Overview
This unit introduces you to the foundations of research skills and knowledge required for nursing, midwifery and social sciences research. You will critically appraise and justify research paradigms and develop and justify research questions for qualitative, quantitative or mixed method designs, and propose suitable research paradigms and designs to answer your research question.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL22 Master of Clinical Nursing to undertake this unit. Co-requisites: NURS20173. Pre-requisites: NURS20167.
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 Postgraduate 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 No data available for analysis.
No data available for analysis.
No data available for analysis.
- Critically appraise and justify research paradigms and methods used to answer research questions in contemporary and diverse healthcare settings
- Construct and justify research question/s appropriate to qualitative, quantitative, or mixed methods research design
- Propose and justify a research paradigm and design to answer a research question
There are no learning outcomes linked to external accreditation for this unit.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 40% | |||
| 2 - Written Assessment - 60% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - 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.
j.bradshaw@cqu.edu.au
Module/Topic
Module 1 - Introduction to the foundations of research - paradigms
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session. Read Assessment 1.
Module/Topic
Module 2 - Introduction to qualitative research and grounded theory
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Start thinking about Assessment 1. Plan what you need to research.
Module/Topic
Module 3 - Introduction to quantitative research
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Start thinking about Assessment 1. Map out your assessment. Consider questions that you may need to ask your Unit Coordinator.
Module/Topic
Module 4 - Qualitative research methodologies and research questions - phenomenology
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Write first draft of your assessment. Consider questions that you may need to ask your Unit Coordinator.
Module/Topic
Module 5 - Qualitative research - Data collection and analysis
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Finalise your assessment. Consider last minute questions that you may need to ask your Unit Coordinator.
Written Assessment Due: Week 5 Wednesday (9 Apr 2025) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 6 - Qualitative research methodologies - Action Research and Case Study
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Begin thinking about your next assessment - what will be your research question and why. Consider questions that you may need to ask your Unit Coordinator.
Module/Topic
Module 7 - Research rigour in qualitative research
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Think more about your next assessment - who will be your participants and how would access them. Consider questions that you may need to ask your Unit Coordinator.
Module/Topic
Module 8 - Quantitative research - methodologies
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Think more about your next assessment - how will you collect your data. Consider questions that you may need to ask your Unit Coordinator.
Module/Topic
Module 9 - Quantitative research - Data collection and analysis
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Think more about your next assessment - how will you analyse your data. Begin the first draft. Consider questions that you may need to ask your Unit Coordinator.
Module/Topic
Module 10 - Rigour in quantitative research
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Complete your first draft of your assessment. Consider questions that you may need to ask your Unit Coordinator.
Module/Topic
Module 11 - Mixed methods research
Chapter
Events and Submissions/Topic
Complete readings and activities, and watch videos on Moodle. Attend Zoom session (if required). Finalise your assessment. Consider last minute questions that you may need to ask your Unit Coordinator.
Written Assessment Due: Week 11 Wednesday (28 May 2025) 4:00 pm AEST
Module/Topic
Conclusion
Chapter
Events and Submissions/Topic
Reflect on this term and how much you have learned. Consider what you will need to research and learn to complete a research proposal in Term 2.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Your Unit Coordinator this term is Associate Professor Julie Bradshaw: j.bradshaw@cqu.edu.au
1 Written Assessment
Unit Code: NURS20168
Unit Title: Designing Research in Nursing, Midwifery and Social Sciences
Assessment 1
Type: Written Assignment
Due date: Wednesday April 9, 2025 4pm AEST
Extensions: Available as per policy
Return date: Results for this assessment will be made available on Wednesday April 23, 2025 4pm (AEST).
Weighting: 40%
Length: 2500-3000 words +/- 10% (excluding reference list)
Unit Coordinator: Associate Professor Julie Bradshaw
Learning Outcomes Assessed
1. Critically appraise and justify research paradigms and methods used to answer research questions in contemporary, diverse healthcare settings.
