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...

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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
u
ic 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
esponse; 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 Fe
uary 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 cu
ently 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 –poo
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
ief
Unclear from introduction what the
essay is about.
Part 1: Background & context (20%)
The aim
ationale 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 cu
ent 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
ut 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 ba
iers
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
enefit 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
ief 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
eader. No grammatical or spelling
e
ors.
Excellent understanding of the
literature and the student can
clearly express a range of ideas.
Occasional grammatical, spelling
or punctuation e
or.
Comprehensive understanding and
ange 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
ief 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 “ra
it holes”.
A link to a useful source: https:
li
ary.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
oader terms, na
ower 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-g
oce/pure-gold-open-access-journals-at-sage?_ga= XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX-
XXXXXXXXXX
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-g
oce/pure-gold-open-access-journals-at-sage?_ga= XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX
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.li
ary.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