Student Assessment: CHCPOL003 Research Report on Infection Control
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This document presents a student's written report for the CHCPOL003 unit, focusing on researching and applying evidence to practice within a healthcare setting. The assessment involves two research topics, with the first topic centered on infection control and prevention. The student is tasked with identifying research areas, formulating research questions, establishing objectives, and gathering data from credible sources. The report outlines the methods used for gathering and analyzing information, including the evaluation and selection of relevant data. The student is required to compare and contrast information from multiple sources, draw conclusions, and assess the impact of the findings on duty of care and workplace practices. The assessment also requires the creation of posters/flyers related to the research topics.
STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Student Name: Student ID:
Group: Date:
Type of Assessment
This summative assessment will enable your Assessor to make a judgement of competency based on the submission of
your completed assignments against the requirements of this unit of competency.
Assessor Instructions
The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the quality of
performance (i.e. the assessment decision-making rules). Assessors must use these benchmarks to make a judgement on
whether competency has been achieved and to determine if the participant has performed to the standard expected to
meet the unit requirement and learning outcomes. Competency results for each unit are recorded in the Record of
Assessment Form.
Reasonable Adjustment
Careers Australia will allow flexibility in relation to the way in which each unit is delivered and assessed based on the
student’s requirement. The following are the reasonable adjustments for this unit:
Trainer/Assessor must select which of the following is suitable for this unit and DELETE rows that are not
applicable
Reasonable Adjustment for this unit College Based On-Line Delivery
The assistance of a Learning Support Teacher for LLN issues 1 1
Modifications to physical environment, e.g. Wheelchair access 1 1
Changes to course design, e.g. Instead of written assessment task – change to verbal
questioning & assessor to write the answers 1 1
Changes in lecture schedules and arrangements, e.g. Relocating classes to an accessible venue 1 1
Modifications to computer equipment in the computer lab 1 1
Provision of information or course materials in accessible format, e.g. A textbook in braille 1 1
Supply of specialised equipment or services, e.g. A note taker for a student who cannot write 1 1
Assessment Coding
Assessment of this program of study is based on competency-based principles.
S = Satisfactory
NS = Not Satisfactory
Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’.
You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your assessor for this unit of
competency.
Re-assessment
Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed
and have been given the opportunity to be re-trained and assimilate the training. You are re-assessedin only the areas
assessed NS. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall
understanding of this unit has not been achieved. Students that are assessed ‘satisfactory’ after re-assessment of areas
deemed NS will achieve competency for this assignment.
I acknowledge the assessment process has been explained and agree to undertake the assessment. I am aware of Careers Australia’s appeals process,
should the need arise. I also understand that I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result for this unit of
competency. I declare that the work contained in this assessment is my own, except where acknowledgment of sources is made. I understand that a
person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).
Student Signature: __________________________ Date: ______
Assessor use only
Assessor Comment/Feedback: _________________
__________
__________
__________
Assessor Name: ____________________________ Assessor Signature: _______________________________
Date: _________________ Result: Satisfactory/Not Satisfactory
Office use only:
12th January 2017 Page 1
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Student Name: Student ID:
Group: Date:
Type of Assessment
This summative assessment will enable your Assessor to make a judgement of competency based on the submission of
your completed assignments against the requirements of this unit of competency.
Assessor Instructions
The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the quality of
performance (i.e. the assessment decision-making rules). Assessors must use these benchmarks to make a judgement on
whether competency has been achieved and to determine if the participant has performed to the standard expected to
meet the unit requirement and learning outcomes. Competency results for each unit are recorded in the Record of
Assessment Form.
Reasonable Adjustment
Careers Australia will allow flexibility in relation to the way in which each unit is delivered and assessed based on the
student’s requirement. The following are the reasonable adjustments for this unit:
Trainer/Assessor must select which of the following is suitable for this unit and DELETE rows that are not
applicable
Reasonable Adjustment for this unit College Based On-Line Delivery
The assistance of a Learning Support Teacher for LLN issues 1 1
Modifications to physical environment, e.g. Wheelchair access 1 1
Changes to course design, e.g. Instead of written assessment task – change to verbal
questioning & assessor to write the answers 1 1
Changes in lecture schedules and arrangements, e.g. Relocating classes to an accessible venue 1 1
Modifications to computer equipment in the computer lab 1 1
Provision of information or course materials in accessible format, e.g. A textbook in braille 1 1
Supply of specialised equipment or services, e.g. A note taker for a student who cannot write 1 1
Assessment Coding
Assessment of this program of study is based on competency-based principles.
