Innovations in Evidence Based Nursing

Module code and title: NS607-21S1

Innovations in Evidence Based Nursing

Module leader:  
Assignment No. and type: CW1: Dissertation Assessment weighting: 100%
Submission time and date: Before 14.00, 6th January 2023

 

Target feedback time and date:  

 

Assignment task
An 8,000-word (a) extended literature review or (b) work-based project.

(a) Literature review – A relevant research question is developed, and a logical and focused literature search is undertaken to find current evidence about it to determine best practice

(b) Work-based project – A relevant project idea is developed with the purpose of exploring one aspect of nursing care, focusing on quality improvement.

 

This is a student-led project under supervision. A supervisor will be allocated by the end of week 24.

 

Regardless of the option selected, i.e., (a) or (b), work should reflect your field of Nursing.

 
This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:
LO 1: Demonstrate a critical understanding of the evidence relating to the chosen topic area, its principles and benefits to nursing in your field of nursing practice.
LO 2: Effectively evaluate contemporary research and evidence-based practice.
LO 3: Apply a questioning and analytical approach to the utilisation of research findings in practice.
LO 4: Develop evidence-based recommendations for enhancing nursing care within your field of nursing practice.
Task requirements
Your submitted work must be presented in size 12, Arial font with a minimum of 1.5 line spacing and each page must be numbered. *(guidance of word count)

You should include;

 

(a)  Extended literature review (ELR) (b)  Word-based project (WBP)
A title page – include your name, student number, cohort, module code and name, actual word count, submission date, name of supervisor and Module Leader.
Acknowledgements
Contents page including tables and figures, glossary and/or abbreviations
Abstract – use the following headings: Aim, Background, Methods, Findings, Conclusion (200) Abstract – use the following sub-headings: Aim, Practice improvement, Background, Methods of implementation, Conclusion (200)
Introduction – Overview of assignment outlining your overall aims, the topic area you are focusing on and rationale for choice. Include a justification for the choosing the topic area. Relevant definitions and brief critical discussion regarding the importance of research in nursing (250) Introduction – Overview of assignment outlining aims, the aspect of practice to be improved, rationale for choice and suggestion for quality improvement implementation. Relevant definitions and brief critical discussion regarding the importance of quality improvement in nursing (500)
Background – Discuss in more depth the chosen topic area, so that you are setting the scene to its relevance to current nursing practice. Include government statistics and policies, as well as NICE guidelines where relevant. Indicate the topic’s relevant to current nursing practice including any relevant background information (750)

 

Critical review of the literature – Conduct a critical review of the literature relevant to your chosen aspect of care and quality improvement, this will provide the basis for critical discussion to support your chosen area of quality improvement. Your critical discussion should include detail about your search strategy to undertake the review of the literature (2000-2500)
Methodology – Provide a detailed audit trail of the methodology, including how your question was structured using PICO/PEO, keywords, database selected, search strategy applied, inclusion and exclusion criteria, summary of articles selected. Use tables as illustrations. Recommendation to select 6 – 10 relevant primary research articles.

Provide a summary of the articles selected and present a table (landscape presentation) in the appendices at the end of the ELR (1750-2000)

Methods of implementation – Offer a critical discussion related to theory and strategies of management change. You are expected to develop a detailed plan for quality improvement and implementation, providing a critical analysis of the challenges likely to be encountered when implementing the suggested quality improvement idea and how these might be overcome (2000)
Findings – identify how the thematic analysis took place and what determined a theme. With each theme as a sub-heading, review the findings reported by the selected research papers and critically appraise the research methods used in the study. Using a critiquing tool (such as Caldwell, Henshaw, and Taylor, 2011) to support this (2500) Discussion – provide a critical analysis demonstrating how your project will be implemented and/or evaluated demonstrating practice initiatives or change (2000)
Discussion – Provide a critical discussion of your findings, considering implications for practice

(1500)

Strengths and limitations – Consider the strengths and limitations of your project (350-500)
Strengths and limitations – Consider both strengths and weaknesses of your search strategy (350-500)  
Conclusion – Summarise key points from your assignment. Make recommendations to how your research or ideas for quality improvement could be taken forward (350-500)
Referencing and research requirements
Please reference your work according to the Harvard Referencing style as defined in Cite Them Right Online (http://www.citethemrightonline.com). This information is also available in book form:

Pears, R. and Shields, G. (2019) Cite Them Right: The essential reference guide. 11th edn. Basingstoke: Palgrave Macmillan. Copies are available via the University library.

