Overview
The Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice (2016) expect that a registered nurse is able to think critically and analyse nursing practice. This is achieved by accessing, analysing, and using the best available evidence, that includes research findings for safe quality practice. In this unit, you will be introduced to an evidence-based approach to clinical inquiry and decision making that informs nursing practice. You will develop skills in locating evidence, evaluating and applying research findings to inform best practice.
Details
Pre-requisites or Co-requisites
Pre-requisite: NURS11164 OR NURS11163, BIOH11005 OR BMSC11010, NURS11165 OR NURS11159, NURS11166 OR NURS11160 OR admission to CM77 Must be enrolled in CL91 Bachelor of Nursing OR CM77 Bachelor of Nursing (Enrolled Nurse Pathway)
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE student feedback
Assignments must be clear and easy to understand at the beginning of the term; frustrating when we get clarification on the content of the assignments weekly, many students feel confused about what was expected for the assessments.
Ensure that the assessment instructions are clear and easy to understand. Consider moving the 'Explaining the Assessment' tutorial earlier in the term, possibly to weeks 2 or 3.
Feedback from SUTE student feedback
A very practical unit that will be useful throughout my undergraduate studies and during my nursing career. I wish this unit was presented in first year.
Continue to emphasise the practical application of Evidence-Based Practice in clinical nursing practice. Suggest that the unit be moved back to the first year of the BN program in the next course revision.
Feedback from SUTE student feedback
I actually enjoyed this unit. Content was great, educators were very helpful and the support for assessments such as exemplars etc was fantastic.
Continue to support the student's learning, by providing assessment support material both from the unit coordinators and from the ALC. Continue to involve the ALC in this unit.
Feedback from SUTE student feedback
The teaching team provides excellent support regarding assessments; and amazing feedback, including constructive criticism.
Continue to use Grade Form in Turnitin. It encourages the markers to provide detailed student feedback for each marking criterion. Students have a better understanding of the marks they achieved and areas needing possible improvement.
- Apply information literacy skills.
- Employ a systematic approach to locating evidence to address a specific clinical situation.
- Appraise evidence and use critical thinking skills when applying evidence in clinical contexts.
- Reflect on the purpose of evidence in nursing practice and explain why clinical decision making should be based on the best available evidence.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Maintains the capability for practice
Develops a plan for nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Comprehensive care
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Infection prevention and control
Medication safety
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumers
Personal care and clinical care
Organisation’s service environment
Feedback and complaints
Organisation governance
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 30% | ||||
| 2 - Online Quiz(zes) - 20% | ||||
| 3 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
p.johnson@cqu.edu.au
a.adeleye@cqu.edu.au
r.l.cross@cqu.edu.au
Module/Topic
Introduction to Unit and Evidence-based Practice
Chapter
See Moodle site - Week 1 Module 1 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Asking Answerable Clinical Questions
Chapter
See Moodle site - Week 2 Module 2 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Searching for Evidence: Systematic Approaches
Chapter
See Moodle site - Week 3 Module 3 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Have you Sourced Credible Evidence?
Chapter
See Moodle site - Week 4 Module 4 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Annotated Bibliographies, Referencing Skills, and Critical Reflection
Chapter
See Moodle site - Week 5 Module 5 content
Events and Submissions/Topic
Online and on-campus tutorial
Developing a research question and systematically exploring the literature Due: Week 5 Wednesday (9 Apr 2025) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Ethics in Evidence-based Practice Research
Chapter
See Moodle site - Week 6 Module 6 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Website and Social Media Appraisal
Chapter
See Moodle site - Week 7 Module 7 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Clinical Practice Guidelines and NSQHS Standards
Chapter
See Moodle site - Week 8 Module 8 content
Events and Submissions/Topic
Online and on-campus tutorial
Online Quiz: Opens 00:01 (AEST) Monday 5th May. Closes 23:59 (AEST) Sunday 11th May
Module/Topic
Assessment 3 Preparation and AI Exploration
Chapter
See Moodle site - Week 9 Module 9 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Evidence-based Practice in Clinical Practice
Chapter
See Moodle site - Week 10 Module 10 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Reflection on Evidence-based Practice
Chapter
See Moodle site - Week 11 Module 11 content
Events and Submissions/Topic
Online and on-campus tutorial
Annotated Bibliography Due: Week 11 Wednesday (28 May 2025) 4:00 pm AEST
Module/Topic
Applying Evidence-based Practice
Chapter
See Moodle site - Week 12 Module 12 content
Events and Submissions/Topic
Online and on-campus tutorial
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Reattempts of assessment items are not permitted in this unit.