S = Satisfactory
NS = Not Satisfactory
Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’.
You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your assessor for this unit of
competency.
Re-assessment
Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed
and have been given the opportunity to be re-trained and assimilate the training. You are re-assessedin only the areas
assessed NS. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall
understanding of this unit has not been achieved. Students that are assessed ‘satisfactory’ after re-assessment of areas
deemed NS will achieve competency for this assignment.
I acknowledge the assessment process has been explained and agree to undertake the assessment. I am aware of Careers Australia’s appeals process,
should the need arise. I also understand that I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result for this unit of
competency. I declare that the work contained in this assessment is my own, except where acknowledgment of sources is made. I understand that a
person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).
Student Signature: __________________________ Date: ______
Assessor use only
Assessor Comment/Feedback: _________________
__________
__________
__________
Assessor Name: ____________________________ Assessor Signature: _______________________________
Date: _________________ Result: Satisfactory/Not Satisfactory
Office use only:
12th January 2017 Page 1
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STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Results entered by: Date: Skills Centre:
ASSESSMENT: Written report - Research assignment – 2 topics
S/NS result given. Must attain a satisfactory result.
Assignment INSTRUCTIONS - Topics 1 & 2
This assessment consists of two (2) research topics
o You must complete both topics – if you submit only one topic your assessment will be deemed not
satisfactory.
o Each topic asks the same questions.
o You may choose a different topic for assignment 1, but your educator must agree with the topic
you have chosen prior to completing the assignment.
Use the template provided.
You must submit your posters/flyers at the same time you submit the two research topics on
Blackboard. Label each poster/flyer clearly so your name can be identified by the educator.
o E.g. CHCPOL003 Surname_Poster1
Word count: no more than 2,000 words per assignment (no more than 4,000 words for the whole
assessment).
Read topic 1 and topic 2 at the end of the first class.
This assessment is to be doneIN PAIRS. Educators will allocate the pairs.
Youwill be assessed individually, for your submission of BOTH topics.Each student to submit their
assessment via Blackboard.
Do not wait until the last minute to complete the assessment as this is a time-consuming assessment
– you should start as early as possible.
You may use the PowerPoints for this unit and the learning activities to help you completethe
assessment.
You are required to communicate verbally and/or in writing with your educator throughout the
assessment to ensure you understand the process and to clarify any areas of uncertainty.
You are required to apply your Professional Standards of Practice throughout the assessment, the
framework for which included:
o NMBA Enrolled Nurse Standards for Practice
o NMBA Code of Ethics for Nurses
o NMBA Code of Professional Conduct for nurses
o Health Practitioner Regulation National Law Act (National Law)
o Scope of Nursing Practice Decision Making Framework
You are also required to apply an appropriate research approach to nursing practice within the scope
of the Enrolled Nurse and use nursing research methodologies and resources appropriately.
You will need to provide the exact number of words used at the end of the proposal.
o Word count does NOTinclude:The pre-existing templates, instructions and questions.
You must use analytical processes throughout the assessment including:comparing, contrasting,
challenging and reflecting.
12th January 2017 Page 2
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Results entered by: Date: Skills Centre:
ASSESSMENT: Written report - Research assignment – 2 topics
S/NS result given. Must attain a satisfactory result.
Assignment INSTRUCTIONS - Topics 1 & 2
This assessment consists of two (2) research topics
o You must complete both topics – if you submit only one topic your assessment will be deemed not
satisfactory.
o Each topic asks the same questions.
o You may choose a different topic for assignment 1, but your educator must agree with the topic
you have chosen prior to completing the assignment.
Use the template provided.
You must submit your posters/flyers at the same time you submit the two research topics on
Blackboard. Label each poster/flyer clearly so your name can be identified by the educator.
o E.g. CHCPOL003 Surname_Poster1
Word count: no more than 2,000 words per assignment (no more than 4,000 words for the whole
assessment).
Read topic 1 and topic 2 at the end of the first class.
This assessment is to be doneIN PAIRS. Educators will allocate the pairs.
Youwill be assessed individually, for your submission of BOTH topics.Each student to submit their
assessment via Blackboard.
Do not wait until the last minute to complete the assessment as this is a time-consuming assessment
– you should start as early as possible.
You may use the PowerPoints for this unit and the learning activities to help you completethe
assessment.
You are required to communicate verbally and/or in writing with your educator throughout the
assessment to ensure you understand the process and to clarify any areas of uncertainty.
