Overview
This unit introduces you to the construction of empirical knowledge in nursing, midwifery and social sciences. You will examine research paradigms and methodologies related to quantitative, qualitative and mixed methods research. From these foundations, you will develop the skills and knowledge required to produce a research proposal, including ethical considerations, methods, data collection, and data analysis.
Details
Pre-requisites or Co-requisites
Co-requisite of NURS20173 - Nursing, Midwifery and Social Sciences Project 1
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 2 - 2020
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 Unit Evaluation
Provide more information to guide structuring and writing the research assignment in the unit profile task description.
Step-by-step task activities will be provided to support students' understanding of the assignment requirements and condense all assignment relevant information in one place on Moodle.
Feedback from Unit Evaluation
Weekly topic and lecture guide wanted.
Develop weekly topic guides outlining the scope of the topic, key learning outcomes, student questions for the discussion forum, useful links to videos, internet resources and readings.
Feedback from Unit Evaluation
The essay on philosophical approaches to generating knowledge was a complex and difficult assignment for students with no previous knowledge in this area.
For Term 2, 2020 the Unit Learning Outcomes and assessments have been extensively revised. This assignment is no longer given to students and the material is not in the scope of the unit learning.
- Reflect on different research paradigms and their relevance to personal worldviews and professional context
- Construct and justify research question/s and their alignment with qualitative, quantitative or mixed methods research design/s
- Propose and justify the research methods for data collection and analysis to answer your research question/s
- Discuss ethical considerations relevant to your research proposal.
NA
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Essay - 20% | ||||
| 2 - Presentation - 30% | ||||
| 3 - Research Proposal - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Essay - 20% | ||||||||
| 2 - Presentation - 30% | ||||||||
| 3 - Research Proposal - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
No referencing style set.
s.hunt@cqu.edu.au
l.jack@cqu.edu.au
Module/Topic
Introduction
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
The nature of knowledge
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Zoom drop-in session, please refer to Moodle site for more details.
Module/Topic
Forming research questions
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
How to use literature to support your research topic
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
Ethics in research
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Zoom drop-in session, please refer to Moodle site for more details.
Module/Topic
Break week
Chapter
No readings prescribed.
Events and Submissions/Topic
Module/Topic
The use of argument or explanation
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
Overview of research design
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
Statistics
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Zoom drop-in session, please refer to Moodle site for more details.
Module/Topic
Qualitative research
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
Mixed methods research and Q&A session
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
Communicating research
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Zoom drop-in session, please refer to Moodle site for more details.
Module/Topic
Q&A session
Chapter
Selected readings, please refer to Moodle site.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Essay
Aim
The aim of this assessment is to write a reflective essay exploring and examining your personal worldview in relation to three main research paradigms (Empiricism, Interpretivism and Criticalism).
To do so, you will need to engage with the weekly unit material on the NURS20168 Moodle site (Weeks 1 – 3). The resources offered during these weeks will support your completion of this assessment task. You will complete the assessment in Microsoft Word and submit via the Moodle site. Once you have received the feedback on your assessment and made any recommended changes you will add the essay to your Portfolium (ePortfolio), available on the Moodle site.
The Task
Empiricism, Interpretivism and Criticalism are major research paradigms and have their own underlying ontological and epistemological assumptions. You will need to reflect on and discuss how your personal worldview connects with one of these research paradigms. The discussion needs to explain how your personal assumptions, understandings and concepts of the world relates to Empiricism, Interpretivism or Criticalism. In your response, show your understanding of the three major research paradigms. You can relate your response to your area of practice (Clinical Nursing, Mental Health Nursing, or Family and Domestic Violence).
Writing
1. Write an introductory paragraph that provides a ‘map’ of your essay. Begin with a general statement to introduce the topic and purpose of the essay, followed by an outline of the main arguments. This is done to orient and provide signposts to your reader about the contents of the essay.
2. In the first section of the body of the essay, begin by providing a brief overview of the three research paradigms.
3. In the second section of the body of the essay, reflect on and discuss how your personal worldview connects with one of these research paradigms. The discussion needs to explain how your personal assumptions, understandings and concepts of the world relates to Empiricism, Interpretivism or Criticalism.