1 Written Assessment
Weighting: 30%
Length: 500 words +/- 10% (excluding reference list. Refers to reflection section only)
Aim
The aim of this assessment is for you to demonstrate the skills to formulate an answerable clinical question and search for evidence using a systematic approach to answer the question. You will demonstrate how you critically appraised your search findings and then reflect on this process. Your clinical question is based on one of the scenarios below. The information required to undertake this assessment is covered in Weeks 1 to 4.
Please note that this task provides the foundation for Assessment Three.
Choose one of the following scenarios:
Scenario 1: Oral Hygiene in Patients with Altered Levels of Consciousness
As a registered nurse working in a medical ward, you notice that one of your nursing colleagues does not provide regular oral hygiene to Mr Baati, a 78-year-old male who is being fed via a nasogastric tube as he has a decreased level of consciousness due to a recent haemorrhagic stroke. You ask your colleague why they are not providing regular oral hygiene, and they reply that “it isn’t as important as he’s not eating anyway”. You have always thought regular oral hygiene was important for ALL patients, regardless of their clinical status. Your task is to find credible evidence to provide evidence-informed advice to your colleague regarding this issue.
Scenario 2: Diet and Mental Health
You were recently at a nursing conference, and one of the speakers discussed the importance of diet and mental health. You would like to know more about this and wonder what the evidence behind this is. Your task is to find credible, evidence-based information on the effects of diet on mental health.
Instructions
Please follow the steps below to complete your assessment task:
Select ONE contemporary healthcare issue (from the two scenarios provided above).
1. Task 1: Formulate your answerable clinical question from your chosen scenario using the PICO framework and structured search strategy (30 marks)
a) Summarise your preparatory work using the PICO format. An example of how to structure a PICO table is provided on the Assessment tile in Moodle.
b) Create a search string including at least four (4) Boolean operators and other filters.
c) Develop one (1) specific clinical question.
d) Identify two (2) appropriate databases that you will search. Please do not include Google Scholar as a database.
e) Identify four (4) search filters or limiters.
f) Identify your inclusion criteria.
g) Identify your exclusion criteria.
2. Task 2: Level of evidence appraisal. Provide references, in the American Psychological Association (APA) 7th edition referencing style, for four (4) current credible peer-reviewed journal articles that you intend to use to answer your research question. Important: The resources must be current, i.e., 2018 to the present. Do not use clinical practice guidelines, editorials, opinion pieces, JBI (Johanna Briggs Institute) resources, hospital policies or web pages for this assessment. Under each reference, identify the level of evidence in the article using the Pyramid of Evidence (30 marks).
3. Task 3: Reflection (500 words±10%) (30 marks)
Write a reflection on the use of the PICO framework. Please consider the following points in your reflection:
a) Why is it important to start a search with a well-structured clinical question?
b) Is it important to follow a systematic process when searching for clinical evidence? If yes, why? If not, why not?
c) What challenges and benefits did you encounter when using the PICO framework to find credible evidence to answer your research question?
d) Do you think this assessment task could have been appropriately undertaken by solely using an AI generative tool such as ChatGPT? Why/why not?
Literature and References
In this assessment, use at least four (4) contemporary references (7 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks, and credible websites. When sourcing information, consider the five (5) elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, the Australian Bureau of Statistics, and the Australian Institute of Health and Welfare. Note that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment. All resources, other than web pages and grey literature, must be sourced from the CQUniversity library.
Requirements
· Use a cover page for your assignment that includes the following order:
· Student name
· Student number
· Unit code and name
· Assessment type
· Due date
· In-text word count
· If you have used Gen AI, then state here: For example, Use of Gen AI: Gen AI agent has been used for editing and proofreading this assessment.
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
· An introduction and conclusion are not required for this assessment.
· All questions in the Instructions of this assessment must be attempted and clearly answered to pass this assessment task.
· Write in the first-person perspective for your reflection; however, write in the third-person perspective when referring to the literature.
· Use formal academic, discipline-specific, professional and inclusive language.
· Use Microsoft Word English (Australia) spelling and grammar checker.
· Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
· Headings, bullet points and tables may be used in this assessment.
· Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
· All work submitted must be your work.