2. Construct and justify research question/s appropriate to qualitative, quantitative, or mixed methods research design.
Aim
The aim of this assessment is for you to demonstrate your understanding of research paradigms and your ability to construct a research question and explain its alignment with a research paradigm and research approach.
Instructions
Please follow the steps below to complete your assessment task:
For Part 1 – write as an academic essay.
1. Provide an introduction that introduces paradigms and their relationship to research (approximately 100 words).
2. Define qualitative and quantitative research paradigms (approximately 200 words).
3. Analyse the fundamental differences between qualitative and quantitative research paradigms (approximately 750 words).
4. Provide a conclusion summarising the main points from your essay and construct a concluding statement (approximately 100 words).
5. Provide a reference list.
For Part 2 – write as three sections. Each section should be 400- 500 words. An introduction and conclusion are not required.
For each section:
1. Write a research question. (You will write three research questions – one related to qualitative research, one related to quantitative research, and one related to mixed methods.)
2. Explain what paradigm your research question is aligned to and why.
3. Briefly propose a method that would answer your research question.
4. Provide a reference list.
Literature and references
In this assessment use at least 8 references to support your discussion. As you will be drawing on references related to research methodology, there is no need for the references to be contemporary. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 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, Australian Bureau of Statistics, 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 sources from the CQUniversity library.
Requirements
· Use a cover page for your assignment that includes in the following order:
· Student name
· Student number
· Unit code and name
· Assessment type
· Due date
· In-text word count
· Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment (insert or delete as applicable.
· 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 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 third-person perspective.
· 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.
· 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 adhere to academic integrity guidelines.
· 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 of the introduction to the last word of the conclusion. 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, 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 go to 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, 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 are required to 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. If Gen AI is not used, please delete this declaration.
Week 5 Wednesday (9 Apr 2025) 4:00 pm AEST
Submit your assessment in Microsoft Word format only.
Week 7 Wednesday (30 Apr 2025)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site. Please note, the 'Return to Students Information" is an approximate date.
|
Key Criteria |
High Distinction 84.5-100% |
Distinction 74.5-84.9% |
Credit 64.5-74.9% |
Pass 49.5-64.9% |
High Fail 40-49.5% |
Low Fail <40% |
Total |
|
Introduction and Conclusion (Part A) 10% |
(10–8.5) The essay has a clear and succinct introduction and conclusion. The introduction provides excellent background information and outlines the direction of the essay, and the conclusion succinctly summarises the key points and has a concluding statement. |
(8.4–7.5) The essay has a clear introduction and conclusion. The introduction provides good background information and outlines the direction of the essay, and the conclusion summarises most key points and has a concluding statement. |
(7.4–6.5) The essay has an adequate introduction and conclusion. The introduction provides some background information and outlines the direction of the essay, and the conclusion summarises some key points. |
(6.4–5) The introduction provides limited background information and an outline of the essay’s direction, and the conclusion has a few key points. |
(4.9-4) The introduction has significant errors and/or omissions. The conclusion does not summarise the assessment. |
(<4) The introduction and/or conclusion is omitted. |
|
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Understanding of research paradigms (Part A) 25% |
(25-21.3) A very clear understanding of research paradigms is conveyed. |
(21-18.6) A clear understanding of research paradigms is conveyed. |
(18.5-16.2) A largely clear understanding of research paradigms is conveyed. |
(16-12.5) Some understanding of research paradigms is conveyed. |
(12.25-10) An unclear understanding of research paradigms is conveyed. |
(<10) Inaccurate understanding of research paradigms is conveyed. |
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Research questions appropriate to research approach 25% |
(25-21.3) Research questions very clearly align with research approach. |
(21-18.6) Research questions clearly align with research approach. |
(18.5-16.2) Research questions largely align with research approach. |
(16-12.5) Research questions somewhat align with research approach. |
(12.25-10) Research questions mostly do not align with research approach. |