4. Write a concluding paragraph that summarises your key arguments and draws your essay together to a logical close.
Literature and references
Please use contemporary literature (<5 years) to support your discussion. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five 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.
Requirements
• 800 words plus or minus 10% (excluding references)
• Write in first person language.
• Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
• Use size 12 Times New Roman or Arial font with 1.5 line spacing and 2.54cm page margins.
• Include page numbers, name and student number on each page in a footer.
• Use 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. It excludes the cover page and reference list. It includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication 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 are strongly encouraged to submit a draft before the due date to review your Turnitin report before making a final submission.
Submission
Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.
Week 3 Friday (31 July 2020) 5:00 pm AEST
Week 5 Friday (14 Aug 2020)
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
| Structure and Design (20%) | ||||
| Excellent presentation of assessment, double-spaced with Arial 11-point font. Title page and headings correctly formatted. Adheres to prescribed word count. (10%) | Well-presented assessment, double-spaced with Arial 11-point font. Title page and headings included with 1 formatting error. Adheres to prescribed word count. | Good presentation of assessment, double-spaced with Arial 11-point font. Title page and headings included with 2 formatting errors. Adheres to prescribed word count. | An adequately presented assessment, double-spaced with Arial 11-point font. Title page and headings included with >2 formatting errors. Adheres to prescribed word count. | Poorly presented assessment. Double-spacing not used; Arial 11-point font not used, or Title page not included and headings not included. Deviates significantly from prescribed word count (>+10% or <-10%). |
| Consistently accurate with spelling, grammar and paragraph structure. Organisation and structure clear and easy to follow. Written in first person language. (10%) | Minimal (1-2) critical errors in spelling, grammar or paragraph structure. Organisation and structure clear and relatively easy to follow. Written in first person language. | Few (3-4) critical errors with spelling, grammar or paragraph structure. Organisation and structure appropriate and can be followed. Written in first person language. | Several (5-6) critical errors with spelling, grammar or paragraph structure. Organisation and structure apparent although not easy to follow. Written in first person language. | Many (>6) errors with spelling, grammar or paragraph structure; organisation and structure lacks clarity and is difficult to follow. Not written in first person language. |
| Approach and Argument (60%) | ||||
| Introduction and Conclusion 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. (20%) | 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. | 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. | An introduction and conclusion have been attempted. The introduction provides limited background information and outline of the essay’s direction, and the conclusion has a few key points. | The essay does not have a clear and succinct introduction and conclusion. The Introduction fails to outline the direction of the essay or it lacks background information. The conclusion fails to bring the essay to a logical close. |
| Relevancy Content provides comprehensive and critical discussion that demonstrates an excellent understanding of the three research paradigms. (20%) | Content provides strong and relevant discussion that demonstrates a very good understanding of the three research paradigms. | Content provides adequate and relevant discussion that demonstrates a solid understanding of the three research paradigms. | Content provides some relevant discussion that demonstrates a fair understanding of the three research paradigms. | Content provides inadequate or inappropriate discussion that demonstrates a poor understanding of the three research paradigms. |
| Reflection There is clear and strong reflection in relation to the student’s personal worldview. This is consistent throughout the essay. (20%) | There is very good reflection in relation to the student’s personal worldview. This is generally consistent throughout the essay. | There is evidence of reflection in relation to the student’s personal worldview. This is consistent throughout the essay with 1-2 exceptions. | There is some reflection in relation to the student’s personal worldview. Some inconsistencies in the discussion are apparent. | There is little or no evidence of reflection in relation to the student’s personal worldview in the essay. |
| Referencing (20%) | ||||
| Consistently integrates references to support and reflect all ideas, factual information and quotations. (5%) | Generally integrates references to support and reflect ideas, factual information and quotations with 1 or 2 exceptions. | Frequently integrates references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>6 errors) to integrate references to support & reflect ideas, factual information & quotations. |
| Consistently accurate with in-text referencing. (5%) | 1-2 consistent in-text referencing errors identified. | 3-4 consistent in-text referencing errors identified. | 5-6 consistent in-text referencing errors identified. | Referencing is not consistent with APA style. >6 inaccuracies with in-text referencing. |