· Start your reference list on a separate page to the body of your assessment.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note that lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline-specific Nursing Resource Guide
· You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
· For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. Please remember that the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
a. Gen AI content is used to generate ideas and general structures.
b. Gen AI content editing.
c. Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you must reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per calendar day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
· Phone toll-free: 1300 666 620
· Email: tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric below or on the Moodle site for more details on how marks will be assigned. Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
• You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
• In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 5 Wednesday (9 Apr 2025) 4:00 pm AEST
Submit your assessment via the unit Moodle site following the instructions on the Unit Assessment tile under Assessment 1
Week 7 Wednesday (30 Apr 2025)
Submit your assessment via the unit Moodle site following the instructions on the Unit Assessment tile under Assessment 1
| Key Criteria | High Distinction 84.50–100% |
Distinction |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail 49.40–39.5% |
TOTAL |
| Task 1: PICO table (30%) |
(30–25.5) The PICO table is exceptionally clear, and precisely articulated. Each element (P, I, C, O) and alternative terms fully align with the topic. Research question fully aligns with the topic. A minimum of 4 Boolean operators and other symbols added to an excellent search string. Two (2) appropriate databases, and 4 appropriate filters and limiters used. At least 4 inclusion and 4 exclusion criteria included, clearly articulated and appropriate. |
(25–22.5) The PICO table is clear and effectively articulated. Each element (P, I, C, O) and alternative term is mostly aligned with the topic. Research question is well aligned with the topic. Three (3) Boolean operators and other symbols added to search strategy, or the search string is adequate. Two (2) appropriate databases and 4 appropriate filters and limiters used. Four or fewer inclusion and 4 or fewer exclusion criteria included, articulated and appropriate. |
(22–19.5) The PICO table is generally clear and adequately presented. Each element (P, I, C, O) and alternative term is somewhat aligned with the topic. There are some areas where additional clarity or specificity could improve precision. Research question is aligned with the topic. Only three (3) Boolean operators and other symbols added to search strategy, or the search string is somewhat adequate. Two databases, and 3 appropriate filters and limiters used. Three inclusion and 3 exclusion criteria included, articulated and appropriate. |
(19–15) The PICO table is somewhat clear. Improvements are needed to enhance precision and ensure a more explicit representation of each element (P, I, C, O) and alternative terms. A closed-ended research question, somewhat aligned with the topic. Two (2) Boolean operators and other symbols added to search strategy and the search string is not adequate. Two inclusion and 2 exclusion criteria included, or more than 2 included but not all are appropriate. |
(<15) The PICO table is unclear or inadequately structured. Only some of the elements (P, I, C, O) and alternative terms are somewhat aligned with the topic. Research question is poorly aligned with the topic. Less than 2 Boolean operators and other symbols added to search strategy and the search string is poor or absent. Two or fewer inclusion and 2 or fewer exclusion criteria included, but most are not appropriate. |
|
| Task 2: References and level of evidence (30%) |
(30–25.5) All 4 included resources are relevant to the topic, current peer-reviewed journal articles. Accurate APA 7th edition referencing with no errors. Level of evidence correctly identified for each article. |
(25–22.5) All 4 included resources are relevant to the topic, current peer-reviewed journal articles. Mostly accurate APA 7th edition referencing with 1-2 recurring errors. Level of evidence correctly identified for 3 of the 4 articles. |
(22–19.5) The resources are somewhat relevant to the topic, most are current peer-reviewed journal articles. APA 7th edition referencing with 3-4 recurring errors. Level of evidence correctly identified for 3 of the 4 articles. |
(19–15) Some of the resources are relevant to the topic, some are current peer-reviewed journal articles. Occasionally accurate APA 7th edition referencing with more than 4(recurring errors. Level of evidence correctly identified for 2 of the 4 articles. |
(<15) Most of the resources are either not relevant to the topic or are not current peer-reviewed journal articles. APA 7th edition referencing is not used. Several referencing errors are evident. Level of evidence correctly identified for 1 or fewer of the 4 articles. |
|
| Task 3: Reflection (30%) |
(30–25.5) Highly developed reflection and excellent insight into the importance of developing a well-structured research question and systematically searching the literature. Excellent insight into the challenges and benefits of using PICO, and appropriateness of AI. |
(25–22.5) Well-developed reflection and good insight into the importance of developing a well-structured research question and systematically searching the literature. Good insight into the challenges and benefits of using PICO and appropriateness of AI. |
