critical evaluation of an infection prevention and control practice, procedure, or policy.Critically examine an infection control practice , procedure or policy in your work area.Synthesising your infection control knowledge, safety and cost effectiveness & where appropriate, theneed to respect cultural values - Make recommendations to improve practice.Describe how you will implement and evaluate these changes and take appropriate action.
Writewell Australia FOUNDATIONS OF IPC AC CLINICAL LEADS ASSESSMENT 3: ESSAY 10 STEPS TO ACADEMIC WRITING SUCCESS We will be recording this session. Tonight’s Webinar (60 minutes) 1. A guide to academic writing and to passing your essay assignment. 2. Ten Steps in two parts. 3. Q&A after 4 of the 10 steps, then again at the end. 4. Feel free to put your questions on Q&A as we go. 1. Know your task 5. Structure your response 2. Know the marking guide/rubric 6. Develop your points/arguments 3. Plan your work 7. Write for the reader (and marks) 4. Do the Research 8. Reference 9. Quality check and edit 10. Proofread Ten Steps to Success 1. KNOW YOUR TASK 1. What type of writing am I being asked to prepare? 2. What will be my IC practice improvement project? 3. What are the key questions I must answer? 4. What is the word limit? 5. When is it due and to whom/where do I submit? 6. What format / style must it be in? 1. KNOW YOUR TASK 1. What type of writing am I being asked to prepare? 2. What will be my IC practice improvement project? 3. What are the key questions I must answer? 4. What is the word limit? 5. When is it due and to whom/where do I submit? 6. What format / style must it be in? • An essay. • Critical Evaluation: • Issue/response; arguments and recommendations. • Response to a situation. • Integrating situational knowledge, practice, disciplinary research and guidance. • Your own work. • Can you define the issues clearly? • Are there studies/guides/standards on the issues? • Can you see both issues AND intervention options? • Do you have a good disciplinary understanding of the area? CHOOSING YOUR IMPROVEMENT PROJECT • Choose early AND wisely. • Brainstorm ideas and evaluate a small number. • Seek suggestions from trusted others. Check with your facilitator. • Consider complexity. • Consider politics. ASSESSMENT 3: ESSAY Due date: Sunday 28th February 2021 Word limit: 3000 words +/- 10% (excluding references) Description: A critical evaluation of an infection prevention and control practice, procedure, or policy. Critically examine an infection control practice , procedure or policy in your work area. Synthesising your infection control knowledge, safety and cost effectiveness & where appropriate, the need to respect cultural values - Make recommendations to improve practice. Describe how you will implement and evaluate these changes and take appropriate action. Please note if you are currently not employed, answer this question in relation to your usual place of work/interest or your specialisation. The purpose of this is to develop your ability from novice to advanced in the management of infection prevention and control specific to your professional practice. Source: ACIPC Unit website 2. KNOW THE MARKING GUIDE/RUBRIC 1. What is my desired grade? 2. What are the criteria against which I will be assessed? 3. Which criteria do I need to clarify? 4. How do I respond? 5. A game AND a professional exercise. Marking guide Assessment criteria Outstanding 85-100% Excellent 75-84.5% Very good 65-74.5% Satisfactory 50-64.5 % Unsatisfactory –poor/Fail Less than 49.5% Introduction (10%) Provides a clear overview of why the improvement project was needed that conveys to the reader the direction the assignment will take. All main ideas are clearly and succinctly introduced, clearly conveys direction of project. Majority of points are clearly covered in introduction. Majority of points are covered but the introduction of ideas is unclear. Some points are introduced but introduction tends to go off track, wander, or is too brief Unclear from introduction what the essay is about. Part 1: Background & context (20%) The aim/rationale of project are clearly described. This section mounts a convincing argument for the intervention. Initial audit/observation against a known standard, guidance or the literature Includes detail of the staffing and resources, project team, history of current practices and workplace readiness for this improvement is discussed. Outstanding understanding of organisation and needs is conveyed Excellent or detailed understanding of organisation needs is conveyed Comprehensive understanding of organisation and needs is conveyed but one of the main points is absent Some good points are made specific to organisation/needs but two or more of the main points missing Vague and unclear description about the organisation and needs Part 2: Strategy (20%) The improvement strategy (intervention) is explained. Discussion and analysis of stakeholders, engagement, implementation strategy for the intervention, analysis of barriers and obstacles and communication strategies are outlined and justified Exceptional discussion of strategy appropriate to workplace, all points considered. Extensive discussion of the strategy appropriate to workplace, most points considered but would benefit from more detail in some areas. Comprehensive discussion of strategy however at times the reader must guess or assume meaning Satisfactory description of strategy but ideas do not link, limited discussion of tools, resources and strategies. Superficial awareness. Lacking clarity. Contradictory arguments Part 3: Evaluation (20% ) Demonstrates understanding of how the intervention is/was evaluated