How your work will be assessed
Your work will be assessed against the assessment criteria which have been provided at the end of this brief.

 

These criteria have been designed specifically for this assignment and are intended to measure the extent to which you have demonstrated your achievement of its associated learning outcomes (see above). They have been aligned with the institutional grade descriptor appropriate for your level.

 

The assessment criteria provide a basis for fair and consistent marking and indicate what is expected of you in this assignment. It is strongly recommended that you engage with them while you are working on the assignment and use them in combination with any feedback you receive once your work has been marked to help you plan for future learning and development.

 

Submission details
·         This assignment should be submitted before 14:00 UK time on 4th October 2022.

·         Feedback and marks for this assignment will be available by 14.00 on 1st November 2022.

·         You are reminded of the University’s regulations on academic integrity, which can be viewed on the University website

·         In submitting your assignment, you are acknowledging that you have read and understood these regulations

·         Please also note that work that is submitted up to 10 working days beyond the submission date will be considered a late submission. Late submissions will be marked and the actual mark recorded but will be capped at the pass mark (typically 40%), provided that the work is of a passing standard. Work submitted after this period will not be marked and will be treated as a non-submission.

 

Before you submit
·         Please use the provided checklist below to make sure you are ‘fit to submit’ your work.

·         We recommend you use this checklist as soon as you get this assignment brief to help you plan your work.

 

Fit to Submit: Assignment Checklist
This brief assignment checklist is designed to help you avoid some of the most common mistakes students make in their coursework.

Have you read the assignment brief? If not, do so now!

In it you will find details of the assessment task, word count, the assessment criteria your work is marked against, and the learning outcomes – the basis for the assessment strategy in each module.

 

Students often lose marks by forgetting some of the more straightforward elements of their assignments. We recommend that you “tick off” each of the points below as you prepare your work for submission. If you need any help, ask your tutor

 

Have you read and understood the assessment criteria?

 

Have you met the learning outcomes? You will lose marks and your work may even be failed if you have not.

 

Have you demonstrated you can think and write critically in the completed work? This means you have supported your arguments/explanations appropriately e.g. using relevant academic sources and you have offered discussion points which extends your own or others’ viewpoints to make reasoned conclusions/judgements.

 

Have you maintained an appropriate tone throughout your work? Is your work formal, focused, developed and clear?

 

Have you checked that the referencing in your assignment is in line with your programme requirements?

 

Have you proof-read your work and used spellcheck software to check your spelling and grammar?

 

Have you checked the presentation of your work is as specified by your tutor, for example, are font size, colour, style, line spacing and margins as the tutor specified?

 

Have you kept to the word count (or equivalent)? If you are not sure, check with your tutor.

 

Can you confirm that the work submitted is your own and maintains academic integrity?

 

 

 

 

Level 6 Fail Pass
Grade band

 

 

 

Grading category

 

0-34(F) – Fail

 

 

 

 

Not successful

35-39(E)

Marginal Fail

 

 

Below required standard

40-49(D) 3rd class

Threshold pass

 

 

Satisfactory

50-59(C) 2:2 class

 

 

 

Good

60-69(B) 2:1 class

 

 

 

Very good

70-79(A) 1st class

 

 

 

Excellent

80% (A+) High 1st class

 

 

 

Outstanding

 

Knowledge and understanding of the research process

 