(22–19.5) Adequately developed reflection and adequate insight into the importance of developing a well-structured research question and systematically searching the literature. Adequate insight into the challenges and benefits of using PICO and appropriateness of AI. |
(19–15) Somewhat developed reflection and insight into the importance of developing a well-structured research question and systematically searching the literature. Some insight into the challenges and benefits of using PICO and appropriateness of AI. |
(<15) Little or limited reflection on the importance of developing a well-structured research question and systematically searching the literature. Little or no evidence of insight into the challenges and benefits of using PICO and appropriateness of AI. |
|
| Professional writing and presentation (10%) |
(10–8.5) Excellent presentation of assignment. There are no errors in English grammar, spelling, and punctuation. Formatting requirements applied without error. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Well-presented assignment. English grammar, spelling, and punctuation conventions have 1 error. Formatting requirements are applied with 1 error. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Appropriately presented assignment. English grammar, spelling, and punctuation conventions have 2 errors. Formatting requirements are applied with 2 errors. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Adequately presented assignment. English grammar, spelling, and punctuation conventions have 3 errors. Formatting requirements are applied with 3 errors. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(<5) Poorly presented assignment. English grammar, spelling and punctuation conventions have ≥4 errors. Formatting requirements are applied with ≥4 errors. Does not adhere to word count. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
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TOTAL: |
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Marker's Name: |
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Marker's feedback: |
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- Apply information literacy skills.
- Employ a systematic approach to locating evidence to address a specific clinical situation.
- Appraise evidence and use critical thinking skills when applying evidence in clinical contexts.
- Reflect on the purpose of evidence in nursing practice and explain why clinical decision making should be based on the best available evidence.
2 Online Quiz(zes)
Weighting: 20%
Length: 20 multiple-choice questions
Completion time: 40 minutes
Aim
The aim of this assessment is to enable you to demonstrate your skills and knowledge of information literacy and referencing.
Instructions
· You will be completing an online quiz.
· The quiz will assess your knowledge and understanding of materials covered in Weeks 1-7.
· Access the quiz via the Assessment tile portal on the unit Moodle site. The quiz consists of 20 multiple-choice questions. Each question is worth one (1) mark.
· This is an open-book quiz. You can refer to your learning materials at any time during your attempt. However, students should be familiar with the content as time limits apply.
· You have a maximum of 40 minutes to complete the quiz. You must complete the quiz in one attempt. The quiz will automatically close at the end of the allocated time, and you will submit your result even if you have not finished.
· You have a maximum of one (1) attempt for the quiz.
· Once you have commenced your quiz, you cannot log out. Please do not refresh or reload your screen, as this may close your quiz and record your results.
· If you have any technical issues, notify the unit coordinators immediately. You are required to take a screenshot or photo of the issue and email it to the unit coordinators as soon as possible. We will assist you with resolving the issue or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620).
Requirements
You will need:
Computer access with a reliable Internet connection.
Relevant learning materials are available to access during the quiz, including the APA 7th edition resource.
Academic Integrity
· Quiz questions are drawn from a bank and will be randomised.
· You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completing this assessment with another party or sharing of responses is not permitted at any time.
· The use of any generative artificial intelligence is not permitted within this assessment.
Submission
· You will complete this quiz online.
· Click save after each question.
· Click submit at the end of the quiz, and your answers will be automatically submitted.
Marking Criteria
· Results will be available immediately after the attempt is complete.
· Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
· In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
1
Other
Quiz opens: 00:01 hour (AEST) Monday 5 May 2025 (Week 8) Quiz closes: 23:59 hour (AEST) Sunday 11 May 2025 (Week 8)
Week 8 Monday (5 May 2025)
Results for the quiz will be available immediately after the attempt is complete
• The quiz will assess your knowledge and understanding of materials covered in Weeks 1-7.
• Access the quiz via the Assessment tile portal on the unit Moodle site. The quiz consists of 20 multiple-choice questions. Each question is worth one (1) mark.
- Apply information literacy skills.
3 Written Assessment
Weighting: 50%
Length: 1500 words +/-10% (excludes reference list)
Aim
The aim of this assessment is for you to:
1. Assess the credibility of research evidence by creating annotated bibliographies.
2. Extract and analyse the relevant information from the literature to answer a clinical question.
3. Reflect on why it is important to use credible resources to guide your clinical practice. The information required to undertake this assessment is covered in Weeks 1 to 10.