You are required to apply your Professional Standards of Practice throughout the assessment, the
framework for which included:
o NMBA Enrolled Nurse Standards for Practice
o NMBA Code of Ethics for Nurses
o NMBA Code of Professional Conduct for nurses
o Health Practitioner Regulation National Law Act (National Law)
o Scope of Nursing Practice Decision Making Framework
You are also required to apply an appropriate research approach to nursing practice within the scope
of the Enrolled Nurse and use nursing research methodologies and resources appropriately.
You will need to provide the exact number of words used at the end of the proposal.
o Word count does NOTinclude:The pre-existing templates, instructions and questions.
You must use analytical processes throughout the assessment including:comparing, contrasting,
challenging and reflecting.
12th January 2017 Page 2
STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Research Topic 1
Infection control and prevention
(You may choose a different topic, but your educator must agree with the topic you have chosen.)
Topic 1 – Background
Read before starting your assignment
You are a new enrolled nurse working in a clinic located in a remote area. The clinic building is an older
structure and lacks the use of clinical and client information, such as posters. It has been identified that many
of the staff are efficient in their roles but have some out-of-date ideas in their nursing practice.
The clinic manager has asked you to research the most current information about a specific topic, such as:
Infection control
Plan the research activity
1. In order to complete this assessment, you need to identify TWO (2)areas related to the topic,
where research can help support and improve your own practice as an EN.
E.g topic: Infection control and prevention(or as agreed with your educator)
2. Identify the reason(s) for undertaking your research from the list below.
You may select several reasons.
Provide a brief rationale for each.
E.g reasons: Comparison / hypothesis testing / trend identification / own knowledge extension /
strengthen quality of own practice.
3. Write a clear statement highlighting your research question or hypothesis, e.g. “Is there a
difference between hand washing protocols and actual practice”.
It may include:
Nursing interventions applicable to the topic
Client perceptions of the provision of this topic
Models of nursing care that utilise the topic
Political issues confronting nursing practice and health care provision in relation to the
topic
An example of a question (the student can NOT use this example), would be:
Does hand washing among healthcare workers reduce hospital acquired infections?
12th January 2017 Page 3
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Research Topic 1
Infection control and prevention
(You may choose a different topic, but your educator must agree with the topic you have chosen.)
Topic 1 – Background
Read before starting your assignment
You are a new enrolled nurse working in a clinic located in a remote area. The clinic building is an older
structure and lacks the use of clinical and client information, such as posters. It has been identified that many
of the staff are efficient in their roles but have some out-of-date ideas in their nursing practice.
The clinic manager has asked you to research the most current information about a specific topic, such as:
Infection control
Plan the research activity
1. In order to complete this assessment, you need to identify TWO (2)areas related to the topic,
where research can help support and improve your own practice as an EN.
E.g topic: Infection control and prevention(or as agreed with your educator)
2. Identify the reason(s) for undertaking your research from the list below.
You may select several reasons.
Provide a brief rationale for each.
E.g reasons: Comparison / hypothesis testing / trend identification / own knowledge extension /
strengthen quality of own practice.
3. Write a clear statement highlighting your research question or hypothesis, e.g. “Is there a
difference between hand washing protocols and actual practice”.
It may include:
Nursing interventions applicable to the topic
Client perceptions of the provision of this topic
Models of nursing care that utilise the topic
Political issues confronting nursing practice and health care provision in relation to the
topic
An example of a question (the student can NOT use this example), would be:
Does hand washing among healthcare workers reduce hospital acquired infections?
12th January 2017 Page 3
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STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
An example of a hypothesis(the student can NOT use this example), would be:
Hospital acquired infections are more likely to be passed on by hand washing with water than
when hands are washed with soap.
4. Establish and define the general research objective.
Tips:
A research objective summarises what is to be achieved by the study.
Ensure your objective is S.M.A.R.T and relevant, logical, feasible, observable and
measurable.
The objective should be clearly phrased – use verbs, e.g. to assess, to establish, to
determine, to compare, etc.
5. Identify ONE (1) other disciplinethatcould be connected to this research activity.
Briefly explain your choice of discipline.
6. In order to gather information about the research topic, you will need to access credible sources
of data and evidence.
List two (2) sources you intend to use for this assignment.
Copy the link address of the source and paste it next to the source’s name – this will
provide the proof to your assessor that you accessed it.
o E.g. PubMed - http://www.ncbi.nlm.nih.gov/pubmed
Source 1:
Source 2:
HINT:This is a good time to contact your educator and discuss your research topic and verbally
gain confirmation that you and your partner are still on track.