| A minimum of 6 up-to-date references used including 5 journal articles as well as relevant books and websites. (5%) | A minimum of 6 up-to-date references used including 4 journal articles as well as relevant books and websites. | A minimum of 5 up-to-date references used including 3 journal articles as well as relevant books and websites. | A minimum of 4 up-to-date references used including 2 journal articles as well as relevant books and websites. | The required number of 4 references not used. One or more of the following problems are present: journal articles not sourced or not peer-reviewed, most references not up-to-date, or most websites not credible. |
| Reference list appears in alphabetical order. Fully adheres to reference list presentation guidelines APA style. (5%) | Reference list appears in alphabetical order. Consistently adheres to reference list presentation guidelines APA style. 1-2 consistent reference list errors. | Reference list appears in alphabetical order. Frequently adheres to reference list presentation guidelines APA style. 3-4 consistent reference list errors. | Reference list appears in alphabetical order. Occasionally adheres to reference list presentation guidelines APA style. 5-6 consistent reference list errors. | Reference list does not appear in alphabetical order. Does not adhere to reference list presentation guidelines APA style >6 consistent reference list errors. |
- Reflect on different research paradigms and their relevance to personal worldviews and professional context
- Knowledge
- Communication
- Research
- Self-management
2 Presentation
Aim
The aim of this assessment is to prepare an oral presentation to describe and justify your research question/s on a selected topic from your identified discipline (Clinical Nursing, Mental Health Nursing or Family and Domestic Violence). The purpose of the assessment is for you to make connections between the unit material and real-life undertaking of research. To meet this aim, please engage with the weekly unit material and tutorials from Modules 1-5 where several resources are offered that will support your response to this assessment task.
The Task
Prepare and present a PowerPoint presentation of no more than six slides and 10 minutes in duration. Your presentation will be part of a mini student symposium to be attended by all students at a pre-arranged time and date.
Your presentation needs to demonstrate your understanding of the:
- Key issues and concepts relating to the topic, supported by current literature, and
- Justification/rationale for your research question. That is, why does the research need to be done?
Instructions
• Please select one hypothetical research topic option from either the qualitative or quantitative lists in the table below for your area of practice: Clinical Nursing, Mental Health Nursing and Domestic and Family Violence.
• Construct a research question based on the hypothetical research topic suited for either a qualitative, quantitative or mixed methods research design. Please note, the topic you select for this assessment will be the topic you use for Assessment 3.
• When preparing your presentation pay attention to how you communicate your understanding and knowledge of the topic area to your audience. You want to show the extent, quality and appropriateness of the references used to inform your argument for the research question/s. To provide a quality argument in your presentation and written document ensure you communicate your conceptual grasp of the issues and topic.
• The quality of your presentation and communication can be improved by paying attention to the pacing of your slides, effective use of visuals (e.g., images, background colour, font type and size), organisation of material (e.g., logical and follows content of the speech), use of a clear and audible voice, confidence and attitude (e.g., speak with enthusiasm) and appropriate use of body language (e.g., looking at screen). You may wish to access the Academic Learning Centre (ALC) Computing Moodle site for information on PowerPoint and Presentation Techniques.
Research topics
Qualitative options
| Clinical Nursing | 1. The successful implementation of telehealth in community nursing to manage diabetes. 2. Nurse perceptions of cultural safety and what it means for patient centred care. |
| Mental Health Nursing | 1. Mental health nurse experience of supporting family members of mental health patients. 2. Professional training and mentoring needs of mental health nurses in rural Australia |
| Family and Domestic Violence | 1. Women’s experience of intimate partner violence and problem gambling. 2. Survivors’ views of domestic violence protective orders. |
Quantitative options
| Clinical Nursing | 1. Effectiveness of assessing pain of intellectually impaired patients by clinical nurses. 2. Clinical nurse use of screening methods of suspected intimate partner violence in elderly patients within an emergency department. |
| Mental Health Nursing | 1. Predictors of mental health nurses’ confidence with patients with violent behaviour. 2. Success of strategies to prevent burnout syndrome among mental health nurses |
| Family and Domestic Violence | 1. The impact of COVID-19 on family violence support services in urban areas. 2. Race and ethnic differences in the prosecutorial allocation of domestic violence offenders to treatment programs. |
Literature and references
Please use contemporary literature (<5 years) to support your discussion. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five 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.