Please continue to use the same scenario that you used in Assessment One. The scenarios are provided below.
Scenario 1: Oral Hygiene in Patients with Altered Levels of Consciousness
As a registered nurse working in a medical ward, you notice that one of your nursing colleagues does not provide regular oral hygiene to Mr Baati, a 78-year-old male who is being fed via a nasogastric tube as he has a decreased level of consciousness due to a recent haemorrhagic stroke. You ask your colleague why they are not providing regular oral hygiene, and they reply that: “it isn’t as important as he’s not eating anyway”. You have always thought regular oral hygiene was important for ALL patients, regardless of their clinical status. Your task is to find credible evidence to provide evidence-informed advice to your colleague regarding this issue.
Scenario 2: Diet and Mental Health
You were recently at a nursing conference, and one of the speakers discussed the importance of diet and mental health. You would like to know more about this and wonder what the evidence behind this is. Your task is to find credible, evidence-based information on the effects of diet on mental health.
Instructions
Please follow the steps below to complete your assessment tasks:
Task 1: Appraisal of the credibility of the four (4) peer-reviewed journal articles that you identified for Assessment One. Please note: If the marker indicated that your Assessment 1 article/s was/were not suitable, you are allowed to select other, more suitable articles for Task 1. This section is worth 60 marks, with each annotated bibliography worth 15 marks. The word limit for Task 1 is 800 ± 10% words, that is, 200 words per annotated bibliography.
· Place the reference for the article above each annotated bibliography using the American Psychological Association (APA) 7th edition referencing style.
· Using the five (5) components of academic credibility (ARCOC - Authority, Relevance, Coverage, Objectivity, and Currency), undertake an appraisal of these four (4) articles. This is known as an annotated bibliography. A separate annotated bibliography must be written for each article. Each annotated bibliography must explain why your selected articles are credible to answer the clinical question. The words Authority, Relevance, Coverage, Objectivity, and Currency must appear in each annotated bibliography.
Task 2: Summarise and analyse the evidence (500 ± 10% words). Using the resources you located during your Assessment One literature search, extract the relevant information and write a short analytical response to answer your research question. Please include in-text citations. You should include more than the four articles used in Task 1, the annotated bibliography. Credible resources that you may use include peer-reviewed journal articles, textbooks, and credible websites such as peak body or government websites (20 marks).
Task 3: Reflection (200 words ±10%). Write a reflection on why it is important to use credible resources to inform nursing practice. You may use in-text citations in this reflection (10 marks).
Literature and References
In this assessment, use at least six (6) contemporary references (7 years old or less), including the four (4) that you used in the annotated bibliography, to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks, and credible websites. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, the Australian Bureau of Statistics, and the Australian Institute of Health and Welfare. Note that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment. All resources, other than web pages and grey literature, must be sourced from the CQUniversity library.
Requirements
· Use a cover page for your assignment that includes the following order:
· Student name
· Student number
· Unit code and name
· Assessment type
· Due date
· In-text word count
· If you have used Gen AI, then state here: For example, Use of Gen AI: Gen AI agent has been used for editing and proofreading this assessment.
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
· For Task 1, list the annotated bibliographies in alphabetical order according to the authors. The annotated bibliography must be written in the third person.
· All resources used in Task 2 must be included in the reference list.
· For the reflective writing task, Task 3, you may write in the first-person perspective (I, me, my).
· An introduction and conclusion are not required for this assessment
· All questions in the Instructions of this assessment must be attempted and clearly answered to pass this assessment task.
· Use formal academic, discipline-specific, professional and inclusive language.
· Use Microsoft Word English (Australia) spelling and grammar checker.
· Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
· Headings and tables may be used in this assessment.
· Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
· All work submitted must be your work.
· Start your reference list on a separate page to the body of your assessment.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word to the last word of your paper. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note that lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline-specific Nursing Resource Guide
· You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
· For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. Please remember that the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
a. Gen AI content is used to generate ideas and general structures.
b. Gen AI content editing.
c. Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you must reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
• Phone toll-free: 1300 666 620
• Email: tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the unit Moodle site for more details on how marks will be assigned. Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
· In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 11 Wednesday (28 May 2025) 4:00 pm AEST
Submit your assessment via the unit Moodle site following the instructions on the Unit Assessment tile under Assessment 3
Exam Week Wednesday (18 June 2025)
Assessments will be returned via the unit Moodle site
| Key Criteria | High Distinction 84.50–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail 49.40–39.5% |
TOTAL |
| Task 1: Annotated bibliography (60%) |
(60–51) Provides a clear and in-depth justification for resources included. The 5 components of academic credibility are clearly discernible in each annotated bibliography |
(50.5–45) Provides appropriate justification for resources included. The 5 components of academic credibility are discernible in each annotated bibliography. |
(44.5–39) Provides general justification for resources included. 1 of the 5 components of academic credibility has been omitted or inadequately addressed in 1 of the annotated bibliographies. |
(38.5–30) Basic justification provided for resources include. 1 of the 5 components of academic credibility has been omitted or poorly addressed in 2 of the annotated bibliographies; or 2 of the components of academic credibility have been omitted or poorly addressed in 1 of the annotated bibliographies |
(<30) Minimal justification provided regarding the selection of resources. Less than 4 components of academic credibility are discernible in each annotated bibliography or are inadequately addressed or minimally used; or article contents are summaries, not justified. |
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| Task 2: Summary and analysis of the evidence (20%) |
(20–17) Excellent summary and analysis of evidence related to the clinical topic. Research question succinctly and comprehensively answered and an in-depth analysis of the evidence. All statements are referenced. |
(16.5–15) Detail summary and analysis evidence related to the clinical topic. Research question succinctly and well answered and a good analysis of the evidence. All statements are referenced. |
(14.5–13) Logical summary evidence and analysis related to the clinical topic, Research question adequately answered and an adequate analysis of the evidence. Most statements are referenced. |
(12.5–10) Adequate summary and analysis evidence related to the clinical topic. Research question somewhat answered there is some evidence that an analysis has been attempted. Some statements are referenced. |
(<10) Limited summary and analysis evidence related to the clinical topic. Research question poorly answered. Analysis of the evidence has not been addressed. Many statements are unreferenced. |
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| Task 3: Reflection (10%) |
(10–8.5) Highly developed reflection and excellent insight into the importance of appraising the credibility of the information used to inform nursing practice. |
(8.4–7.5) Well-developed reflection and insight into the importance of appraising the credibility of the information used to inform nursing practice. |
(7.4–6.5) Adequately developed reflection and some insight into the importance of appraising the credibility of the information used to inform nursing practice. |
(6.4–5) Somewhat developed reflection and insight into the importance of appraising the credibility of the information used to inform nursing practice. Some points are descriptive rather than reflective. |
(<5) Little or limited reflection on the importance of the credibility of the information used to inform nursing practice. |
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| Professional writing and presentation (5%) |
(5.0–4.2) Excellent presentation of assignment. There are no errors in English grammar, spelling, and punctuation. Formatting requirements applied without error. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(4.1–3.7) Well-presented assignment. English grammar, spelling, and punctuation conventions have 1 error. Formatting requirements are applied with 1 error. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(3.6–3.2) Appropriately presented assignment. English grammar, spelling, and punctuation conventions have 2 errors. Formatting requirements are applied with 2 errors. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(3.1–2.5) Adequate presented assignment. English grammar, spelling, and punctuation conventions have 3 errors. Formatting requirements are applied with 3 errors. Adheres to word count. Assessment is written using the student’s own words and is the student’s own work. |
(<2.5) Poor presented assignment. English grammar, spelling and punctuation conventions have ≥4 errors. Formatting requirements are applied with ≥4 errors. Does not adhere to word count. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
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| Referencing (5%) |
(5.0–4.2) All references fully adhere to APA 7th ed. guidelines, no errors. More than 8 current credible references used in the summary of evidence. |
(4.1–3.7) References mostly adhere to APA 7th ed. guidelines, 1 consistent error. Eight current credible references used in the summary of evidence. |
(3.6–3.2) References mostly adhere to APA 7th ed. guidelines, 2 consistent errors. Seven current credible references used in the summary of evidence. |
(3.1–2.5) References somewhat adhere to APA 7th ed. guidelines, 3 consistent errors. Six current credible references used in the summary of evidence. |
(<2.5) References do not adhere to APA 7th ed. guidelines, >6 consistent errors. Fewer than 6 current credible references used in the summary of evidence. |
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- Apply information literacy skills.
- Employ a systematic approach to locating evidence to address a specific clinical situation.
- Appraise evidence and use critical thinking skills when applying evidence in clinical contexts.
- Reflect on the purpose of evidence in nursing practice and explain why clinical decision making should be based on the best available evidence.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
