Overview
This unit will provide you with the opportunity to undertake a research project, related to nursing, midwifery or the social sciences. As you undertake your research project, you will be mentored in the processes of data collection, analysis and reporting your findings.You will be encouraged and supported to disseminate your research findings to your peers and others via student presentations, conference presentations and/or by publication.
Details
Pre-requisites or Co-requisites
Prerequisite: NURS20173 Nursing, Midwifery and Social Sciences Project 1 Corequisites: NURS20167 Literature Review in Nursing and NURS20168 Research Methods in Nursing, Midwifery and Social Sciences
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 Student email
I have been encouraged to learn so much about research here. Your lectures were thorough and easy to understand.Your passion for education is what motivated me throughout the course. I have learnt so much from you and my nursing skills and research have improved immensely thanks to you [the Lecturer].
Continue to provide lectures but on a more regular schedule to support students.
Feedback from Student email
Thank you so much for all your guidance and support in our research unit. I have found it quite challenging at times but you were easy to contact [Lecturer] and get support from especially with the data analysis.
Continue to provide lectures but on a more regular schedule to support students.
- Conduct a research project based on a previously developed research proposal
- Interpret data or findings relevant to your field
- Produce a research report which meets the requirements of the nursing, midwifery or the social sciences fields of science
- Produce a plan to disseminate findings to a discipline area.
NA
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Project (research) - 100% | ||||
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 - Project (research) - 100% | ||||||||
Textbooks
Introduction to Research in the Health Sciences
Edition: 7th (2019)
Authors: Stephen Polgar, Shane Thomas
Elsevier
Melbourne Melbourne , Victoria , Australia
ISBN: 9780702074905
Binding: eBook
Additional Textbook Information
If you prefer to study with a paper copy, they are available at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code). eBooks are available at the publisher's website.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom account (Free)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.hunt@cqu.edu.au
k.p.graham@cqu.edu.au
l.jack@cqu.edu.au
Module/Topic
Introduction and orientation to the unit
Planning your project: a step-by-step approach using a timeline
Consult with mentor to refine the approach and processes
Data collection methods
Refining (and recapping) data collection tools and techniques: quantitative and qualitative methods
Chapter
Events and Submissions/Topic
Module/Topic
Data collection methods
Refining (and recapping) data collection tools and techniques: quantitative and qualitative methods
Consult with mentor to refine the approach and processes
Chapter
Events and Submissions/Topic
Zoom drop in session, see Moodle site for details.
Module/Topic
Undertaking your project: Begin data collection
Consult with mentor to refine the approach and processes
Report writing -
Steps to writing your report
Chapter
Events and Submissions/Topic
Module/Topic
Data analysis methods
SPSS Workshop 1 and NVivo Workshop 1
Chapter
Events and Submissions/Topic
Module/Topic
Data analysis methods
SPSS Workshop 2 and NVivo Workshop 2
Chapter
Events and Submissions/Topic
Zoom drop in session, see Moodle site for details.
Module/Topic
Vacation week
Chapter
Events and Submissions/Topic
Module/Topic
Report writing
Summarising results from raw data
Chapter
Events and Submissions/Topic
Module/Topic
Report writing
Appraising the literature and 'tightening' up your literature review for the report
Chapter
Events and Submissions/Topic
Module/Topic
Report writing
Writing results or findings
Consult with mentor to refine results
Chapter
Events and Submissions/Topic
Zoom drop in session, see Moodle site for details.
Module/Topic
Report writing
Writing findings and discussion
Consulting the literature
Chapter
Events and Submissions/Topic
Module/Topic
Report writing
Writing recommendations and limitations
Chapter
Events and Submissions/Topic
Module/Topic
Report writing
Review and consolidation of report
Feedback from mentor
Chapter
Events and Submissions/Topic
Zoom drop in session, see Moodle site for details.
Module/Topic
Report writing
Editing and final submission
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Project (research)
The Task
In this assessment, you are required to submit a research report. This report is compiled from the relevant sections of your research proposal undertaken in NURS20173 and this unit. Please use the following sections in your research report:
Abstract
Summarise your research report in 250 words or less. Briefly describe why the research is important, the purpose of the research, the methodology, results, and implications. Also include 5 keywords that can be used to index your report so other researchers would be able to search for it using these terms. The abstract is the last section you write.
Introduction
The introduction section should outline the purpose of your report. Include your thesis statement here. Include a brief overview of the literature already available on the topic to contextualise your research in the field and state why it is important. Some brief details of your methods and an outline of the structure of the report should also be included.
Literature Review
Discuss the relevant existing literature in the area you are researching. You can select different formats to structure your literature review. You can choose to use a chronological format where you discuss the earliest to the latest research, placing your research appropriately in the chronology. Alternately, you can choose to write thematically, outlining the various themes that you discovered in the research regarding the topic. Again, you will need to state where your research fits.
Research Question
State the question that your study addressed. A brief description of the purpose and significance of the study should also be included.
Methodology
Describe what methodology you used in your research. That is, what you did and how you did it. This section must be written comprehensively so your methodology could be duplicated by another researcher. Reference any material you have used from other sources. Label and number any diagrams, charts, and graphs. Ensure that they are relevant to the research and add substance to the text rather than just duplicating what you have said. Do not include or discuss the results here.
Results
Report on what you found in your research, but do not interpret the results at this stage.
Discussion
Discuss the relevance and implications of your results. Describe how your findings fit with other research in the area. Relate the discussion to your literature review, research question and introductory thesis statement. Also include a section on limitations and strengths of the research, as well as recommendations for future research.