Requirements
• 10 minutes plus or minus 10% (six PowerPoint slides)
• Use 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 (journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication 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 are strongly encouraged to submit a draft before the due date to review your Turnitin report before making a final submission.
Submission
Submission will be a two-part process:
1. You will be presenting live to your lecturer and fellow students using Zoom, a video conferencing program. Your lecturer will help you with using Zoom and arrange a suitable time with you to present. With your permission, your presentation will be filmed for marking purposes. Only your lecturer will have access to this video which will be stored securely.
2. Please submit your presentation slides via the Moodle site.
Week 6 Monday (24 Aug 2020) 5:00 pm AEST
Week 8 Monday (7 Sept 2020)
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
| Structure 20% | ||||
| Efficiency and organisation 10% | ||||
| The justification of the research question for your topic is very clearly articulated. The justification is very logically argued and cogent. | The justification of the research question for your topic is clearly articulated. The justification is logically argued and cogent. | The justification of the research question for your topic is articulated. The justification is logically argued and cogent. | The justification of the research questions for your topic is mostly articulated. The justification is mostly logical. It is at times repetitive or lacks cohesion. | The research question for your topic is not justified. The justification does not flow logically. |
| Referencing use 5% | ||||
| Discussion is substantiated consistently with logic, examples, and with reference to the current literature. A minimum of 5 contemporary peer reviewed journal articles have been correctly cited in text of both presentation and justification. | Discussion is generally substantiated with logic, examples, and with reference to the current peer reviewed literature. A minimum of 5 contemporary peer reviewed journal articles have been correctly cited in text of both presentation and justification. | Discussion is partly substantiated with logic, examples, and with reference to the current peer reviewed literature. Between 4 - 5 contemporary peer reviewed journal articles have been cited with no more than two errors in text of both presentation and justification. | Discussion is occasionally substantiated with logic, examples, and with reference to the current peer reviewed literature. Between 3-5 contemporary journal articles have been cited with no more than 4 errors in text of both presentation and justification. | Discussion is not/or is infrequently substantiated with logic, examples, and with reference to the current peer reviewed literature. Less than 3 contemporary peer reviewed journal articles have been cited. More than five citation omissions or errors in text of both presentation and justification. |
| Referencing 5% | ||||
| Accurate APA referencing. No errors in reference lists of both presentation and justification. | Mostly accurate APA referencing. 1 error in reference lists (may be made multiple times) of both presentation and justification. | Somewhat accurate APA referencing.1-2 consistent errors in total of the reference lists (may be made multiple times) of both presentation and justification. | Occasionally accurate APA referencing. 4 consistent errors in total of the reference lists (made multiple times) of both presentation and justification. | APA referencing not used, or more than 5 inaccuracies in total of the reference lists of both presentation and justification. |
| PowerPoint Presentation 80% | ||||
| Slide presentation 20% | ||||
| A total of 6 slides used that are clearly very aesthetically pleasing, very clearly hold the viewer’s attention. The slides are very much free of unnecessary detail, clearly very succinct and clearly very readable. The slides contain a very appealing array of appropriate script and graphics. | A total of 6 slides used that are very aesthetically pleasing, and clearly hold the viewer’s attention. The slides are very free of unnecessary detail, very succinct and very readable. The slides contain an appealing array of appropriate script and graphics. | A total of 6 slides used that are aesthetically pleasing, hold the viewer’s attention. The slides are free of unnecessary detail, succinct and readable. The slides contain appealing and appropriate script/s and graphics. | A total of 6 slides used that are mostly aesthetically pleasing, and mostly hold the viewer’s attention. The slides are mostly free of unnecessary detail, mainly succinct and mostly readable. The slides mostly contain appropriate scripts and graphics. | Less or more than 6 slides have been used. The slides are not aesthetically pleasing and do not hold the viewer’s attention. The slides are not free of unnecessary detail, cluttered and not readable. The slides do not contain appropriate script and graphics. |
| Oral Presentation 60% | ||||