See key indicators below

The work demonstrates limited and/or substantially inaccurate or no understanding of the research process as outlined in the key indicators (below). The work demonstrates insufficient understanding of the research process as outlined in the key indicators (below). The work demonstrates a basic, yet systematic understanding of the research process as outlined in the key indicators (below). The work demonstrates a sound breadth and depth of systematic understanding of the research process as outlined in the key indicators (below). The work demonstrates a sophisticated and critical systematic understanding of the research process as outlined in the key indicators (below). The work demonstrates a highly accomplished understanding of the research process beyond the key indicators (below). The work demonstrates an exceptional systematic understanding of the research process well beyond the key indicators (below).
Key Indicators of knowledge and understanding.

 

(a)  ELR

·         There is a rationale/justification for the chosen topic area

·         The review question is structured using the PICO/PEO format.

·         The keywords / search terms chosen, relate clearly to the review question.

·         There is application of an appropriate inclusion and exclusion criteria.

·         There is a presented audit trail of how and why the selected primary research papers were chosen through staged elimination/reduction.

·         There is evidence that primary research papers have been critically appraised.

·         Selected sources are contemporary

·         There is the relevant use of tables throughout

 

(b) WBP

·         Identify practice/service/quality improvement topic

·         There is a rationale for the choice of practice improvement being explored

·         The aim and objectives of the quality improvement are clear

·         A search strategy is evident

·         Strategies for managing change are clearly identified

·         There is evidence that the selected sources have been critically appraised and analysed.

·         Selected sources are contemporary

·         There is the relevant use of tables throughout

Level 6 Fail Pass
Grade band

 

 

 

Grading category

 

0-34(F) – Fail

 

 

 

 

Not successful

35-39(E)

Marginal Fail

 

 

Below required standard

40-49(D) 3rd class

Threshold pass

 

 

Satisfactory

50-59(C) 2:2 class

 

 

 

Good

60-69(B) 2:1 class

 

 

 

Very good

70-79(A) 1st class

 

 

 

Excellent

80% (A+) High 1st class

 

 

 

Outstanding

 

Analysis and criticality of the findings through the development and articulation of applicable themes, synthesis, and evaluation of their meaning

 

See key indicators below

 

The work demonstrates limited or no understanding of the key indicators and limited or no ability to work independently and deploy relevant techniques of analysis, criticality, evaluation, and synthesis. The work demonstrates an insufficient understanding of the key indicators and insufficient ability to work independently, deploying accurately established techniques of analysis, criticality, evaluation, and synthesis. The work demonstrates sufficient understanding of the key indicators and the ability to work independently, deploying accurately established techniques of analysis, criticality, evaluation, and synthesis. The work demonstrates a sound understanding of the key indicators and the ability to consistently work independently, deploying accurately established techniques of analysis, criticality, evaluation, and synthesis. The work demonstrates a sophisticated understanding of the key indicators and the ability to work independently, critically deploying established techniques of analysis, criticality, evaluation, and synthesis. The work demonstrates a highly accomplished understanding beyond the key indicators and the ability to work independently, critically deploying established techniques of analysis, criticality, evaluation, and synthesis and extending their use in relevant and innovative ways.

 

The work demonstrates an exceptional understanding well beyond key indicators and ability to work independently, critically deploying established techniques of analysis, criticality, evaluation, and synthesis and extending their use in relevant and innovative ways.
Key Indicators of knowledge and understanding.

 

(a)  ELR

·         There is identification of themes and/or sub-themes through thematic analysis.

·         The themes/sub-themes presented reflect the review question.

·         There is an evidenced review of the findings of the selected primary research papers, presented as themes/sub-themes.

·         A critical appraisal of the research methods used within the primary research papers selected is demonstrated.

·         Evaluation of the findings is presented.