(<10) Research questions do not align with research approach. |
|
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Proposed method is appropriate 25% |
(25-21.3) Proposed methods are very appropriate and align with research question and research approach. |
(21-18.6) Proposed methods are appropriate and align with research question and research approach. |
(18.5-16.2) Proposed methods are largely relevant and mostly align with research question and research approach. |
(16-12.5) Proposed methods are partially appropriate and partially aligns with research question and research approach. |
(12.25-10) Proposed methods are not completely correct and/or mostly do not align with research question and research approach. |
(<10) Proposed methods are not relevant and do not align with research question and research approach. |
|
|
Professional writing and presentation 10% |
(10–8.5) Content is clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in grammar or spelling. The language of the discipline is comprehensively used. Submission is substantiated with a minimum of 8 appropriate references. Formatting requirements applied. Adheres to the word count. |
(8.4–7.5) Content is clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are minimal errors in grammar or spelling. The language of the discipline is comprehensively used. Submission is substantiated with a minimum of 7 appropriate references. Formatting requirements largely applied. Adheres to the word count |
(7.4–6.5) Content is mostly clear, accurate, and presented in a logical, succinct order demonstrating a somewhat comprehensive understanding of the topic. There may be some errors in grammar or spelling. The language of the discipline is used. Submission is substantiated with a minimum of 7 appropriate references. Formatting requirements largely applied. Adheres to the word count. |
(6.4–5) Content is somewhat clear, accurate, and presented largely in a logical, succinct order demonstrating an understanding of the topic. There may be some errors in grammar or spelling. The language of the discipline is used. Submission is substantiated with a minimum of 6 appropriate references. Formatting requirements largely applied. Adheres to the word count. |
(4.9-4) Content is mostly unclear, or may be inaccurate. Not presented in a logical order. Demonstrating a minimal understanding of the topic. There are multiple grammar or spelling errors. Submission is substantiated with less than 3 appropriate references. Does not adhere to the word count. |
(<4) Content is unclear, and/or inaccurate. Demonstrates a poor understanding of the topic. There are multiple grammar or spelling errors. Submission is not substantiated with appropriate references. Does not adhere to the word count. |
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Referencing 5% |
(5-4.2) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is sourced from the CQUniversity library. |
(4.2-3.8) Acknowledges all sources and meets APA (7th Edition) referencing standards with 1 error. Literature cited is sourced from the CQUniversity library. |
(3.7-3.3) Acknowledges almost all sources and mostly meets APA (7th Edition) referencing standards with 2 errors. Literature cited is sourced from the CQUniversity library. |
(3.2-2.5) Acknowledges almost all sources and mostly meets APA (7th Edition) referencing standards with 3 errors. Literature cited is sourced from the CQUniversity library. |
(2.4-2) Does not acknowledge most sources and/or does not meet APA (7th Edition) referencing standards. Some literature cited is not sourced from the CQUniversity library. |
(<2) Does not acknowledge sources or literature cited is not sourced from the CQUniversity library. |
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TOTAL: |
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Marker’s feedback |
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- Critically appraise and justify research paradigms and methods used to answer research questions in contemporary, diverse healthcare settings.
- Construct and justify research question/s appropriate to qualitative, quantitative, and mixed methods research design.
2 Research Proposal
Unit Code: NURS20168
Unit Title: Designing Research in Nursing, Midwifery and Social Sciences
Assessment 2
Type: Written Assignment
Due date: Wednesday May 28, 2025 4pm AEST
Extensions: Available as per policy
Return date: Results for this assessment will be made available on June 6, 2025 4pm (AEST).
Weighting: 60%
Length: 3000 words +/- 10% (excluding reference list)
Unit Coordinators: Associate Professor Julie Bradshaw
Learning Outcomes Assessed
1. Critically appraise and justify research paradigms and methods used to answer research questions in contemporary, diverse healthcare settings.
2. Construct and justify research question/s appropriate to qualitative, quantitative, or mixed methods research design.
3. Propose and justify a research paradigm and design to answer a research question.
Aim
The aim of this assessment is for you to demonstrate your understanding of a chosen methodology and apply a relevant methodology to a research question.
Instructions
Please follow the steps below to complete your assessment task:
For this assessment choose a research question. Choose a relevant methodology to answer the research question and discuss how you would use this chosen methodology.