| The presenter very readily engages the audience in the presentation with the use of very effective eye contact and voice modulation. The presenter speaks very clearly, demonstrating enthusiasm with the research question and topic. The research question is very clearly articulated and justified. Topic issues are very clearly presented. The presenter comprehensively addresses audience questions. | The presenter readily engages the audience in the presentation with the use of effective eye contact and voice modulation. The presenter speaks clearly, demonstrating enthusiasm with the research question and topic. The research question is very clearly articulated and justified. Topic issues are clearly presented. The presenter clearly addresses audience questions. | The presenter engages the audience in the presentation with the use of eye contact and voice modulation. The presenter speaks well and demonstrates some enthusiasm on the research question and topic. The research question is articulated and justified. Topic issues are presented. The presenter addresses audience questions. | The presenter mostly engages the audience in the presentation with the use of eye contact and voice modulation. The presenter mainly speaks well and attempts to demonstrate enthusiasm at times on the research question and topic. The research question is stated and mostly justified. Topic issues are mostly presented clearly. The presenter attempts to address the audience questions. | The presenter does not engage the audience in the presentation. Eye contact with the audience and voice modulation are rarely used. The presenter does not speak clearly nor demonstrate enthusiasm on research question and topic. The research question is not stated or justified. Topic issues are not clearly presented. Audience questions are not adequately addressed. |
| Justification 20% | ||||
| There is excellent critical analysis demonstrated in the justification of the research question. The justification very clearly incorporates the key issues of the chosen topic. The content is very clearly substantiated with logic, examples and the topic scholarly literature. | There is very good critical analysis demonstrated in the justification of the research question. The justification clearly incorporates the key issues of the related topic. The content is clearly substantiated with logic, examples and the topic scholarly literature. | Critical analysis is demonstrated in the justification of the research question. The justification incorporates the key issues of the related topic. The content is substantiated with logic, examples and the topic scholarly literature. | Critical analysis is mostly demonstrated in the justification of the research question. The justification mostly incorporates the key issues of the related topic. The content is mostly substantiated with logic, examples and the topic scholarly literature. | There is no critical analysis demonstrated in the justification of the research question. The justification does not incorporate the key issues of the related topic. The content is not consistently substantiated with logic, examples and the literature. |
- Construct and justify research question/s and their alignment with qualitative, quantitative or mixed methods research design/s
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
3 Research Proposal
Aim
The aim of this assessment is to write a research proposal on your selected topic from Assessment 2. This assessment will allow you to acquire knowledge and experience in planning a research project that will assist you in the future development of your NURS20173 project proposal. It will broaden your understanding of the research approach you are intending to use in your quality activity for NURS20173 and NURS20174. To meet the assessment aim, please engage with the weekly unit material (weeks 4-11). The resources offered during these weeks will support your response to this assessment task.
Please note: This is a hypothetical study and you are not required to conduct any research with participants.
The Task
Using the selected topic and associated research question from Assessment 2 you need to develop a research proposal to demonstrate your knowledge and understanding of research design, methodology and methods. You are required to explain how you will answer your research question/ using an appropriate qualitative research design and methodology (e.g. grounded theory, ethnography, phenomenology, narrative research or case study) or quantitative research design and methodology (e.g. cross-section, cohort, case studies). Also, the research methods (e.g., survey, experiment, interviews, observation) that would be suitable to answer the research question/s and or hypothesis.
The task requires you to undertake the following steps:
Step 1. Based on your research design (qualitative or quantitative) select a methodology that would help you answer your research question/s. Evaluate the selected methodology against other methodologies and justify the approach you would use. For example, discuss why is this approach the best fit for the research question?
Step 2. Outline who would be your participants and how they would be recruited. Include mention of any inclusion/exclusion criteria.
Step 3. Describe the method/s you would use to collect data to answer the research question. Provide a rationale to justify the selected method/s. Explain what ethical considerations are relevant to your selected participants and research methods.
