Inquiry into Clinical Practice
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NSB203 – Assessment Task 2 Page 2 of 10
NSB203 – Inquiry into Clinical Practice
Assessment Task 2
| Assessment name: | Individual poster |
| Task description: | This assessment asks you to produce an informational poster addressing a patient safety issue, identified from clinical practice placement, drawing upon evidence and using a structured inquiry based learning approach. Your ability to define a practice-based practice issue, seek and appraise relevant evidence to address this issue, and synthesise this evidence to establish recommendations for practice will be assessed. The assessment addresses key components and skills developed during this unit, which relate directly to your ability as future registered nurses to think critically about the patient care you deliver, to identify clinical questions for investigation, and your ability to ensure the care you deliver is based upon sound evidence. |
| What you need to do: |
Read the Criterion Reference Assessment sheet for this task. To prepare for this assessment, you need to undertake the following steps: 1. Identify a patient safety issue that directly relates to your practice placement area.* 2. Clearly define the patient safety issue, structuring this as a clinical question. 3. Decide on your strategy to address the problem and examine the evidence related to your topic. You need to consider: a. What type of evidence? b. Which databases you will search to find this evidence? c. How will you establish the keywords and limits for the searches? d. How will you manage the evidence you find (for example, the use of referencing software)? e. How will you decide on the level of evidence for each source or article? f. How you will decide which papers are of sufficient quality to use in your assignment? |
NSB203 – Assessment Task 2 Page 3 of 10
NSB203 – Inquiry into Clinical Practice
| 4. Collate, summarise and analyse the evidence – choosing the five papers at the highest level of evidence on which to base your recommendations. Consider any gaps or limitations to the available evidence you found. Use this information and assessment to populate the Literature Matrix. 5. Synthesise the evidence to establish recommendations for practice (creating an evidence ‘bottom line’ statement). 6. Consider how you would approach implementation of the recommendations – for this, you will need to identify potential barriers and strategies to overcome these. 7. Create a A1 size digital poster using Powerpoint that summarises your work, for an audience comprising of health care professionals, communicating the recommendations for patient care that have arisen. Your poster should communicate the following: a. The title which communicates the patient safety issue under investigation b. The clinical question: structured using the PICO acronym c. Details of the search strategy d. A summary of the evidence found to answer the question, which should clearly identify the study design and level of evidence. Present this in a literature matrix on the second page. e. Details of the critical appraisal tool used. f. An explanation of any gaps or limitations to the evidence g. An evidence ‘bottom line’ statement h. A table detailing potential barriers to implementation of the recommendations, as well as strategies to overcome these barriers. i. References 8. Upload your poster to Turnitin by the due date and time Pictures or illustrations may be used to enhance your poster. *If you are not on clinical placement this semester, refer back to your last, or a previous placement. If you have not been on placement, please discuss this further with your tutor or unit coordinator. |
NSB203 – Assessment Task 2 Page 4 of 10
NSB203 – Inquiry into Clinical Practice
| Length: | 1100 words +/- 10% (excluding reference list) |
| Estimated time to complete task: |
Allocate time weekly during the semester for addressing the tasks necessary to complete the assessment. |
| Weighting: | 50% |
| How will I be assessed: |
7 point grading scale using a rubric |
| Due date: | Poster to be submitted via Turnitin in your NSB203 Blackboard site by 11.59pm on Friday 19th October (Week 12). More information about Turnitin is available on the FAQs about Turnitin page. |
| Presentation requirements: |
This assessment task must: Be presented as a digital A1 size poster (with literature matrix on second page) using Powerpoint via Turnitin in Week 12 Use QUT numbered referencing for citing academic literature. Refer to QUT Cite Write for guidance. |
| Learning outcomes assessed: |
1. Explain the key concepts and principles of the research process and outline the importance of evidence-based practice approaches for the provision of safe and quality health care and for the global health research agenda. 2. Apply key literacy and critical thinking skills to locate, seek, interpret, analyse, synthesise and integrate evidence into practice. 3. Apply knowledge of quantitative and qualitative approaches to explain their role in research of contemporary, global health care issues. |
| What you need to submit: |
An A1 size Powerpoint poster with the literature matrix on the second page (via Turnitin). |
| Resources needed to complete task: |
QUT Cite/Write guide Example of a digital poster Digital Poster template (available in Blackboard site) |
NSB203 – Assessment Task 2 Page 5 of 10
NSB203 – Inquiry into Clinical Practice
| Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work. The work of others correctly acknowledged and referenced according to the APA guidelines. There are serious consequences that will be imposed should you be found to breach academic integrity. Make sure you are familiar with the MOPP C/5.3 Academic Integrity and view the Academic Integrity video and explore the Academic Case Studies available on your Blackboard site. Maintaining academic integrity in your responsibility. If in doubt, check it carefully. |
NSB203 – Assessment Task 2 Page 6 of 10
NSB203 – Inquiry into Clinical Practice
Digital Poster Example
This is an example of a digital poster. This example is to provide you with some
inspiration for your poster design, your poster should not be a direct copy of this
layout – this poster also contains speech bubbles that provide direction to you
for each section: your poster does not need to include these.