(b)  WBP

·         The selected sources have been critically reviewed

·         There is evidence of critical analysis

·         There is an awareness of critical thinking, professional judgment and reasoning

 

Level 6 Fail Pass
Grade band

 

 

 

Grading category

 

0-34(F) – Fail

 

 

 

 

Not successful

35-39(E)

Marginal Fail

 

 

Below required standard

40-49(D) 3rd class

Threshold pass

 

 

Satisfactory

50-59(C) 2:2 class

 

 

 

Good

60-69(B) 2:1 class

 

 

 

Very good

70-79(A) 1st class

 

 

 

Excellent

80% (A+) High 1st class

 

 

 

Outstanding

 

Application to practice

 

See key indicators below

With reference to the key indicators, a limited and/or substantially inaccurate or no understanding of evidence-based recommendations or enhancing nursing care through the justification of the

utilisation of the research findings in practice.

Unsafe practice is demonstrated.

Confidentiality in relation to the patient or the clinical area is not maintained *.

With reference to the key indicators, an insufficient understanding and justification of evidence-based recommendations for enhancing nursing care through the justification of the

utilisation of the research findings in practice.

Unsafe practice may be demonstrated.

Confidentiality in relation to the patient or the clinical area may be not maintained*

With reference to the key indicators, a basic and systematic understanding and justification of evidence-based recommendations for enhancing nursing care through the justification of the

utilisation of the research findings in practice.

Safe practice maintained throughout.

Confidentiality is maintained and understood.

With reference to the key indicators, a sound breadth and depth of systematic understanding and justification of evidence-based recommendations for enhancing nursing care through the justification of the

utilisation of the research findings in practice.

Safe practice maintained throughout.

Confidentiality is maintained and understood.

With reference to the key indicators, a sophisticated and critical systematic understanding and justification of evidence-based recommendations for enhancing nursing care through the justification of the

utilisation of the research findings in practice.

Safe practice maintained throughout.

Confidentiality is maintained and understood.

With reference to the key indicators, a highly accomplished understanding and justification of evidence-based recommendations for enhancing nursing care through the justification of the

utilisation of the research findings in practice.

Safe practice maintained throughout.

Confidentiality is maintained and understood.

With reference to the key indicators, an exceptional systematic understanding and justification of evidence-based recommendations for enhancing nursing care through the justification of the

utilisation of the research findings in practice.

Safe practice maintained throughout.

Confidentiality is maintained and understood.

Key indicators of application to practice.
(a)  ELR

·         There is a critical analysis exploring the findings.

·         Findings and further literature are explored to support the development of implications for practice.

·         Implications for practice are relevant to the review topic and field of study.

·         There strengths and limitations of the search strategy are clearly stated

·         Gaps in nursing knowledge are identified.

·         Future research recommendations are made relevant to the review topic and field of study.

·         WBP

·         A realistic application to practice has been considered

·         There strengths and limitations are clearly stated

·         The is evidence of how the quality improvement has been applied to nursing practice that is relevant to the field of nursing

·         Is the application to practice realistic

·         The implementation challenges have been identified and addressed

·         Dissemination of improvements are clearly identified

Level 6 Fail Pass
Grade band

 

 

 

Grading category

 

0-34(F) – Fail

 

 

 

 

Not successful

35-39(E)

Marginal Fail

 

 

Below required standard

40-49(D) 3rd class

Threshold pass

 

 

Satisfactory

50-59(C) 2:2 class

 

 

 

Good

60-69(B) 2:1 class

 

 

 

Very good

70-79(A) 1st class

 

 

 

Excellent

80% (A+) High 1st class

 

 

 

Outstanding

 

Transferable skills

 

See key indicators below

The work demonstrates limited or no evidence of the required skills, with reference to the key indicators, in most or all the graduate skills identified in the programme specification at this level The work demonstrates insufficient evidence of the required skills, with reference to the key indicators, in most of the graduate skills identified in the programme specification at this level The work demonstrates sufficient evidence of the required skills, with reference to the key indicators, in most of the graduate skills identified in the programme specification at this level The work demonstrates consistent and confident evidence of the required skills, with reference to the key indicators, in most of the graduate skills identified in the programme specification at this level The work demonstrates a high degree of proficiency in the required skills, with reference to the key indicators, in most of the graduate skills identified in the programme specification at this level The work demonstrates highly accomplished level of proficiency in the required skills, with reference to the key indicators, in most of the graduate skills identified in the programme specification at this level The work demonstrates an exceptional level of proficiency in most or all the graduate skills, with reference to the key indicators, identified in the programme specification at this level
Key indicators of transferable skills for both ELR/WBP

·         Digital literacy – the use of search engines and online databases, evaluating accuracy and trustworthiness of information, composition, and presentation of information.