Step 1:
Choose the research question that you wish to focus on.
Step 2:
Consider what paradigm and research approach is appropriate for this question.
Step 3:
Choose a methodology that would answer the research question.
Step 4:
Research that methodology – you will be proposing how you will choose your sample/participants, how you will collect your data and how you will analyse it.
Step 5:
Write your assessment using the following structure and headings. It is not absolutely essential that you follow this suggested structure.
Introduction
Write an introduction that includes your research question, a brief overview of the methodology you have chosen and the reason why it was chosen.
Paragraph 1 and 2
Explain the paradigm and research approach that aligns with your research question and your chosen methodology.
Paragraph 3
Provide an overview of your chosen methodology.
Sampling
Explain how you will obtain your sample and who they are. Clarify any inclusion and exclusion criteria.
Data collection
Describe how you will collect your data. If you are using a quantitative method, describe your data collection tool. If you are using a qualitative method and conducting interviews, describe the type of interview you would be conducting and include an interview schedule.
Analysis
Explain you will analyse your data.
Conclusion
Not required in this assessment.
Literature and references
In this assessment use at least 12 references to support your discussion. For this assessment, it is not necessary that you use only contemporary sources. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 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, Australian Bureau of Statistics, 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 sources from the CQUniversity library.
Requirements
· Use a cover page for your assignment that includes in the following order:
· Student name
· Student number
· Unit code and name
· Assessment type
· Due date
· In-text word count
· 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 OR An introduction and conclusion are 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 third-person perspective
· 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.
· Use essay structure as above.
· 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 follow academic integrity guidelines.
· 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 of the introduction to the last word of the conclusion. 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, 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 go to 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, 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 are required to 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. If Gen AI is not used, please delete this declaration.
Week 11 Wednesday (28 May 2025) 4:00 pm AEST
Submit your assessment in Microsoft Word format only.
Week 12 Wednesday (4 June 2025)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site. Please note, the 'Return to Students Information" is an approximate date.
|
Key Criteria |
High Distinction 84.5-100% |
Distinction 74.5-84.9% |
Credit 64.5-74.9% |
Pass 49.5-64.9% |
High Fail 40-49.5% |
Low Fail <40% |
Total |
|
Introduction 10% |
(10–8.5) The essay has a clear and succinct introduction that provides the research question, an overview of the chosen methodology and the reason it was chosen. |
(8.4–7.5) The essay has a clear introduction that provides the research question, an overview of the chosen methodology and the reason it was chosen. |
(7.4–6.5) The essay has a somewhat clear introduction that provides the research question, an overview of the chosen methodology and the reason it was chosen. |
(6.4–5) The essay that provides the research question, an overview of the chosen methodology and the reason it was chosen. Parts may be missing. |
(4.9-4) The introduction has significant gaps |
(<4) The introduction is omitted. |
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Understanding of relevance of research paradigms and approach 15% |
(15-13) A very clear explanation of how the research paradigms and research approach is appropriate. |
(12.9-11.25) A clear explanation of how the research paradigms and research approach is appropriate. |
(11-9.8) A largely clear explanation of how the research paradigms and research approach is appropriate. |
(9.6-7.5) An explanation of how the research paradigms and research approach is apt is provided and may not be clear. |
(7.4-6) An unclear explanation of how the research paradigms and research approach is apt is provided. |
(<6) Large gaps in this section are evident. |
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Understanding of method 15% |
(15-13) A very clear explanation of method is provided. |
(12.9-11.25) A clear explanation of method is provided. |
(11-9.8) A somewhat clear explanation of method is provided. |
(9.6-7.5) Explanation of method is not always unclear. |
(7.4-6) There are significant gaps in the explanation of the method. |
(<6) The explanation does not relate to the chosen method and/or shows very poor understanding. |
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Explanation of sampling method 15% |
(15-13) A very clear explanation of sampling method is provided. |
(12.9-11.25) A clear explanation of sampling method is provided. |
(11-9.8) A somewhat clear explanation of sampling method is provided. |