Gather information for your research
7. Evaluate and select a maximum of two (2) methods of gathering information you think would be
most appropriate to answer your research question.
Briefly explain why you have chosen a particular method over another, e.g. more time
efficient.
Tips:
Methods of gathering include search engine using correct key words, literature reviews,
systematic reviews, interviews, surveys, seminars, and surveys.
8. You are now to gather information for your research topic using a systematic approach.
Stages for your information gathering activity
1. Statement of objective – you should have already completed that step
2. Data collection, i.e. a literature search
3. Data evaluation – critiquing articles to include or exclude them from the review.
You may use the appraisal tools developed by JBI to help you
http://joannabriggs.org/research/critical-appraisal-tools.html
4. Analysis – comparing, contrasting, challenging & reflecting
5. Presentation of findings
12th January 2017 Page 4
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
An example of a hypothesis(the student can NOT use this example), would be:
Hospital acquired infections are more likely to be passed on by hand washing with water than
when hands are washed with soap.
4. Establish and define the general research objective.
Tips:
A research objective summarises what is to be achieved by the study.
Ensure your objective is S.M.A.R.T and relevant, logical, feasible, observable and
measurable.
The objective should be clearly phrased – use verbs, e.g. to assess, to establish, to
determine, to compare, etc.
5. Identify ONE (1) other disciplinethatcould be connected to this research activity.
Briefly explain your choice of discipline.
6. In order to gather information about the research topic, you will need to access credible sources
of data and evidence.
List two (2) sources you intend to use for this assignment.
Copy the link address of the source and paste it next to the source’s name – this will
provide the proof to your assessor that you accessed it.
o E.g. PubMed - http://www.ncbi.nlm.nih.gov/pubmed
Source 1:
Source 2:
HINT:This is a good time to contact your educator and discuss your research topic and verbally
gain confirmation that you and your partner are still on track.
Gather information for your research
7. Evaluate and select a maximum of two (2) methods of gathering information you think would be
most appropriate to answer your research question.
Briefly explain why you have chosen a particular method over another, e.g. more time
efficient.
Tips:
Methods of gathering include search engine using correct key words, literature reviews,
systematic reviews, interviews, surveys, seminars, and surveys.
8. You are now to gather information for your research topic using a systematic approach.
Stages for your information gathering activity
1. Statement of objective – you should have already completed that step
2. Data collection, i.e. a literature search
3. Data evaluation – critiquing articles to include or exclude them from the review.
You may use the appraisal tools developed by JBI to help you
http://joannabriggs.org/research/critical-appraisal-tools.html
4. Analysis – comparing, contrasting, challenging & reflecting
5. Presentation of findings
12th January 2017 Page 4
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STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
At this stage, select four (4) sources
Please find the hierarchy of evidence, below:
1. Systematic reviews and meta-analysis
2. Randomised controlled trials (RCTs)
3. Cohort studies
4. Case-control studies
5. Cross-sectional surveys
6. Case reports
9. Distinguish between relevant and irrelevant information.
Briefly explain why one (1) piece of your information is particularly relevant according to
your objectives and your workplace requirements.
10. In order to facilitate your analysis, organise the information you have found.
Tips:
You may summarise each source of information using key words.
You may choose to order your articles in chronological order if your focus is to show an
evolution of practices.
You may order your articles following the rules of evidence, i.e. RCT > case report.
HINT: Contact your educator and discuss your research topic and verbally gain confirmation
that you and your partner are still on track.
Analyse the information
11. Prioritise information based on the research objectives.
Using questions 9 and 10 to help you, select only TWO (2) articles that you will keep for the
rest of this assignment.
12. Compare and contrast your two (2) sources of information.
Use the table provided in Appendix A.
You must complete all the sections.
Instructions in italics are to be removed.
13. You have now thoroughly analysed the information available to you. Now draw conclusions
based on your findings.
14. As your findings may be used to establish evidence-based practice, identify one (1) impact your
conclusions may have, in terms of duty of care requirements.
E.g.in order to do no harm to the clients and prevent disease transmission, all nurses
should wear gloves when touching the client.
HINT: Contact your educator and discuss your research topic and verbally gain confirmation that
you and your partner are still on track.
Use information in practice
15. Assess one (1) way in which different aspects of information may be used in your workplace.
16. Using and reflecting on what you have learnt from your research
Identify one area for change in your workplace or current practice.
