is different from \u2018research\u2019 and \u2018continuous quality improvement\u2019 and explain how they are used (50 words).
\nRespond here:<\/p>\n
1.4 Research Methods
\nProvide a diagram of EBP, a typical research process and continuous quality improvement. This will be 3 diagrams in total with referencing
\nRespond here:<\/p>\n
1.5 Duty of Care Requirements
\nExplain the duty of care requirements associated with EPB (50 words).
\nRespond here:<\/p>\n
1.6 Research Reasons
\nDescribe what each of these different reasons for undertaking research are (20 words each).
\n\u2022\tComparison
\n\u2022\tHypothesis testing
\n\u2022\tTrend identification
\n\u2022\tOwn knowledge extension
\n\u2022\tStrengthen quality of own practice
\nRespond here:<\/p>\n
Step 2\tPlan the Information<\/p>\n
The next step in a research report is to clarify why the topic should be researched and plan how you will gather the information. For this section, you should address the following points.<\/p>\n
2.1 Issue Statement
\nClearly state the two issues being investigated (20 words each).
\nRespond here:<\/p>\n
2.2 Objectives and Trends of Issues
\nState why each research topic (150 words each) is being investigated, including:
\n\u2022\tTwo (2) objectives you aim to achieve for each (How will benefit nursing practice?)
\n\u2022\tAPA-referenced evidence of why each is an issue
\n\u2022\tAPA referenced example of where each can be seen in practice
\n\u2022\tTwo (2) ways each issue is currently managed or approached.
\nRespond here:<\/p>\n
2.3 Research Data Sources
\nList eight (8) credible sources of data you could use to conduct your research, and for each include:
\n\u2022\tResource name
\n\u2022\tResource type (journal, text book, professional body publication etc)
\n\u2022\tResource website or link.
\nRespond here:<\/p>\n
Step 3\tGather the Information<\/p>\n
In Step 2, you listed objectives for each topic of research. You should have at least four (4). For this step, you need to collect, evaluate and organise the evidence related to your topics, and discuss your research processes.<\/p>\n
3.1 Information-gathering Strategy
\nSummarise the strategy you used to gather information generally, noting the sources you explored, how you determined if the information was relevant and why you left certain resources out (150 words).
\nRespond here:<\/p>\n
3.2 Systematic Information Summary
\nUsing the table below, list three (3) information sources you found that relate to each objective. For each resource, you must provide:
\n\u2022\tAn APA reference
\n\u2022\tA link directly to the information
\n\u2022\tThe research method you used to source the information
\n\u2022\tThe resource type.<\/p>\n
Research Objective\tResource APA Reference\tResource Link\tMethod used to search\tType of resource
\nE.g
\nDecrease truancy at school\tE.g.
\nEpstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308. \tE.g.
\nRetrieved from http:\/\/ezproxy.laureate.net.au\/login?url=https:\/\/search-proquest-com.ezproxy.laureate.net.au\/docview\/204194482?accountid=176901
\nE.g.
\nTopic search on Google scholar and\/ or Data bases from library \tE.g.
\nJournal article\/ peer review,<\/p>\n
Step 4\tAnalyse the Information<\/p>\n
Once research has been conducted, it is important to analyse the information and determine its significance to the issues being investigated. For this step, you should compare, contrast and describe the information you found in relation to the research objectives.<\/p>\n
4.1 Information Validity
\nList three (3) ways you can evaluate the validity of the information sources you have gathered.
\nRespond here:<\/p>\n
4.2 Cultural and Ethical Considerations
\nList three (3) cultural and ethical considerations for research.
\nRespond here:<\/p>\n
4.3 Information Analysis Processes
\nExplain how to undertake each of the following information analysis processes (20 words each).
\n\u2022\tcomparing
\n\u2022\tcontrasting
\n\u2022\tchallenging
\n\u2022\treflecting
\n\u2022\tdistinguishing relevant from irrelevant
\n\u2022\tdrawing interdisciplinary connections
\nRespond here:<\/p>\n
4.4 Information Comparison
\nUsing the table below, you must compare the different sources of information you gathered, and assess their currency, feasibility, risks and benefits. In the table, analyse at least two (2) sources of information per objective.<\/p>\n
Research objective\tInformation author and year\tSummary of what information suggests\tHow feasible of practical is the information\tBenefit\tRisk
\nE.g
\nDecrease truancy at school\tE.g.
\nEpstein & Sheldon (2002)\tE.g.
\nSuggests that student attendance at school can be increased when schools work with families to manage out of school issues\tE.g.
\nIn practice this might be difficult, as each family is different, and it could take a lot of time and money for schools to do this.\tE.g.
\nTruancy could reduce\tE.g.
\nCould isolate families or be \u2018too hard\u2019 for school to maintain.<\/p>\n
Step 5\tUse Information in Practice<\/p>\n
Finally, after conducting research, you need to present your conclusions and discuss how your results can be used in practice.<\/p>\n
5.1 Use of Information in Practice
\nIn 100 words for each issue, describe what the information you found suggests can be done in your work context to improve, manage or rectify the issue.
\nRespond here:<\/p>\n
5.2 Gaps in Information
\nFor both issues, identify two (2) areas that require further research or evaluation, and reflect on potential interdisciplinary hurdles, such as places where referral or collaboration with other fields is required (100 words per issue).
\nRespond here:<\/p>\n
5.3 Actions and Recommendations
\nFor each issue, present three (3) specific actions or recommendations to address the outcomes you investigated (20 words per recommendation).
\nRespond here:<\/p>\n
Reference List using APA<\/p>\n","protected":false},"excerpt":{"rendered":"
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