Are indigenous children at increased risk of obesity compared to non-indigenous children in Australia?NSG2NMR Assessment 1 Part B rubric v1.0 2022 Semester 2.pdf N SG2N M R Assessm ent Rubric School of N ursing & M idw ifery N SG 2N M R A ssessm ent 1 Part B : Individual 1,750 W ord Literature R eview M A R K IN G S C A LE Excellent (>80% ) V ery good (80% ) M oderately good (70% ) Fair (60-50% ) Poor (<50% ) m ax m arks liter a tu r e r eview r eview / synthesis of evidence k ey concepts/them es from the evidence have been clearly identified and described a ll key concepts/them es are clearly relevant to/answ er the proposed research question the content is clearly structured around key concepts/them es em erging from the literature a synthesis of the findings from the articles/studies obtained for the review is clearly dem onstrated throughout k ey concepts/them es from the evidence have been identified and described a ll key concepts/them es are som ew hat relevant to/answ er the proposed research question the content is structured around key concepts/them es em erging from the literature a synthesis of the findings from the articles/studies obtained for the review is dem onstrated throughout s om e key concepts/them es from the evidence have been identified but lack description and/or clarity s om e key concepts/them es are relevant to/answ er the proposed research question the content is som ew hat structured around key concepts/them es em erging from the literature a synthesis of the findings from the articles/studies obtained for the review is dem onstrated but lack consistency there is lim ited identification and description of key concepts/them es from the evidence k ey concepts/them es have lim ited relevance to/answ er the proposed research question there is lim ited structure of the content around key concepts/them es em erging from the literature a synthesis of the findings from the articles/studies obtained for the review is dem onstrated but is lim ited for quality and consistency there is inadequate identification and description of key concepts/them es from the evidence k ey concepts/them es are not relevant to/ do not answ er the proposed research question there is inadequate structure of the content around key concepts/them es em erging from the literature there is inadequate synthesis of the findings from the articles/studies obtained for the review /35 evid en c e r elevance / credibility of evidence p resents literature relevant to the clinical issue and research question c ontent is very w ell supported w ith appropriate m aterial from credible sources c ontent is very w ell supported w ith sufficient references p resents literature m ostly relevant to the clinical issue and research question c ontent is w ell supported w ith appropriate m aterial from credible sources c ontent is w ell supported w ith sufficient references p resents literature som ew hat relevant to the clinical issue and research question c ontent is som ew hat supported w ith sufficient and appropriate m aterial from credible sources c ontent is supported w ith sufficient references p resented literature is not clearly relevant to the clinical issue and research question c ontent is poorly supported w ith references and/or uses non- authoritarian sources c ontent is som ew hat supported w ith sufficient references p resented literature is not sufficiently related to address the clinical issue or research questions c ontent uses non-authoritarian sources c ontent is not supported w ith a sufficient num ber of references /20 im plic a tio n s fo r pr a c tic e p rovides an excellent com m entary of how w ell the literature addresses the research question identifies and describes the im plication of this evidence for nursing/ m idw ifery practice p rovides a good com m entary of how w ell the literature addresses the research question identifies and provide som e description of the im plications of this evidence for nursing/ m idw ifery practice p rovides com m ent of how w ell the literature addresses the research question identifies but does not describe the im plications of this evidence for nursing/ m idw ifery practice p rovides lim ited com m ent on how w ell the literature addresses the research question there is lim ited identification and description of the im plications of this evidence for nursing/ m idw ifery practice a sum m ary of how w ell the literature addresses the research question is om itted or lacks clarity identification and description of the im plications of this evidence for nursing/ m idw ifery practice is om itted or lacks clarity /15 str u c tu r e & o r g a n isa tio n w ell structured, w ith coherent and logical developm ent of key ideas in appropriate sections/paragraphs w ithin the prescribed w ord count w ell structured, w ith m ostly coherent and logical developm ent of key ideas in