17. Identify issues that require further research and evaluation.
12th January 2017 Page 5
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
At this stage, select four (4) sources
Please find the hierarchy of evidence, below:
1. Systematic reviews and meta-analysis
2. Randomised controlled trials (RCTs)
3. Cohort studies
4. Case-control studies
5. Cross-sectional surveys
6. Case reports
9. Distinguish between relevant and irrelevant information.
Briefly explain why one (1) piece of your information is particularly relevant according to
your objectives and your workplace requirements.
10. In order to facilitate your analysis, organise the information you have found.
Tips:
You may summarise each source of information using key words.
You may choose to order your articles in chronological order if your focus is to show an
evolution of practices.
You may order your articles following the rules of evidence, i.e. RCT > case report.
HINT: Contact your educator and discuss your research topic and verbally gain confirmation
that you and your partner are still on track.
Analyse the information
11. Prioritise information based on the research objectives.
Using questions 9 and 10 to help you, select only TWO (2) articles that you will keep for the
rest of this assignment.
12. Compare and contrast your two (2) sources of information.
Use the table provided in Appendix A.
You must complete all the sections.
Instructions in italics are to be removed.
13. You have now thoroughly analysed the information available to you. Now draw conclusions
based on your findings.
14. As your findings may be used to establish evidence-based practice, identify one (1) impact your
conclusions may have, in terms of duty of care requirements.
E.g.in order to do no harm to the clients and prevent disease transmission, all nurses
should wear gloves when touching the client.
HINT: Contact your educator and discuss your research topic and verbally gain confirmation that
you and your partner are still on track.
Use information in practice
15. Assess one (1) way in which different aspects of information may be used in your workplace.
16. Using and reflecting on what you have learnt from your research
Identify one area for change in your workplace or current practice.
17. Identify issues that require further research and evaluation.
12th January 2017 Page 5
STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
18. Using one piece of A4 paper or PowerPoint (1slide) (portrait format), develop a poster or a
flyerto address outcomes of research, i.e. select a method to disseminate your findings.
You will be required to scan it and upload it on Blackboard with this assignment.
Refer to your learning activities 11 and 12 for more ideas about how to do a poster or a
flyer using PowerPoint.
Tips:
Consider your audience, the time and resources available.
It is recommended you adopt a flyer or poster style with a mix of text and pictures – do
not put in too much information.
HINT: Contact your educator and discuss your actions verbally gain confirmation that
you and your partner are still on track.
WORD COUNT: ________
12th January 2017 Page 6
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
18. Using one piece of A4 paper or PowerPoint (1slide) (portrait format), develop a poster or a
flyerto address outcomes of research, i.e. select a method to disseminate your findings.
You will be required to scan it and upload it on Blackboard with this assignment.
Refer to your learning activities 11 and 12 for more ideas about how to do a poster or a
flyer using PowerPoint.
Tips:
Consider your audience, the time and resources available.
It is recommended you adopt a flyer or poster style with a mix of text and pictures – do
not put in too much information.
HINT: Contact your educator and discuss your actions verbally gain confirmation that
you and your partner are still on track.
WORD COUNT: ________
12th January 2017 Page 6
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Trusted by 1+ million students worldwide
EDUCATOR
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Article 1 – Cooper, K.L., 2013. Evidence-based prevention of
pressure ulcers in the intensive care unit. Critical care nurse, 33(6),
pp.57-66
Article 2 - Efteli, E.U. and Gunes, U.Y., 2013. A prospective, descriptive
study of risk factors related to pressure ulcer development among patients
in intensive care units. Ostomy Wound Manage, 59(7), pp.22-7
Currency 2013 2013
Study findings Use of pressure ulcer risk assessment tools helps in the
identification of pressure ulcers at an early stage and accordingly
helps in devising appropriate intervention strategies.
Clinical test results such as serum level analysis and BGL level could help in
identifying patients at a high risk of developing pressure ulcers
Strength of study Low Medium
Relevance to
objectives
Yes, the overall findings help in evaluating a mechanism which
could help assist nurses in screening patients that are placed at a
high risk of developing pressure ulcers during their hospitalization.
Yes, the overall findings suggest that imparting training to nurses to critically
pay attention to clinical investigation so as to identify patients who are at a
high risk of developing pressure ulcers.