Poster Front Example
NSB203 – Assessment Task 2 Page 7 of 10
NSB203 – Inquiry into Clinical Practice
Poster back Example
NSB203 – Assessment Task 2 Page 8 of 10
NSB203 – Inquiry into Clinical Practice
NSB203 Inquiry into Clinical Practice Rubric Assessment 2
Learning outcomes assessed: 1, 2 and 3 Assessment 2 Weighting: 50%
| Criteria – 50% total | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
| Informational Poster | |||||||
| Knowledge and understanding of research and EBP processes #1 Weighting: 10% |
Clearly articulated, relevant and focused clinical practice question. |
Clearly articulated and relevant clinical practice question. |
Clearly focused clinical practice question. |
Clearly identified clinical practice question. |
Clinical practice question lacks focus or clarity: some areas may require further development. |
Clinical practice question lacks focus, clarity and components of the question are absent. |
Clinical practice question is absent. |
| Knowledge and understanding of research and EBP processes #2 Weighting: 30% |
Demonstrates an in depth knowledge of the key concepts of research processes, and a high level, comprehensive understanding of utilising the EBP process. Fully and accurately applies and seamlessly integrates this knowledge in the context of the practice issue. Work is thoroughly supported by a wide range of wholly relevant, high quality scholarly literature. |
Demonstrates a comprehensive knowledge of the key concepts of research processes, and a comprehensive understanding of utilising the EBP process. Applies this knowledge and attempts to integrate this knowledge in the context of the practice issue. Work is supported by relevant, high quality scholarly literature. |
Demonstrates a sound level of knowledge of the key concepts of research processes, and a sound understanding of utilizing the EBP process. Applies some of this knowledge in the context of the practice issue. Work is supported by mainly relevant, scholarly literature. |
Demonstrates a basic level of knowledge of the key concepts of research processes, and a basic understanding of the EBP process Applies some basic knowledge in the context of the practice issue. Work is supported by some relevant literature. |
Demonstrates a limited level of knowledge of the key concepts of research processes, and limited understanding of utilsing the EBP Some rudimentary application of this knowledge in the context of the process, but this is limited. Work lacks support, with limited relevant scholarly literature. |
Demonstrates a very limited level of knowledge of the key concepts of research processes, and a very limited understanding of utilising the EBP process. Very limited application of the knowledge of research processes to the practice issue. Work lacks support, with very limited relevant scholarly literature. |
Knowledge of the key concepts of research processes is not demonstrated; no understanding of utilising the EBP process. Does not apply knowledge of research proceses to the practice issue. No support from relevant scholarly literature. |
NSB203 – Assessment Task 2 Page 9 of 10
NSB203 – Inquiry into Clinical Practice
| Critical Thinking Weighting: 20% |
Sophisticated critical thinking skills utilized to analyse and synthesise evidence to establish best practice recommendations. |
At times, demonstrates a high level of critical thinking skills utilized to analyse and synthesise evidence to establish best practice recommendations. |
Evidence of critical thinking skills utilized to analyse and synthesise evidence to establish best practice recommendations. |
Evidence of critical thinking skills at times to analyse and synthesise evidence to establish best practice recommendations |
Limited application of critical thinking skills to analyse and synthesise evidence to establish best practice recommendations |
Very limited application of critical thinking skills to analyse and synthesise evidence to establish best practice recommendations |
Does not apply critical thinking skills to analyse and synthesise evidence. Best practice recommendations absent. |
| Presentation: Weighting: 10% |
Poster content and literature matrix has a high level of clarity and organisation. No errors in QUT Numbered referencing. |
Poster content and literature matrix is clear and organised. Few and minor errors in QUT Numbered referencing. |
Content is clear and organised. Minor errors in QUT Numbered referencing. |
Organisation and adequate clarity evident. Some consistent errors in QUT Numbered referencing. |
Several areas of the poster content lack clarity. Major errors (>5) in QUT Numbered referencing. |
Poorly organised or cluttered poster, with unclear content. Major errors (>5) in QUT Numbered referencing. |
Very poorly organised or cluttered poster, with unclear content. Many and major errors (>5) in QUT Numbered referencing throughout. |
| Academic writing and presentation: Weighting: 10% |
Consistently high, and well-structured, academic writing skills, and logical organisations of ideas is evident. Accurate grammar, spelling and professional vocabulary. |
Well-developed and structured academic writing skills and clear organisation evident. Mostly consistent and accurate use of grammar, spelling and professional vocabulary. |
Sound academic writing skills and work is mainly well organised. Some minor errors in grammar, spelling and professional vocabulary. |
A basic level of academic writing skills. Some errors in grammar, spelling and professional vocabulary are evident. |
A basic level of academic writing skills, however structure and organization is lacking. Significant errors in grammar, spelling and the use of professional vocabulary, which affects clarity. |
Poor organisation and academic writing skills are evident. Significant errors in grammar, spelling and the use of professional vocabulary, which affects clarity. |
Very poor organisation and academic writing skills are evident. Many, significant errors in grammar, spelling and the use of professional vocabulary, which affects clarity. |
| Critical thinking #2: |
Clearly and concisely considers barriers and enablers to implementation. |
Clearly considers barriers and enablers to implementation. |
Sound consideration of barriers and enablers to |
Adequate consideration of barriers and enablers to |
Limited description of barriers and enablers to |
Very limited description of barriers and enablers to |
No description of barriers and enablers to implementation. |
NSB203 – Assessment Task 2 Page 10 of 10
NSB203 – Inquiry into Clinical Practice
| Weighting: 20% | Insightfully and thoroughly considers multiple different perspectives, and highly relevant enablers to address barriers. |
Thoroughly considers different perspectives, and relevant enablers to address barriers. |
implementation considered. Sound consideration of different perspectives, and identifies enablers to address barriers. |
implementation. Basic consideration of different perspectives, and some enablers to address barriers. |
implementation. Limited consideration of different perspectives, and some enablers to address barriers. |
implementation. Very limited consideration of different perspectives, and very limited enablers to address barriers. |
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