appropriate sections/paragraphs w ithin the prescribed w ord count s tructure is coherent, w ith logical developm ent of key ideas som e of the tim e m ay be inappropriately w eighted w ithin the prescribed w ord count s tructure m ay not be coherent, w ith logical developm ent of key ideas m ay not be w ithin the prescribed w ord count s tructure lacks logical developm ent of key ideas n ot w ithin the prescribed w ord count /10 w r itten expr essio n & r efer en c in g w riting w as fluent and there w ere m inim al spelling, typing or gram m atical errors k ey ideas from the literature w ere effectively paraphrased and cited c orrect style for citations and reference list 80% + of the tim e w riting w as m ostly fluent and there w ere few spelling, typing or gram m atical errors k ey ideas from the literature w ere effectively paraphrased and cited c orrect style for citations and reference list m ost (70% +) of the tim e w riting w as not alw ays fluent and there w ere som e spelling, typing or gram m atical errors k ey ideas from the literature w ere not alw ays effectively paraphrased or cited c orrect style for citations and reference list m ost (60% +) of the tim e w riting m ay not be fluent and there w ere several spelling, typing or gram m atical errors k ey ideas from the literature w ere not alw ays effectively paraphrased or cited c orrect style for citations and reference list 50% + of the tim e w riting w as not fluent and there w ere m any spelling, typing or gram m atical errors k ey ideas from the literature w ere not effectively paraphrased or cited incorrect style for citations and reference list /20 n sg2n m r assessm ent rubric review er nam e: review er igna e: total m ark: /100 assignment 1b - suggested format .pdf nsg2nmr – assignment 2, 2022 assessment 1 part b suggested assignment format cover page: include your name, your student id, the word count, and your research question please include your student id in the footer of every page introduction: background information relevant to your topic. for example, this might include statistics on how common the problem is, a brief discussion of the implications of the problem, a short exploration of why it’s relevant to nurses/midwives an introduction of your research question. this can be in the form of a statement, for example: this assignment will explore/discuss/evaluate/answer…. an overview of the main themes that will be discussed in your assignment body paragraph 1: this will be your first main theme. focus either on the ‘biggest’ theme or the one that logically comes first use a teel structure to help you format your paragraph, and make sure to open with a topic sentence include evidence that both supports and doesn’t support your theme to demonstrate you’ve considered both sides of the issue. body paragraph 2: as above, but for your second main theme body paragraph 3 (and so on, as needed): as above, but for your third main theme conclusion: provide a discussion of o how well the research has addressed or answered your question o what remains unclear or unknown about your )="" m="" ax="" m="" arks="" liter="" a="" tu="" r="" e="" r="" eview="" r="" eview="" synthesis="" of="" evidence="" k="" ey="" concepts/them="" es="" from="" the="" evidence="" have="" been="" clearly="" identified="" and="" described="" a="" ll="" key="" concepts/them="" es="" are="" clearly="" relevant="" to/answ="" er="" the="" proposed="" research="" question="" the="" content="" is="" clearly="" structured="" around="" key="" concepts/them="" es="" em="" erging="" from="" the="" literature="" a="" synthesis="" of="" the="" findings="" from="" the="" articles/studies="" obtained="" for="" the="" review="" is="" clearly="" dem="" onstrated="" throughout="" k="" ey="" concepts/them="" es="" from="" the="" evidence="" have="" been="" identified="" and="" described="" a="" ll="" key="" concepts/them="" es="" are="" som="" ew="" hat="" relevant="" to/answ="" er="" the="" proposed="" research="" question="" the="" content="" is="" structured="" around="" key="" concepts/them="" es="" em="" erging="" from="" the="" literature="" a="" synthesis="" of="" the="" findings="" from="" the="" articles/studies="" obtained="" for="" the="" review="" is="" dem="" onstrated="" throughout="" s="" om="" e="" key="" concepts/them="" es="" from="" the="" evidence="" have="" been="" identified="" but="" lack="" description="" and/or="" clarity="" s="" om="" e="" key="" concepts/them="" es="" are="" relevant="" to/answ="" er="" the="" proposed="" research="" question="" the="" content="" is="" som="" ew="" hat="" structured="" around="" key="" concepts/them="" es="" em="" erging="" from="" the="" literature="" a="" synthesis="" of="" the="" findings="" from="" the="" articles/studies="" obtained="" for="" the="" review="" is="" dem="" onstrated="" but="" lack="" consistency="" there="" is="" lim="" ited="" identification="" and="" description="" of="" key="" concepts/them="" es="" from="" the="" evidence="" k="" ey="" concepts/them="" es="" have="" lim="" ited="" relevance="" to/answ="" er="" the="" proposed="" research="" question="" there="" is="" lim="" ited="" structure="" of="" the="" content="" around="" key="" concepts/them="" es="" em="" erging="" from="" the="" literature="" a="" synthesis="" of="" the="" findings="" from="" the="" articles/studies="" obtained="" for="" the="" review="" is="" dem="" onstrated="" but="" is="" lim="" ited="" for="" quality="" and="" consistency="" there="" is="" inadequate="" identification="" and="" description="" of="" key="" concepts/them="" es="" from="" the="" evidence="" k="" ey="" concepts/them="" es="" are="" not="" relevant="" to/="" do="" not="" answ="" er="" the="" proposed="" research="" question="" there="" is="" inadequate="" structure="" of="" the="" content="" around="" key="" concepts/them="" es="" em="" erging="" from="" the="" literature="" there="" is="" inadequate="" synthesis="" of="" the="" findings="" from="" the="" articles/studies="" obtained="" for="" the="" review="" 35="" evid="" en="" c="" e="" r="" elevance="" credibility="" of="" evidence="" p="" resents="" literature="" relevant="" to="" the="" clinical="" issue="" and="" research="" question="" c="" ontent="" is="" very="" w="" ell="" supported="" w="" ith="" appropriate="" m="" aterial="" from="" credible="" sources="" c="" ontent="" is="" very="" w="" ell="" supported="" w="" ith="" sufficient="" references="" p="" resents="" literature="" m="" ostly="" relevant="" to="" the="" clinical="" issue="" and="" research="" question="" c="" ontent="" is="" w="" ell="" supported="" w="" ith="" appropriate="" m="" aterial="" from="" credible="" sources="" c="" ontent="" is="" w="" ell="" supported="" w="" ith="" sufficient="" references="" p="" resents="" literature="" som="" ew="" hat="" relevant="" to="" the="" clinical="" issue="" and="" research="" question="" c="" ontent="" is="" som="" ew="" hat="" supported="" w="" ith="" sufficient="" and="" appropriate="" m="" aterial="" from="" credible="" sources="" c="" ontent="" is="" supported="" w="" ith="" sufficient="" references="" p="" resented="" literature="" is="" not="" clearly="" relevant="" to="" the="" clinical="" issue="" and="" research="" question="" c="" ontent="" is="" poorly="" supported="" w="" ith="" references="" and/or="" uses="" non-="" authoritarian="" sources="" c="" ontent="" is="" som="" ew="" hat="" supported="" w="" ith="" sufficient="" references="" p="" resented="" literature="" is="" not="" sufficiently="" related="" to="" address="" the="" clinical="" issue="" or="" research="" questions="" c="" ontent="" uses="" non-authoritarian="" sources="" c="" ontent="" is="" not="" supported="" w="" ith="" a="" sufficient="" num="" ber="" of="" references="" 20="" im="" plic="" a="" tio="" n="" s="" fo="" r="" pr="" a="" c="" tic="" e="" p="" rovides="" an="" excellent="" com="" m="" entary="" of="" how="" w="" ell="" the="" literature="" addresses="" the="" research="" question="" identifies="" and="" describes="" the="" im="" plication="" of="" this="" evidence="" for="" nursing/="" m="" idw="" ifery="" practice="" p="" rovides="" a="" good="" com="" m="" entary="" of="" how="" w="" ell="" the="" literature="" addresses="" the="" research="" question="" identifies="" and="" provide="" som="" e="" description="" of="" the="" im="" plications="" of="" this="" evidence="" for="" nursing/="" m="" idw="" ifery="" practice="" p="" rovides="" com="" m="" ent="" of="" how="" w="" ell="" the="" literature="" addresses="" the="" research="" question="" identifies="" but="" does="" not="" describe="" the="" im="" plications="" of="" this="" evidence="" for="" nursing/="" m="" idw="" ifery="" practice="" p="" rovides="" lim="" ited="" com="" m="" ent="" on="" how="" w="" ell="" the="" literature="" addresses="" the="" research="" question="" there="" is="" lim="" ited="" identification="" and="" description="" of="" the="" im="" plications="" of="" this="" evidence="" for="" nursing/="" m="" idw="" ifery="" practice="" a="" sum="" m="" ary="" of="" how="" w="" ell="" the="" literature="" addresses="" the="" research="" question="" is="" om="" itted="" or="" lacks="" clarity="" identification="" and="" description="" of="" the="" im="" plications="" of="" this="" evidence="" for="" nursing/="" m="" idw="" ifery="" practice="" is="" om="" itted="" or="" lacks="" clarity="" 