Reliability The findings of the study are reliable and can generate the same
results on multiple trails
The findings of the study are reliable and can generate the same results on
multiple trails
Validity Internal validity: would require skilled nursing professionals
External validity: substantial consideration of sample size so results
can be generalized
Internal validity: would require technical expertise and good grasp on
pathological examination
External validity: considerable sample size, results can be generalised
Benefits Convenient implementation of risk pressure risk management
within hospitals by conducting training workshops
Awareness in relation to pathological investigation to identify high risk
patients who could suffer from pressure ulcers
Risks None None
Feasibility
associated with
information
Easier implementation through training workshops Convenient implementation through educational seminar
4 July 2016 Page 7
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Article 1 – Cooper, K.L., 2013. Evidence-based prevention of
pressure ulcers in the intensive care unit. Critical care nurse, 33(6),
pp.57-66
Article 2 - Efteli, E.U. and Gunes, U.Y., 2013. A prospective, descriptive
study of risk factors related to pressure ulcer development among patients
in intensive care units. Ostomy Wound Manage, 59(7), pp.22-7
Currency 2013 2013
Study findings Use of pressure ulcer risk assessment tools helps in the
identification of pressure ulcers at an early stage and accordingly
helps in devising appropriate intervention strategies.
Clinical test results such as serum level analysis and BGL level could help in
identifying patients at a high risk of developing pressure ulcers
Strength of study Low Medium
Relevance to
objectives
Yes, the overall findings help in evaluating a mechanism which
could help assist nurses in screening patients that are placed at a
high risk of developing pressure ulcers during their hospitalization.
Yes, the overall findings suggest that imparting training to nurses to critically
pay attention to clinical investigation so as to identify patients who are at a
high risk of developing pressure ulcers.
Reliability The findings of the study are reliable and can generate the same
results on multiple trails
The findings of the study are reliable and can generate the same results on
multiple trails
Validity Internal validity: would require skilled nursing professionals
External validity: substantial consideration of sample size so results
can be generalized
Internal validity: would require technical expertise and good grasp on
pathological examination
External validity: considerable sample size, results can be generalised
Benefits Convenient implementation of risk pressure risk management
within hospitals by conducting training workshops
Awareness in relation to pathological investigation to identify high risk
patients who could suffer from pressure ulcers
Risks None None
Feasibility
associated with
information
Easier implementation through training workshops Convenient implementation through educational seminar
4 July 2016 Page 7
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EDUCATOR
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Conclusions Awareness and education in relation to pressure ulcer risk assessment and improved knowledge about clinical evaluation results can help care
professionals in preventing pressure injuries among high risk patients.
Appendix A – Comparing and contrasting information
4 July 2016 Page 8
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Conclusions Awareness and education in relation to pressure ulcer risk assessment and improved knowledge about clinical evaluation results can help care
professionals in preventing pressure injuries among high risk patients.
Appendix A – Comparing and contrasting information
4 July 2016 Page 8
EDUCATOR
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Research Topic 2
Minimising language barrier when communicating with clients
Topic 2 – Background
Read before starting your assignment
You are a new enrolled nurse working in a public hospital located in a big city. A large number of the
hospital’s clients do not speak English fluently and some of your colleagues find it difficult to
communicate with those clients.
In order to improve communication with non-English speakers, your nurse manager has asked you to
research ways to minimise language barrier in the workplace and to inform your colleagues about your
findings.
Plan the research activity
19. In order to complete this assessment, you need to identify TWO (2) areas related to the
topic below where research can help support and improve your own practice as an EN.
Topic:Minimising language barrier when communicating with clients
20. Identify the reason(s) for undertaking your research from the list below.
You may select several reasons.
Provide a brief rationale for each.
E.g. reasons: Comparison / hypothesis testing / trend identification / own knowledge
extension / strengthen quality of own practice.
21. Write a clear statement highlighting your research question or hypothesis.
It may include:
Nursing interventions applicable to the topic
Client perceptions of the provision of this topic
Political issues confronting nursing practice and health care provision in relation to
the topic
An example of a question (the student can NOT use this example), would be:
Does a ward communication tool is time efficient to communicate with CALD people?
An example of a hypothesis(the student can NOT use this example), would be:
CALD clients are less likely to complain about pain than English speaking clients.
22. Establish and define the general research objective.
Tips:
A research objective summarises what is to be achieved by the study.
Ensure your objective is S.M.A.R.T and relevant, logical, feasible, observable and
measurable.
The objective should be clearly phrased – use verbs, e.g. to assess, to establish, to
17 October 2016 Page 9
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Research Topic 2
Minimising language barrier when communicating with clients
Topic 2 – Background
Read before starting your assignment
You are a new enrolled nurse working in a public hospital located in a big city. A large number of the
hospital’s clients do not speak English fluently and some of your colleagues find it difficult to
communicate with those clients.