or measured, includes discussion of evaluation method, clearly identifying what the intervention is being measured against. Evaluation method reflects the aims and objectives of the project. Exceptional knowledge of the evaluation processes used/suggested or effectiveness of strategy Excellent knowledge of the evaluation processes used/suggested or effectiveness of strategy Comprehensive discussion of evaluation processes used/suggested or effectiveness of the strategy, but some further analysis is needed Some good points noted but unclear how the strategy was to be evaluated/effectiveness of the strategy. Some of the evaluation methods are not appropriate to project aims and objectives. Strategy or evaluation not discussed or method not appropriate to project aims and objectives. Vague or no reference to evaluation Part 4: Conclusion (10%) Summarises and draws together the findings and outcomes of the project. Exceptionally clear and confident conclusion, succinctly draws together main findings, implications Excellent conclusion and does not over state points Very good conclusion however overstates or fails to conclude some points conclusion too brief or does not have a logical flow, or introduces new points Conclusion unclear or absent Evidence & quality of expression (20%) The student uses a wide range of resources and literature which range from scholarly journals, guidelines and appropriate websites. Writing clearly communicates ideas and knowledge. Assignment includes a reference list to demonstrate scope of evidence used. Outstanding and extensive use of literature with an exceptional ability to communicate complex ideas to the reader. No grammatical or spelling errors. Excellent understanding of the literature and the student can clearly express a range of ideas. Occasional grammatical, spelling or punctuation error. Comprehensive understanding and range of literature. Writing is clear, concise and professional. Most ideas transition from one paragraph to the other Some good sources used but other sources of evidence could have been used, or evidence have been better integrated within the report. Expression is at times awkward or unclear. Either too wordy or too brief to be clear. Insufficient, limited or inappropriate use of literature. Writing is difficult to follow. Over reliance on quotes without linking the quote to the ideas in the paragraph. • Structuring your paper to reflect the criteria will get you marks • Focused argument will get you marks • Clear and well explained points will get you marks • Orderly discussion will get you marks • Connecting issues and responses will get you marks • Summarising your paper will get you marks • Good support from the literature will get you marks Source: ACIPC Unit website 3. PLAN YOUR WORK 1. Fail to plan, plan to fail. 2. Keep It Simple. 3. What are the key dates? 4. Stages of work and outcomes. 5. Time you have vs time you need. 6. Review your progress weekly. Week Ending Friday 25-Dec 1-Jan 8-Jan 15-Jan 22-Jan 29-Jan 5-Feb 12-Feb 19-Feb 26-Feb 28-Feb (2 days) Plan Topic & Research Research Design Essay Develop Responses/Arguments Write Reference Quality Check & Edit Proofread Submit Essay Plan (example) Outcomes: How many sources will you have read? (structure) Weekly Plan (example) Rolling: Update your plan each week for next week. 4. DO THE RESEARCH (Part A) 1. Develop search terms (use your IC practice improvement project choice and the essay structure as prompts). 2. Identify possible scholarly sources of knowledge (still lots in open source). 3. Search, test and refine as you go. 4. Manage your time very carefully: avoid “haystacks” and “rabbit holes”. A link to a useful source: https://library.leeds.ac.uk/info/1404/literature_searching/14/literature_searching_explained/4 Do video games increase violence in teens? What are the key concepts? Think nouns and noun phrases. Tip: Get ideas from background research or textbooks. Do video games increase violence in teens? Video Games Violence Teens Consider how different people/communities talk about the concept. Consider how language has changed over time. Think of broader terms, narrower terms, or synonyms. violence, aggression, shootings, attacks, video games, gaming, gamers, computer games, teen, teens, teenagers, decrease, increase, affect, effect, … Consider Using Some Search Tricks " quotations to search phrases. * an asterisk to find word variations. AND, OR, NOT to combine terms. "video games” AND teen* AND aggression OR violence 1. 2. 3. Source https://libguides.colorado.edu/strategies/terms ONE OPTION: A useful webpage with a list of 21 open-source search engines and databases. https://www.scribendi.com/academy/articles/free_online_journal_and_research_databases.en.html ALSO: Consider SAGE Open Access. https://au.sagepub.com/en-gb/oce/pure-gold-open-access-journals-at-sage?_ga=2.50442793.1295734625.1608516290- 683839006.1608516290 AND: Consult the reference lists in the papers/texts you read. ACCESSING READING MATERIALS https://www.scribendi.com/academy/articles/free_online_journal_and_research_databases.en.html https://au.sagepub.com/en-gb/oce/pure-gold-open-access-journals-at-sage?_ga=2.50442793.1295734625.1608516290-683839006.1608516290 A Haystack (670,000 papers over 181 years) 4. DO THE RESEARCH (Part B) 1. Use high quality sources (esp. unit readings such as “IFIC Basic Concepts”). 2. Remember CRAAP. Image source: https://guides.library.unisa.edu.au/Information_Research/Evaluate/ 4. DO THE RESEARCH (Part C) 1. Highlighting and cutting and pasting are not productive ”note taking”. 2. Record the source details (keep a copy of the document if you can). 3. Use a two-column table. 4. Paraphrase