·         Currency of topic chosen and relatability to field of practice.

·         Adherence to the assignment brief.

·         Work count is with the + or – 10% allowance

·         Clarity and fluency of the communication of ideas.

·         Appropriateness of the research terminology used.

·         Depth and breadth of relevant reading.

·         Relevant choice of sources used

·         Writing style in keeping with academic Level 6

·         Accuracy of grammar and spelling.

·         Work is logically sequenced

·         Consistency and coherency of presentation and structure.

·         Citation accuracy and the use of references.

 

Level 6 Fail Pass
Grade band

 

 

 

Grading category

 

0-34(F) – Fail

 

 

 

 

Not successful

35-39(E)

Marginal Fail

 

 

Below required standard

40-49(D) 3rd class

Threshold pass

 

 

Satisfactory

50-59(C) 2:2 class

 

 

 

Good

60-69(B) 2:1 class

 

 

 

Very good

70-79(A) 1st class

 

 

 

Excellent

80% (A+) High 1st class

 

 

 

Outstanding

 

Professional competencies

 

See key indicators below

The work has demonstrated limited or no evidence of the achievement of professional competencies in the key indicators, when assessed against the requirements of the NMC (2014; 2018a; 2018b; 2018c). The work has demonstrated insufficient evidence of the achievement of professional competencies in the key indicators, when assessed against the requirements of the NMC (2014; 2018a; 2018b; 2018c). The work has demonstrated sufficient evidence of the achievement of professional competencies in the key indicators, when assessed against the requirements of the NMC (2014; 2018a; 2018b; 2018c). The work has demonstrated consistent and confident evidence of the achievement of professional competencies in the key indicators, when assessed against the requirements of the NMC (2014; 2018a; 2018b; 2018c). The work has demonstrated consistent and confident evidence of the achievement of professional competencies in the key indicators, at a high degree of proficiency when assessed against the requirements of the NMC (2014; 2018a; 2018b; 2018c). The work has demonstrated consistent and confident evidence of the achievement of professional competencies in the key indicators, at a highly accomplished level of proficiency when assessed against the requirements of the NMC (2014; 2018a; 2018b; 2018c). The work has demonstrated consistent and confident evidence of the achievement of professional competencies in the key indicators, at an exceptional level of proficiency when assessed against the requirements of the NMC (2014; 2018a; 2018b; 2018c).
Key indicators of professional competencies for both ELR/WBP

Research awareness, literacy, and competence

·         Understanding of research methods and/or quality improvement, ethics, and governance

·         Demonstration of evidence-based values and decision making

·         Applicability of research findings to inform best nursing practice for safe and effective care

 

Nursing and Midwifery Council (2014) Standards for competence for registered nurses. London: Nursing and Midwifery Council. (2016 BSc Hons Nursing UCAS and Apprenticeship Curriculum)

Nursing and Midwifery Council (2018a) Enabling professionalism in nursing and midwifery practice. London: Nursing and Midwifery Council.

Nursing and Midwifery Council (2018b) Future nurse: Standards of proficiency for registered nurse. London: Nursing and Midwifery Council. (2020 BSc Hons Nursing UCAS and Apprenticeship Curriculum)

Nursing and Midwifery Council (2018c) The Code. Professional standards of practice and behaviour for nurses, midwives, and nursing associates. London: Nursing and Midwifery Council.

 

*Refer to confidentiality policy and/or school guidance