In order to improve communication with non-English speakers, your nurse manager has asked you to
research ways to minimise language barrier in the workplace and to inform your colleagues about your
findings.
Plan the research activity
19. In order to complete this assessment, you need to identify TWO (2) areas related to the
topic below where research can help support and improve your own practice as an EN.
Topic:Minimising language barrier when communicating with clients
20. Identify the reason(s) for undertaking your research from the list below.
You may select several reasons.
Provide a brief rationale for each.
E.g. reasons: Comparison / hypothesis testing / trend identification / own knowledge
extension / strengthen quality of own practice.
21. Write a clear statement highlighting your research question or hypothesis.
It may include:
Nursing interventions applicable to the topic
Client perceptions of the provision of this topic
Political issues confronting nursing practice and health care provision in relation to
the topic
An example of a question (the student can NOT use this example), would be:
Does a ward communication tool is time efficient to communicate with CALD people?
An example of a hypothesis(the student can NOT use this example), would be:
CALD clients are less likely to complain about pain than English speaking clients.
22. Establish and define the general research objective.
Tips:
A research objective summarises what is to be achieved by the study.
Ensure your objective is S.M.A.R.T and relevant, logical, feasible, observable and
measurable.
The objective should be clearly phrased – use verbs, e.g. to assess, to establish, to
17 October 2016 Page 9
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EDUCATOR
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
determine, to compare, etc.
23. Identify ONE (1) other discipline that could be connected to this research activity.
Briefly explain your choice of discipline.
24. In order to gather information about the research topic, you will need to access credible
sources of data and evidence.
List two (2) sources you may use for this assignment.
Copy the link address of the source and paste it next to the source’s name – this will
provide the proof to your assessor that you accessed it.
o E.g. PubMed - http://www.ncbi.nlm.nih.gov/pubmed
Source 1:
Source 2:
HINT: Contact your educator and discuss your research topic and verbally gain
confirmation that you and your partner are still on track.
Gather information for your research
25. Evaluate and select a maximum of two (2) methods of gathering information you think
would be most appropriate to answer your research question.
Briefly explain why you have chosen a particular method over another, e.g. more time
efficient.
Tips:
Methods of gathering include search engine using correct key words, literature reviews,
systematic reviews, interviews, surveys, seminars, and surveys.
26. You are now to gather information for your research topic using a systematic approach.
Stages for your information gathering activity
1. Statement of objective – you should have already completed that step
2. Data collection, i.e. a literature search
3. Data evaluation – critiquing articles to include or exclude them from the review.
You may use the appraisal tools developed by JBI to help you
http://joannabriggs.org/research/critical-appraisal-tools.html
4. Analysis – comparing, contrasting, challenging & reflecting
5. Presentation of findings
At this stage, select four (4) sources
Please find below the hierarchy of evidence:
1. Systematic reviews and meta-analysis
2. Randomised controlled trials
3. Cohort studies
4. Case-control studies
5. Cross-sectional surveys
6. Case reports
17 October 2016 Page 10
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
determine, to compare, etc.
23. Identify ONE (1) other discipline that could be connected to this research activity.
Briefly explain your choice of discipline.
24. In order to gather information about the research topic, you will need to access credible
sources of data and evidence.
List two (2) sources you may use for this assignment.
Copy the link address of the source and paste it next to the source’s name – this will
provide the proof to your assessor that you accessed it.
o E.g. PubMed - http://www.ncbi.nlm.nih.gov/pubmed
Source 1:
Source 2:
HINT: Contact your educator and discuss your research topic and verbally gain
confirmation that you and your partner are still on track.
Gather information for your research
25. Evaluate and select a maximum of two (2) methods of gathering information you think
would be most appropriate to answer your research question.
Briefly explain why you have chosen a particular method over another, e.g. more time
efficient.
Tips:
Methods of gathering include search engine using correct key words, literature reviews,
systematic reviews, interviews, surveys, seminars, and surveys.
26. You are now to gather information for your research topic using a systematic approach.
Stages for your information gathering activity
1. Statement of objective – you should have already completed that step
2. Data collection, i.e. a literature search
3. Data evaluation – critiquing articles to include or exclude them from the review.
You may use the appraisal tools developed by JBI to help you
http://joannabriggs.org/research/critical-appraisal-tools.html
4. Analysis – comparing, contrasting, challenging & reflecting
5. Presentation of findings
At this stage, select four (4) sources
Please find below the hierarchy of evidence:
1. Systematic reviews and meta-analysis
2. Randomised controlled trials
3. Cohort studies
4. Case-control studies
5. Cross-sectional surveys
6. Case reports
17 October 2016 Page 10
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EDUCATOR
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
27. Distinguish between relevant and irrelevant information.
Briefly explain why one (1) of your information sources is particularly relevant
according to objectives and your workplace requirements.