(9.6-7.5) Explanation of sampling method is not always unclear. |
(7.4-6) There are significant gaps in the explanation of the sampling method. |
(<6) The explanation does not relate to the chosen sampling method and/or shows very poor understanding. |
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Explanation of data collection method 15% |
(15-13) A very clear explanation of data collection is provided. |
(12.9-11.25) A clear explanation of data collection is provided. |
(11-9.8) A somewhat clear explanation of data collection is provided. |
(9.6-7.5) Explanation of data collection is not always unclear. |
(7.4-6) There are significant gaps in the explanation of the data collection. |
(<6) The explanation does not relate to the chosen data collection and/or shows very poor understanding. |
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Explanation of analysis 15% |
(15-13) A very clear explanation of analysis is provided. |
(12.9-11.25) A clear explanation of analysis is provided. |
(11-9.8) A somewhat clear explanation of analysis is provided. |
(9.6-7.5) Explanation of analysis is not always unclear. |
(7.4-6) There are significant gaps in the explanation of the analysis. |
(<6) The explanation does not relate to the analysis and/or shows very poor understanding. |
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Professional writing and presentation 10% |
(10–8.5) Content is clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in grammar or spelling. The language of the discipline is comprehensively used. Submission is substantiated with a minimum of 12 appropriate references. Formatting requirements applied. Adheres to the word count. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are minimal errors in grammar or spelling. The language of the discipline is comprehensively used. Submission is substantiated with a minimum of 11 appropriate references. Formatting requirements largely applied. Adheres to the word countAssessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, accurate, and presented in a logical, succinct order demonstrating a somewhat comprehensive understanding of the topic. There may be some errors in grammar or spelling. The language of the discipline is used. Submission is substantiated with a minimum of 10 appropriate references. Formatting requirements largely applied. Adheres to the word countAssessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is somewhat clear, accurate, and presented largely in a logical, succinct order demonstrating an understanding of the topic. There may be some errors in grammar or spelling. The language of the discipline is used. Submission is substantiated with a minimum of 9 appropriate references. Formatting requirements largely applied. Adheres to the word countAssessment is written using the student’s own words and is the student’s own work. |
(4.9-4) Content is mostly unclear, or may be inaccurate. Not presented in a logical order. Demonstrating a minimal understanding of the topic. There are multiple grammar or spelling errors. Submission is substantiated with less than 8 appropriate references. Does not adhere to the word count. he assessment is not written using the student’s own words or is the student’s own work. |
(<5) Content is unclear, and/or inaccurate. Demonstrates a poor understanding of the topic. There are multiple grammar or spelling errors. Submission is not substantiated with appropriate references. Does not adhere to the word count. The assessment is not written using the student’s own words or is the student’s own work. |
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Referencing 5% |
(5-4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is sourced from the CQUniversity library. |
(4.2-3.8) Acknowledges all sources and meets APA (7th Edition) referencing standards with 1 error. Literature cited is sourced from the CQUniversity library. |
(3.7-3.3) Acknowledges almost all sources and mostly meets APA (7th Edition) referencing standards with 2 errors. Literature cited is sourced from the CQUniversity library. |
(3.2-2.5) Acknowledges almost all sources and mostly meets APA (7th Edition) referencing standards with 3 errors. Literature cited is sourced from the CQUniversity library. |
(2.45-2) Does not acknowledge most sources and/or does not meet APA (7th Edition) referencing standards. Some literature cited is not sourced from the CQUniversity library. |
(<2) Does not acknowledge sources or literature cited is not sourced from the CQUniversity library. |
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TOTAL: |
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Marker’s feedback |
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No submission method provided.
- Critically appraise and justify research paradigms and methods used to answer research questions in contemporary, diverse healthcare settings.
- Construct and justify research question/s appropriate to qualitative, quantitative, and mixed methods research design.
- Critically analyse ethical and research conduct principles to reduce risk and promote quality outcomes when conducting research in healthcare settings.
- Propose and justify a research paradigm and design to answer your research question, and incorporate methodological rigour to develop credible research outcomes.
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?