15="" str="" u="" c="" tu="" r="" e="" &="" o="" r="" g="" a="" n="" isa="" tio="" n="" w="" ell="" structured,="" w="" ith="" coherent="" and="" logical="" developm="" ent="" of="" key="" ideas="" in="" appropriate="" sections/paragraphs="" w="" ithin="" the="" prescribed="" w="" ord="" count="" w="" ell="" structured,="" w="" ith="" m="" ostly="" coherent="" and="" logical="" developm="" ent="" of="" key="" ideas="" in="" appropriate="" sections/paragraphs="" w="" ithin="" the="" prescribed="" w="" ord="" count="" s="" tructure="" is="" coherent,="" w="" ith="" logical="" developm="" ent="" of="" key="" ideas="" som="" e="" of="" the="" tim="" e="" m="" ay="" be="" inappropriately="" w="" eighted="" w="" ithin="" the="" prescribed="" w="" ord="" count="" s="" tructure="" m="" ay="" not="" be="" coherent,="" w="" ith="" logical="" developm="" ent="" of="" key="" ideas="" m="" ay="" not="" be="" w="" ithin="" the="" prescribed="" w="" ord="" count="" s="" tructure="" lacks="" logical="" developm="" ent="" of="" key="" ideas="" n="" ot="" w="" ithin="" the="" prescribed="" w="" ord="" count="" 10="" w="" r="" itten="" expr="" essio="" n="" &="" r="" efer="" en="" c="" in="" g="" w="" riting="" w="" as="" fluent="" and="" there="" w="" ere="" m="" inim="" al="" spelling,="" typing="" or="" gram="" m="" atical="" errors="" k="" ey="" ideas="" from="" the="" literature="" w="" ere="" effectively="" paraphrased="" and="" cited="" c="" orrect="" style="" for="" citations="" and="" reference="" list="" 80%="" +="" of="" the="" tim="" e="" w="" riting="" w="" as="" m="" ostly="" fluent="" and="" there="" w="" ere="" few="" spelling,="" typing="" or="" gram="" m="" atical="" errors="" k="" ey="" ideas="" from="" the="" literature="" w="" ere="" effectively="" paraphrased="" and="" cited="" c="" orrect="" style="" for="" citations="" and="" reference="" list="" m="" ost="" (70%="" +)="" of="" the="" tim="" e="" w="" riting="" w="" as="" not="" alw="" ays="" fluent="" and="" there="" w="" ere="" som="" e="" spelling,="" typing="" or="" gram="" m="" atical="" errors="" k="" ey="" ideas="" from="" the="" literature="" w="" ere="" not="" alw="" ays="" effectively="" paraphrased="" or="" cited="" c="" orrect="" style="" for="" citations="" and="" reference="" list="" m="" ost="" (60%="" +)="" of="" the="" tim="" e="" w="" riting="" m="" ay="" not="" be="" fluent="" and="" there="" w="" ere="" several="" spelling,="" typing="" or="" gram="" m="" atical="" errors="" k="" ey="" ideas="" from="" the="" literature="" w="" ere="" not="" alw="" ays="" effectively="" paraphrased="" or="" cited="" c="" orrect="" style="" for="" citations="" and="" reference="" list="" 50%="" +="" of="" the="" tim="" e="" w="" riting="" w="" as="" not="" fluent="" and="" there="" w="" ere="" m="" any="" spelling,="" typing="" or="" gram="" m="" atical="" errors="" k="" ey="" ideas="" from="" the="" literature="" w="" ere="" not="" effectively="" paraphrased="" or="" cited="" incorrect="" style="" for="" citations="" and="" reference="" list="" 20="" n="" sg2n="" m="" r="" assessm="" ent="" rubric="" review="" er="" nam="" e:="" review="" er="" igna="" e:="" total="" m="" ark:="" 100="" assignment="" 1b="" -="" suggested="" format="" .pdf="" nsg2nmr="" –="" assignment="" 2,="" 2022="" assessment="" 1="" part="" b="" suggested="" assignment="" format="" cover="" page:="" include="" your="" name,="" your="" student="" id,="" the="" word="" count,="" and="" your="" research="" question="" please="" include="" your="" student="" id="" in="" the="" footer="" of="" every="" page="" introduction:="" background="" information="" relevant="" to="" your="" topic.="" for="" example,="" this="" might="" include="" statistics="" on="" how="" common="" the="" problem="" is,="" a="" brief="" discussion="" of="" the="" implications="" of="" the="" problem,="" a="" short="" exploration="" of="" why="" it’s="" relevant="" to="" nurses/midwives="" an="" introduction="" of="" your="" research="" question.="" this="" can="" be="" in="" the="" form="" of="" a="" statement,="" for="" example:="" this="" assignment="" will="" explore/discuss/evaluate/answer….="" an="" overview="" of="" the="" main="" themes="" that="" will="" be="" discussed="" in="" your="" assignment="" body="" paragraph="" 1:="" this="" will="" be="" your="" first="" main="" theme.="" focus="" either="" on="" the="" ‘biggest’="" theme="" or="" the="" one="" that="" logically="" comes="" first="" use="" a="" teel="" structure="" to="" help="" you="" format="" your="" paragraph,="" and="" make="" sure="" to="" open="" with="" a="" topic="" sentence="" include="" evidence="" that="" both="" supports="" and="" doesn’t="" support="" your="" theme="" to="" demonstrate="" you’ve="" considered="" both="" sides="" of="" the="" issue.="" body="" paragraph="" 2:="" as="" above,="" but="" for="" your="" second="" main="" theme="" body="" paragraph="" 3="" (and="" so="" on,="" as="" needed):="" as="" above,="" but="" for="" your="" third="" main="" theme="" conclusion:="" provide="" a="" discussion="" of="" o="" how="" well="" the="" research="" has="" addressed="" or="" answered="" your="" question="" o="" what="" remains="" unclear="" or="" unknown="" about="">