28. In order to facilitate your analysis, organise the information you have found.
Tips:
You may summarise each source of information using key words
You may choose to order your articles by chronological order if your focus is to show
an evolution of practices
You may order your articles following the rules of evidence, i.e. RCT > case report
HINT: Contact your educator and discuss your research topic and verbally gain
confirmation that you and your partner are still on track.
Analyse the information
29. Prioritise information based on the research objectives.
Using questions 9 and 10 to help you, select only TWO (2) articles that you will keep
for the rest of this assignment.
30. Compare and contrast your two (2) sources of information.
Use the table provided in Appendix A.
You must complete all the sections.
Instructions in italics are to be removed.
31. You have now thoroughly analysed the information available to you. Now draw conclusions
based on your findings.
32. As your findings may be used to establish evidence-based practice, identify one (1) impact
your conclusions may have in terms of duty of care requirements.
E.g.in order to do no harm to the clients and prevent disease transmission, all nurses
should wear gloves when touching the client.
Contact your educator and discuss your research topic and verbally gain confirmation that you
and your partner are still on track.
Use information in practice
33. Assess one (1) way in which different aspects of information may be used in your
workplace.
34. Using and reflecting on what you have learnt from your research, identify one area for
change in your workplace or current practice.
35. Identify issues that require further research and evaluation.
36. Using one piece of A4 paper or PowerPoint (1 slide) (portrait format), develop a poster or a
flyer to address outcomes of research, i.e. select a method to disseminate your findings.
You will be required to scan it and upload it on Blackboard with this assignment.
Refer to your learning activities 11 and 12 for more ideas about how to do a poster
or a flyer using PowerPoint.
17 October 2016 Page 11
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
27. Distinguish between relevant and irrelevant information.
Briefly explain why one (1) of your information sources is particularly relevant
according to objectives and your workplace requirements.
28. In order to facilitate your analysis, organise the information you have found.
Tips:
You may summarise each source of information using key words
You may choose to order your articles by chronological order if your focus is to show
an evolution of practices
You may order your articles following the rules of evidence, i.e. RCT > case report
HINT: Contact your educator and discuss your research topic and verbally gain
confirmation that you and your partner are still on track.
Analyse the information
29. Prioritise information based on the research objectives.
Using questions 9 and 10 to help you, select only TWO (2) articles that you will keep
for the rest of this assignment.
30. Compare and contrast your two (2) sources of information.
Use the table provided in Appendix A.
You must complete all the sections.
Instructions in italics are to be removed.
31. You have now thoroughly analysed the information available to you. Now draw conclusions
based on your findings.
32. As your findings may be used to establish evidence-based practice, identify one (1) impact
your conclusions may have in terms of duty of care requirements.
E.g.in order to do no harm to the clients and prevent disease transmission, all nurses
should wear gloves when touching the client.
Contact your educator and discuss your research topic and verbally gain confirmation that you
and your partner are still on track.
Use information in practice
33. Assess one (1) way in which different aspects of information may be used in your
workplace.
34. Using and reflecting on what you have learnt from your research, identify one area for
change in your workplace or current practice.
35. Identify issues that require further research and evaluation.
36. Using one piece of A4 paper or PowerPoint (1 slide) (portrait format), develop a poster or a
flyer to address outcomes of research, i.e. select a method to disseminate your findings.
You will be required to scan it and upload it on Blackboard with this assignment.
Refer to your learning activities 11 and 12 for more ideas about how to do a poster
or a flyer using PowerPoint.
17 October 2016 Page 11
EDUCATOR
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Tips:
Consider your audience, the time and resources available.
It is recommended you adopt a flyer or poster style with a mix of text and pictures –
do not put too much information.
HINT: Contact your educator and discuss your actionsto verbally gain confirmation
that you and your partner are still on track.
WORD COUNT: _______
17 October 2016 Page 12
Assessment - Assignment
CHCPOL003 Research and apply evidence to practice
Tips:
Consider your audience, the time and resources available.
It is recommended you adopt a flyer or poster style with a mix of text and pictures –
do not put too much information.
HINT: Contact your educator and discuss your actionsto verbally gain confirmation
that you and your partner are still on track.
WORD COUNT: _______
17 October 2016 Page 12
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