Step 4. Describe how the data will be analysed and how this type of analysis is the ‘best fit’ for the methodology. Explain the criteria (e.g. credibility/internal validity, transferability/external validity) and strategies that are appropriate for your qualitative or quantitative research method. Think about the way you would collect data and analyse it.
Your research proposal needs to include enough detail to demonstrate the feasibility of the proposed project and the appropriate match with the stated research question/s and/or hypothesis. You need to include a diagram of your research design to help the reader visualise your research plan.
Note: A hypothesis should offer a clear and concise statement of what you expect to find in relation to your variables and what you plan to test. It is a statement of the proposition that you intend to verify through the investigation you are hypothetically conducting. You may find your results either confirm/refute the hypothesis.
Structure
The following is a suggested outline for your research proposal assignment:
Introduction
The introduction section should contain a brief overview of the topic selected and its implications on practice within your specialty or field. The introduction should include two-three statements on the aims/objectives of this hypothetical research topic based on the research question/s you developed in Assessment 2. Please also outline what will be covered in the research proposal in the sequence it is presented.
Research design and methodology
This section should outline the research design and then the methodology that you would employ if conducting this hypothetical study. If possible, include the diagram of your research design here to guide your reader through the research design. Justify your research methodology choice against the other options available for your research design.
Research methods and ethics
The research methods should be identified, and a plan described as to how you would undertake data collection (primary or secondary sources) to answer your research question/hypothesis. Include mention of any relevant instruments (e.g. screening tool, scale to measure a construct) that would be used. State your sampling type, who will be your participants and how they will be recruited. You should explain the ethical considerations relevant to your methods (e.g. confidentiality, risk and harm) and participant recruitment (e.g. informed consent).
Data analysis and rigour
This section should outline your research analysis, including mention of instruments and techniques that you would employ when conducting your hypothetical study. Describe how you plan to analyse data in order to answer the research question/hypothesis. State how your research proposal ensures research rigour.
Conclusion
The conclusion should summarise the key points of the research proposal. It should succinctly explain how the proposed research design will solve the research problem and answer the research question/s and/or hypothesis. Briefly highlight the ethical and rigour considerations relevant to the research proposal. Finally, briefly summarise the contribution to knowledge in your area of clinical practice. The conclusion should not include new material.
Literature and references
Please use at least 10 contemporary references (<5 years) to support your discussion. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five 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.
Requirements
• 2000 words plus or minus 10% (excluding references)
• Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
• Use size 12 Times New Roman or Arial font with 1.5 line spacing and 2.54cm page margins.
• Include page numbers, name and student number on each page in a footer.
• Use 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. It excludes the cover page and reference list. It includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication 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 are strongly encouraged to submit a draft before the due date to review your Turnitin report before making a final submission.
Submission
Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.
Week 12 Friday (9 Oct 2020) 5:00 pm AEST
Exam Week Friday (23 Oct 2020)
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
| Structure 30% | ||||
| Efficiency and organization 10% | ||||
| An articulate essay. There is a succinct and compelling introduction which introduces the topic/ problem and outlines the direction of the paper. The essay is cogent and is brought to a compelling conclusion. | A well written essay. There is a clear and appropriate introduction which introduces the topic/ problem and outlines the direction of the paper. The essay proceeds logically and is brought to a logical conclusion. | Appropriately written essay. There is an appropriate introduction which mostly introduces the topic/problem and outlines the direction of the paper. The essay mostly proceeds logically and is brought to an appropriate conclusion. | Adequately articulated essay. An introduction is apparent, and the topic/ problem is somewhat introduced. There is an attempt made to outline the direction of the paper. The essay is at times repetitive or lacks cohesion. A conclusion is evident. | The introduction is not apparent or does not attempt to introduce the topic/problem and outline the direction of the paper. The essay does not flow logically and is not brought to a close. |
| Presentation 10% | ||||
| Excellent presentation of assessment. The submitted written material is very well-presented, follows the formatting requirements and is free from errors. | A very good presentation of assessment. The additional submitted written material is well-presented and mostly follows the formatting requirements. There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). | A good presentation of assessment that follows the formatting requirements. There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). | An adequate presentation that sometimes follows the formatting requirements. There are 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). | Poorly presented assessment. There are many inaccuracies in formatting spelling, grammar and paragraph structure (> 5 errors). |