Conclusion
Write a summary of your research findings and their implications. You should not include any new material in this section.
Recommendations
List in bullet point form recommendations for practice change that are informed by your findings. List the recommendations in order of priority. Write these recommendations for an audience of peers from your discipline.
Literature and references
Please use at least 20 references (a mixture of contemporary and seminal literature) 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
• 6000 words plus or minus 10%
• 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.
Review/Exam Week Monday (12 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% |
| Abstract 5% | ||||
| Concise and comprehensive summary of project. | Concise, contains all key project component but omits some minor points. | Key content reflected with minor omissions. Overly lengthy in parts. | Some key content areas missing. Overly lengthy. | Significant omissions in project summary. Overly lengthy. |
| Issue/problem identified 10% | ||||
| Explicit, precise, measurable and achievable. | Explicit, measurable and achievable. Could be more precise. | Less than explicit, although achievable. Challenging to measure. | Appropriate and mostly achievable. Difficult to measure. | Unrealistic, unachievable and/or immeasurable. |
| Justification for research project 10% | ||||
| Comprehensive and convincing, precisely articulated focus. | Clear with a well-articulated but less precise focus. | Clear but some aspects could be more convincing and better articulated. | Reasonable justification for project but minor significance described. | Limited or no justification for project and little or no significance described. |
| Critical review of the literature 10% (Use of evidence to support project development) | ||||
| Previous work is critically evaluated with a comprehensive account of its relationship to the project. | Critical evaluation of previous work with a strong account of its relationship to the project. | Some previous work critically evaluated with an effective account of its relationship to the project. | Limited critical evaluation of previous work but provides a reasonably satisfactory account of its relationship to the project. | Little or no evaluation of previous work with an unclear account of its relationship to the project. |
| Project design 10% | ||||
| Process of design and implementation is explicit, as is approach to project. Exceptional originality or creativity. | Process of design and implementation is well detailed, as is approach to project. | Clear process of design and implementation but may not provide rationale for approach to project. | Poor description of design and implementation process but omits rationale for approach to project. | Very poor description of design and implementation process. Approach unclear. Demonstrates no originality or creativity. |
| Data Collection 5% | ||||
| Recruitment and selection comprehensively explained. Participants well described. Ethical issues well addressed. | Recruitment and selection well explained. Participants described but with few factors missed. Ethical issues addressed. | Recruitment and selection explanation is adequate. Participants described but with many factors missed. Ethical issues mentioned. | Recruitment and selection explanation is poor. Participants poorly described. Ethical issues not mentioned. | Recruitment and selection explanation is very poor. Participants not described. Ethical issues not mentioned. |
| Data Analysis 10% | ||||
| Data, information or findings are very clear. Data is coherently, logically, clearly and succinctly presented. Thorough, accurate and rigorous analysis of data. | Data, information or findings are clear. Data is coherently, logically, clearly and succinctly presented. Accurate and rigorous analysis of data. | Data, information or findings are adequate. Data is coherently, logically, clearly and succinctly presented. Adequate, accurate and rigorous analysis of data. | Data, information or findings are poor. Data is incoherent, illogical, unclearly presented. Little evidence of analysis of data. | Data, information or findings are missing. Data is incoherent, illogical, unclearly presented. No evidence of analysis of data. |
| Recommendations 5% | ||||
| Recommendations are significant, strongly justified, workable and align with project findings or aims. | Some recommendations are significant, well justified, workable and align with project findings or aims. | Recommendations are relevant, well justified, workable and align with project findings or aims. | Recommendations are relevant but not well justified, some are unworkable or do not align with project findings or aims. | Recommendations are vague, unjustified, unworkable, or do not align with project findings or aims. |
| Critical awareness of the strengths and limitations 10% | ||||
| Extensive critical awareness of the strengths and weaknesses of approach selected. | Deep awareness of the strengths and weaknesses of approach selected. | Awareness of the strengths and weaknesses of approach selected. | Some awareness of the strengths and weaknesses of approach selected. | Limited or no awareness of strengths and weaknesses of approach. |
| Quality of conclusions 5% | ||||
| Conclusions insightful, well supported and flow logically from work presented. | Conclusions sound, well supported and flow logically from work presented. | Conclusions logical and support the work presented. | Conclusions generally poor but with limited scope. | Conclusions valid but an insufficient summary; limited links to work presented. |
| Overall presentation and compilation 10% | ||||
| Excellent command of grammar, spelling, syntax and literary style; attention to detail evident in editing. Excellent flow. | Logical flow and cohesive. Very good command of grammar, spelling, syntax and literary style; editing is acceptable. | Reasonable flow and cohesion. Good command of grammar, spelling, syntax and literary style; adequate editing evident. | Flows adequately in most parts, some sections may not be cohesive. Reasonable visual presentation. | Limited flow and cohesion. Visual presentation poor. |
| Referencing 10% | ||||
| Referencing is wholly accurate and completely consistent with APA guidelines. | Referencing is largely accurate but there are some minor inconsistencies or errors. Mostly complies with APA guidelines. | Appropriate referencing that complies with APA guidelines with some inconsistencies or errors. | Attempts to comply with APA guidelines but there are numerous inconsistencies or errors. | Little attempt to comply with APA guidelines with major inconsistencies or errors, or lack of referencing. |
- Conduct a research project based on a previously developed research proposal
- Interpret data or findings relevant to your field
- Produce a research report which meets the requirements of the nursing, midwifery or the social sciences fields of science
- Produce a plan to disseminate findings to a discipline area.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
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?
