School of Nursing, Midwifery and Paramedicine
Faculty of Health Sciences
Australian Catholic University
NRSG372 Written Assignment
Due Date Stream A - Wednesday, 18
th of March @ 2359
Stream B - Wednesday, 29th April @ 2359
Weighting 50%
Word limit 1500 words +/- 10%
Assessment Criteria Appendix A of the NRSG372 unit outline
Learning Outcomes
LO1 demonstrate advanced understanding of developmental, lifespan, social, spiritual and
cultural factors that impact on the quality of life of people experiencing chronic illness and/or
disability and their families; (GA1, GA4, GA5)
LO2 critically apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to the
principles of caring for people experiencing chronic illness and/or disability and their families;
(GA1, GA, GA5, GA9)
LO3 use advanced pathophysiological knowledge to implement the Levett-Jones’ Clinical
Reasoning Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive,
person-centred care; (GA3, GA4, GA5, GA8, GA9)
LO6 reflect on the lived experiences of the person with chronic illness and/or disability, their
family and community. (GA1, GA2)
Submission
1. Written assignment is to be submitted to the “Assessment One (campus) Written
Assignment” LEO dropbox on your campus tile. Please ensure you submit to the
dropbox assigned to your stream.
2. Consent Form is to be submitted to the “Assessment One (campus)” Consent Form”
LEO dropbox on your campus tile. Please ensure you submit to the dropbox assigned
to your stream.
Presentation
1.5 spacing; 11-point Arial or Cali
i font
No bullet points, numbering, tables, or diagrams are to be used.
Headings are required - Please use the headings in the template below.
Please include the word count of your assignment in the header.
Referencing
APA 6th Edition as per the ACU study guide
References must meet the academic standards of recency, relevance and reliability.
15 high quality resources are to be used (minimum) with no resources over 5 years old
Task
You are required to conduct a 30 minute phone or video call interview with a person in your
community who has experience with having a chronic illness or disability to discover the
impact this has had on their life and the life of their family, and to identify care
priorities/areas of need. Present your paper based on the Roper, Logan & Tierney (2008)
model for nursing as a framework and use the first 5 stages of Levett-Jones XXXXXXXXXXClinical
Reasoning Cycle to identify care priorities. It is expected that appropriate evidence-based
literature will be used to support the essay. You will need to gain written consent from
your interviewee PRIOR to conducting your interview and upload this evidence to LEO
and inform your interviewee they may be called at random by the LIC to confirm consent.
Instructions for students
• You will need to prepare for your interview. McGrath, Palmgren & Liljedahl XXXXXXXXXXsuggest
twelve steps for conducting research interviews, and this article is linked on the NRSG372
eading list for Module one.
• There must be evidence that you have interviewed (via phone or video call) a real person in
your community.
• If there is evidence that students have not conducted an interview an NN grade for the
assessment will be awarded.
• This is an academic essay and as such, 3rd person writing is required. The student nurse may
use the a
eviation SN when refe
ing to themselves, if needed.
• Academic references must be used to support the discussion. Avoid using consumer
esources. The use of consumer resources significantly impacts on the quality of support for
the discussion, and significantly reduces the ability to score marks for content sections
equiring literature support.
• A.P.A. 6th ed. styling for all in-text references and reference list. Li
ary resources on
eferencing are available here: https:
www.studentportal.acu.edu.au/acuinfo/services-and-
support/academic-skills-unit/academic-referencing-skills
Student and interviewee safety
https:
www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills
https:
www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills
https:
www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills
https:
www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills
• Confidentiality must be maintained. You must de-identify your interviewee in your paper, by
use of a pseudonym, and state this in your paper.
• This assessment does not encourage you to diagnose conditions or suggest treatments for
your interviewee
• Students are not to approach strangers for interviews, or to put themselves into situations of
isk.
• Please be aware of the impact of conducting an interview on your interviewee. Should your
interviewee become upset, please finish the interview at that point, and contact the LIC for
further advice.
Assessment Template
Please use the following headings for your assessment:
Introduction
o Provide a concise overview of your paper. Outline the topic, scope, content and
sequence of your paper
Background (CRC 1 & 2)
o Introduce the reader to your interviewee using a pseudonym
o Provide an overview about your interviewee’s health status and personal background
o Link this information to pathophysiology/pharmacology/culture etc and use literature
to support your information
Discussion (CRC 3)
o Discuss your interviewees condition/disability and the impact this has had on their life
and family. Use literature to support your information
o Relate this information to RLT model of nursing
Care priorities and goal setting (CRC 4 & 5)
o Clearly identify two nursing care priorities/health education areas of need that you
have developed with your interviewee
o Discuss goals of care that you have developed with your interviewee using the NSQHS
Partnering with Consumers Standard
Conclusion
o Provide a concise summation of the key points of your paper
References
o Your reference list is not included in the word count.
