Research Preparation unit

Research Preparation unit

It contains three questions related to research preparation unit. First select the research paradigm. Provide a purpose statement. Ethical concepts of economy etc.

Core Assessment: Weight 50% of overall mark for the Unit. This assessment has three (3) parts and marks are allocated in the following way: Part A: 1000 words (20%) Part B: 700 words (15%) Part C: 800 words (15%) PART A: Select the research paradigm dominant to your discipline. Using the philosophical underpinnings of this paradigm discuss why the paradigm is most frequency used in your discipline (1000 words). PART B: As if writing a journal article for publication: 1. Provide a purpose statement to describe the question to be addressed in a literature search 2. Document the databases or search engines used. Specify whether other sources (e.g. Information gateways) were also accessed/searched and whether manual searching was also conducted. 3. Specify the limits applied to the search e.g. dates, language, human studies etc. and why. 4. List the inclusion criteria and exclusion criteria for the search to assist you to avoid missing important studies and avoid including “false positive” search results. Criteria may include population characteristic, types of interventions, outcome measures and types of studies and may be restricted to primary research only or specific methodologies. Exclude specific literature reviews and systematic reviews as these are not original research articles. 5. List the search terms used. These terms should be derived from the purpose statement and identify the concepts of interest. They should be tested several times to make sure that they are effectively locating literature on the topic described in the purpose statement. It may be helpful to do this in consultation with a librarian. You may choose to use text search terms or subject index terms e.g. MeSH, or a combination of these for the search. You should include information such as exploding or focusing search terms, and the use of Boolean operators e.g. OR and, AND. Indicate whether the terms used were truncated and if various ways of spelling the terms, plurals and synonyms were included 6. Document the search process for each search engine including search engine, terms and number retrieved on a search results table (750 words). PART C: The ethical concepts of autonomy and non-maleficence are central to undertaking research. Explain these concepts in relation to research and provide examples to support your answer. What are the main issues that need to be addressed? What would you do? (750 words)

PART ONE Assessment Rubric 26 June 2015 2015 Below Average (<50%) Pass/Average (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (>80%) Content Does not or poorly addresses assessment item. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic. Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic. All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic. Content fully addresses all parts of the assessment item. Thorough exploration of concepts and well-formed ideas, supported by high quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic. 0-19 20-23 24-27 28-31 32-40 Structure The assignment does not conform to the structure of the assessment item. Poor introduction to the assessment. Omits or poor summation of key points in conclusion. Poor or nonexistent paragraphing, logical/cohesive development of ideas. Limited aspects conform to the structure of the assessment item. Limited introduction of topic and summation of key points in conclusion. Minimal paragraphing, and logical/cohesive development of ideas Most aspects conform to the structure of the assessment item. Introduction adequately introduces topic and summarises key points in conclusion. Paragraphing is evident, and there is a logical/cohesive development of ideas in some of the paper Most aspects conform to the structure of the assessment item. Very good introduction of topic and summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Very good paragraphing, and logical/cohesive development of ideas in most of the paper All aspects conform to the structure of the assessment item. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue.Excellent paragraphing and logical/cohesive development of ideas throughout 0- 2.5 3 4 5 Application of Critical Thinking Omits or poorly demonstrates critical thinking appropriate to level of education. No or poor application of professional practice and/or evidence based thinking to assessment item. Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence based thinking to assessment item. Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence based thinking to assessment item. Very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence based thinking to assessment item. Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment. 0-9 10-11 12-13 14-15 16-20 Presentation and Referencing Does not or poorly complies with ECU Assignment Writing Guidelines. Does not follow specific assignment instructions as per Unit Semester Plan. Referencing does not or poorly follows instruction in the ECU Referencing Guide. In text and/or end-text referencing has multiple errors. Includes references in conclusion. Mainly complies with ECU Assignment Writing Guidelines. Mainly follows specific assignment instructions as per Unit Semester Plan. Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has many errors. Complies with ECU Assignment Writing Guidelines. Follows specific assignment instructions as per Unit Semester Plan. Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has some errors. Complies with ECU Assignment Writing Guidelines to a very high standard. Follows specific assignment instructions as per Unit Semester Plan completely. Adheres to instruction in the ECU Referencing Guide. In text and/or endtext referencing has very few errors. Complies with ECU Assignment Writing Guidelines to an excellent standard. Follows specific assignment instructions as per Unit Semester Plan completely. Adheres to all instruction in the ECU Referencing Guide. In text and/or end-text referencing has no errors. 0-7 7.5-9 10 11-13 14-15 Low Proficiency Developing Proficiency Moderate Proficiency High Proficiency English Language Proficiency Multiple grammatical, spelling and punctuation errors were present throughout. Sentence structure poor making it difficult to determine meaning. Some grammatical spelling and punctuation errors were present and needs improvement. Sentence structure acceptable but needs improvement. Correct grammar, spelling and punctuation evident throughout. Sentence structure was of a high standard. Grammar, spelling and punctuation were error free. Sophisticated and effective use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper. 0-4 5 6 7-10

Marking Guide Literature Review PART B 10% Criteria Not achieved Poor Below average Good Above average Excellent 2. Problem and answerable question: Student discusses ‘most important problem’ to be addressed including rationale for this choice and frames succinct answerable question. 0 1 2 3 4 5 3, 4 & 5 Location of evidence: Student succinctly outlines strategies used to obtain (look for) best available evidence providing the databases and search engines. Provides limits to the search.. List inclusion and exclusion criteria:. . List the search terms used and identifies concepts of interest. 0 1 2 3 4 5 6. Documents the search process including terms and numbers retrieved on a search table. (See page 81 of Kable, Pich & Maslin-Prothero, 2012). 0 1 2 3 4 5 TOTAL /20

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