| Referencing use 5% | ||||
| Discussion is substantiated consistently with logic, examples, and with reference to the current literature. A minimum of 10 contemporary peer reviewed journal articles have been cited. | Discussion is generally substantiated with logic, examples, and with reference to the current peer reviewed literature, with 1 or 2 exceptions. A minimum of 10 contemporary peer reviewed journal articles have been cited. | Discussion is partly substantiated with logic, examples, and with reference to the current peer reviewed literature, with 3 or 4 exceptions. Between 8- 10 contemporary peer reviewed journal articles have been cited. | Discussion is occasionally substantiated with logic, examples, and with reference to the current peer reviewed literature, with 5 or 6 exceptions. Between 5-8 contemporary journal articles have been cited. | Discussion is not or infrequently attempts to (>7 errors) to substantiate discussion with logic, examples, and with reference to the current peer reviewed literature. Less than 5 contemporary peer reviewed journal articles have been cited. |
| Referencing 5% | ||||
| Accurate APA referencing. No errors. | Mostly accurate APA referencing. 1-2 consistent errors-may be made multiple times. | Somewhat accurate APA referencing. 3 consistent errors (may be made multiple times). | Occasionally accurate APA referencing. 4 consistent errors (made multiple times). | APA referencing not used, or more than 5 inaccuracies. |
| Approach and Argument 70% | ||||
| Research Design and Methodology 25% | ||||
| The research design and the methodology for the hypothetical project are very clearly outlined. A diagram very clearly sets out the research design. The choice of methodology is very clearly justified. | The research design and the methodology for the hypothetical project are clearly outlined. A diagram clearly sets out the research design. The choice of methodology is clearly justified. | The research design and the methodology for the hypothetical project are outlined. A diagram very clearly sets out the research design. The choice of methodology has been justified. | The research design and the methodology for the hypothetical project are mostly outlined. A diagram mostly sets out the research design. The choice of methodology is mostly justified. | The research design and the methodology for the hypothetical project are not outlined. A diagram representing the research design is not included. The choice of methodology is not justified. |
| Research Methods and Ethics 20% | ||||
| The research method is very clearly identified. A very clear plan is included that covers the instruments, sampling type to be used along with the project participants and their recruitment. The ethical considerations relevant to your selected method and recruitment process are very clearly outlined. | The research method is clearly identified. A clear plan is included that covers the instruments, sampling type to be used along with the project participants and their recruitment. The ethical considerations relevant to your selected method and recruitment process are clearly outlined. | The research method is identified. A plan is included that covers the instruments, sampling type to be used along with the project participants and their recruitment. The ethical considerations relevant to your selected method and recruitment process are outlined. | The research method is mostly identified. A plan is included that mostly covers the instruments, sampling type to be used along with the project participants and their recruitment. The ethical considerations relevant to your selected method and recruitment process are mostly outlined. | The research method is not identified. A plan is not included that covers the instruments, sampling type to be used along with the project participants and their recruitment. The ethical considerations relevant to your selected method and recruitment process are not outlined. |
| Data Analysis and Rigour 25% | ||||
| The plan for analysis of the data including the instruments and/or the techniques to be used in the data analysis are very clearly outlined. How rigour of research is maintained in the project processes is very clearly outlined. | The plan for analysis of the data including the instruments and/or the techniques to be used in the data analysis are clearly outlined. How rigour of research is maintained in the project processes is clearly outlined. | The plan for analysis of the data including the instruments and/or the techniques to be used in the data analysis are outlined. How rigour of research is maintained in the project processes is outlined. | The plan for analysis of the data including the instruments and/or the techniques to be used in the data analysis are mostly outlined. How rigour of research is maintained in the project processes is mostly outlined. | The plan for analysis of the data including the instruments and/or the techniques to be used in the data analysis are not outlined. How rigour of research is maintained in the project processes is not outlined. |
- Construct and justify research question/s and their alignment with qualitative, quantitative or mixed methods research design/s
- Propose and justify the research methods for data collection and analysis to answer your research question/s
- Discuss ethical considerations relevant to your research proposal.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
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?