Twelve tips for conducting qualitative research interviews
Full Terms & Conditions of access and use can be found at
https:
www.tandfonline.com/action/journalInformation?journalCode=imte20
Medical Teache
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: https:
www.tandfonline.com/loi/imte20
Twelve tips for conducting qualitative research
interviews
Cormac McGrath, Per J. Palmgren & Matilda Liljedahl
To cite this article: Cormac McGrath, Per J. Palmgren & Matilda Liljedahl XXXXXXXXXXTwelve
tips for conducting qualitative research interviews, Medical Teacher, 41:9, XXXXXXXXXX, DOI:
10.1080/0142159X XXXXXXXXXX
To link to this article: https:
doi.org/10.1080/0142159X XXXXXXXXXX
© 2018 The Author(s). Published by Informa
UK Limited, trading as Taylor & Francis
Group.
Published online: 28 Sep 2018.
Submit your article to this journal
Article views: 27359
View related articles
View Crossmark data
Citing articles: 6 View citing articles
https:
www.tandfonline.com/action/journalInformation?journalCode=imte20
https:
www.tandfonline.com/loi/imte20
https:
www.tandfonline.com/action/showCitFormats?doi=10.1080/0142159X XXXXXXXXXX
https:
doi.org/10.1080/0142159X XXXXXXXXXX
https:
www.tandfonline.com/action/authorSubmission?journalCode=imte20&show=instructions
https:
www.tandfonline.com/action/authorSubmission?journalCode=imte20&show=instructions
https:
www.tandfonline.com/doi/mlt/10.1080/0142159X XXXXXXXXXX
https:
www.tandfonline.com/doi/mlt/10.1080/0142159X XXXXXXXXXX
http:
crossmark.crossref.org/dialog/?doi=10.1080/0142159X XXXXXXXXXX&domain=pdf&date_stamp= XXXXXXXXXX
http:
crossmark.crossref.org/dialog/?doi=10.1080/0142159X XXXXXXXXXX&domain=pdf&date_stamp= XXXXXXXXXX
https:
www.tandfonline.com/doi/citedby/10.1080/0142159X XXXXXXXXXX#tabModule
https:
www.tandfonline.com/doi/citedby/10.1080/0142159X XXXXXXXXXX#tabModule
TWELVE TIPS
Twelve tips for conducting qualitative research interviews
Cormac McGratha,b , Per J. Palmgrena and Matilda Liljedahla,c
aDepartment of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden; bDepartment of Education,
Stockholm University, Stockholm, Sweden; cPrimary Health Care Unit, Institute of Medicine, The Sahlgrenska Academy, University of
Gothenburg, Gothenburg, Sweden
ABSTRACT
The qualitative research interview is an important data collection tool for a variety of methods used within the
oad spec-
trum of medical education research. However, many medical teachers and life science researchers undergo a steep learning
curve when they first encounter qualitative interviews, both in terms of new theory but also regarding new methods of
inquiry and data collection. This article introduces the concept of qualitative research interviews for novice researchers
within medical education, providing 12 tips for conducting qualitative research interviews.
Introduction
In medical education research, the qualitative research
interview is a viable and highly utilized data-collection tool
(DiCicco-Bloom and Crabtree 2006; Jamshed XXXXXXXXXXThere
are a range of interview formats, conducted with both indi-
viduals and groups, where semi-structured interviews are
ecoming increasingly prevalent in medical education
esearch. Qualitative interviews afford researchers opportu-
nities to explore, in an in-depth manner, matters that are
unique to the experiences of the interviewees, allowing
insights into how different phenomena of interest are
experienced and perceived. Considering the relationship
etween participants and researchers and the emphasis on
the exploration of human phenomena, interviews have
traditionally been a data-collection method linked with
qualitative research and the naturalistic paradigm (Côt�e
and Turgeon 2005; Halcomb and Davidson 2006).
In medical education, many researchers have a back-
ground in health care professional backgrounds, and
although subjects, such as interview techniques and his-
tory-taking are included in medical, nursing, and othe
health professional cu
icula, the acquisition of interview
skills for the purpose of collecting research data is not gen-
erally addressed in the
oad spectrum of health care pro-
fessional education. Consequently, making the transition
from working as a health care professional to conducting
medical education research involving qualitative research
interviews presents a number of challenges (Hodges and
Kuper 2012; Varpio et al XXXXXXXXXXNot only does the new dis-
cipline present challenges in the form of engaging with
new types of theoretical knowledge, often presented as
learning theories, but novices to medical education
esearch will undoubtedly encounter a range of new meth-
ods of inquiry and data collection, including the qualitative
esearch interview (Laksov et al XXXXXXXXXXFurthermore, there
are few guidelines relating to the practice of conducting
qualitative research interviews. Brinkmann and Kvale (2005)
argue that one of the challenges of conducting interviews
is that they are ca
ied out under the naïve assumption
that the researcher wants to achieve understanding
through dialog and discussion. Interviews should not be
conceived as informal chats with interviewees; instead they
are data-collection instruments which can be used to pene-
trate a number of research questions. Consequently, given
the emerging position of interviews in medical education
esearch, we identify the need to articulate 12 tips for con-
ducting qualitative research interviews.
The tips presented below bo
ow insights from our own
experiences as qualitative researchers as well as from the
extensive literature on qualitative research methods. The
tips may be more useful in different phases of the inter-
view, some tips may be relevant during the planning
phase, others while conducting interviews, while others still
are most relevant after the interview.
Tip 1
Identify when qualitative research interviews are
appropriate
Qualitative interviewing is a data-collection tool that is use-
ful in a range of methodological approaches and may there-
fore be applied to address a number