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The STARL-P Framework for reflection The STARL formula helps you structure your reflections on experiences: Situation Situation is where you had the experience. Describe the environment, the type of...

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The STARL-P Framework for reflection
The STARL formula helps you structure your reflections on experiences:
Situation
Situation is where you had the experience. Describe the environment, the type of people or equipment you worked with. This gives the reader the background information and puts the experience into context.
Task
The task is what was required of you. When addressing a task, it may be that the project itself, a presentation you had to deliver, a problems that arose in a project such as personal differences
Action
When addressing action, think about what you did to resolve the problem or perform the task. Ask yourself, what did I actually do?
Result/Reflect
Think about how your actions affected the outcome of the situation and the status of the task. How do you know what you did made a difference (or not)?
Or the focus may be ore on reflecting on what you have seen or done
Reflect on the experience to identify what has happened, what you have realised or what needs further investigation or thought.
Learning/Planning
Highlight the skills that came out of the process and how they can be applied elsewhere. This will show your growth and personal development as well as the skills you possess.
Or the focus may be more on your planning
E.g. You may plan to explore a topic further; develop further skills by undertaking targeted activities or by studying a particular course or unit.


NSD203
Inquiry into Clinical Practice
Assessment Task 2
NSD203 – Assessment Task 2 Page 2 of 11

NSD203 – Inquiry into Clinical Practice
Assessment Task 2

Assessment name: Group digital poster and oral presentation with individual
eflection component
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.
Length: Part One: Informational Poster (600 words) and oral
presentation(approx 10 mins)
Part Two: Written reflection (500 word maximum)
Estimated time to
complete task:
Allocate time weekly during the semester for addressing the
tasks necessary to complete the assessment.
Weighting: 60%
Individual/Group: Individual /Group
Authentic
Assessment:
Yes No
Formative/Summative: Formative
How will I be
assessed:
7 point grading scale using a ru
ic for feedback
Due date: Poster and Reflection: to be submitted via Turnitin the
NSD203 Blackboard site by 11:59pm on Monday 28th May
(Week 13)
Oral Group presentation: Presentations during week 13
tutorials
Presentation
equirements:
This assessment task:
• The poster must represent the work of all students in the
group
• The poster must be submitted in electronic format as a
digital PDF file via Turnitin on the due date
• The poster must be presented in person by all group
members in the week 13 tutorial (10% of marks)
• Use Vancouver numbered referencing for citing academic
literature for the poster, and QUT APA referencing for the
eflection. Refer to QUT Cite Write for guidance.
https:
www.citewrite.qut.edu.au/cite/qutcite.jsp#vancouver-general-what
https:
www.citewrite.qut.edu.au/cite/qutcite.jsp#apa
http:
www.citewrite.qut.edu.au/cite/qutcite.jsp#apa-general-intro

NSD203 – Assessment Task 2 Page 3 of 11

NSD203 – Inquiry into Clinical Practice
Task description: Using a structured inquiry based learning approach you will
work as a team to research and present an informational poster
on a health related problem from a global, national or local
perspective, drawing on evidence to support thinking. You will
also prepare an individual reflection on the signficance of what
you have learned about evidence based processes for your
future practice as a health professional.
Your ability to seek and appraise relevant evidence to address
a specific issue, and synthesise this evidence to establish
ecommendations will be assessed. The assessment
addresses key components and skills developed during this
unit, which relate directly to your ability as future health
professionals to think critically about the care you deliver, to
identify clinical questions for investigation, and your ability to
ensure the care you deliver is based upon sound and cu
ent
supporting evidence.
What you need to do: Read the Criterion Reference Assessment sheet for this task.

Part One: Informational Poster
To prepare for this assessment, you need to undertake the
following steps:
1. In assigned small groups choose one of the following
questions and prepare a digital poster that addresses the
esearch question:
a) Is adherence to the 5 moments of Hand hygiene (HH) an
effective intervention to reduce Health care associated
infections (HCAI)?
) Are Alcohol-based hand rubs (ABHR) more effective
against bacteria and viruses than either medicated or
non-medicated soaps?
c) What are the most common ba
iers to good hand
hygiene practices among health care workers?

2. Decide on your strategy to address the research question
and examine the evidence related to the topic. You need to
consider:
a. What type of evidence?
. 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?
NSD203 – Assessment Task 2 Page 4 of 11

NSD203 – Inquiry into Clinical Practice
3. Collate, summarise and analyse the evidence – choosing
the five papers at the highest level of evidence on which to
ase the key points of your presentation. Consider any
gaps or limitations to the available evidence you found.
4. Synthesise the evidence to establish recommendations for
practice (creating an evidence ‘bottom line’ statement).
5. Create a A1 size digital poster using Powerpoint that
summarises your investigation of the research question,
communicating the recommendations that have arisen (600
words). Your poster should communicate the following:
a) The clinical question
) Background (100 words)
c) The search strategy (50 words)
d) An explanation of any gaps or limitations to the
evidence (50 words)
e) Recommendations (50 words)
f) An evidence ‘bottom line’ statement (50 words)
g) A summary of the evidence found to answer the
question, which should clearly identify the study
design and level of evidence. (300)
h) References using the Vancouver (numbered)
style of referencing (not included in word count)
i) Pictures or illustrations may be used to enhance
your poster.
6. Create a single page digital A1 size poster using Powerpoint
7. Present a literature matrix on the second page of the
powerpoint slide. (not included in word count)
8. Upload your poster to Turnitin by the due date and time.
(Each student will individually upload a digital copy of the
poster to Turnitin on the due date)
9. In your assigned groups you will present the findings of your
esearch (As a group you will present your digital poster in
the Week 13 tutorial, with each student speaking
iefly for
2-3 minutes about two –four aspects of the poster (Total 10
minutes)

Part Two: Reflection

Based upon your evidence-based findings developed in Part
One, and your learning in NSB203, write a reflection using the
STARL/P framework to ensure you address the following:
1. What have you learnt about using the Evidence Based
Practice process and how it informs quality healthcare?
2. Discuss how using Evidence Based Practice processes
may be relevant for your future practice as a health
professional.
https:
www.citewrite.qut.edu.au/write/4RsandSTARL.pdf

NSD203 – Assessment Task 2 Page 5 of 11

NSD203 – Inquiry into Clinical Practice
Use the following STARL/P Framework headings to write your
eflection:
Situation
Task/Action
Result
Learning/Planning

Your reflection should conform to academic writing standards,
and be supported by relevant, scholarly literature (with an
expected minimum of 2 sources). It may be written in 1st person.
What you need to
submit:
1. An A1 size Powerpoint poster addressing the tasks detailed
in Part One above. (include a literature matrix on the second
powerpoint slide) It is important that each student submit
their own copy of the poster. (submit via Turnitin).

2. One written reflective piece (this is your individual work), as
detailed in Part Two above (submit via Turnitin). Paste your
individual reflection to the third powerpoint slide, include
eferences. See templates provided.
Resources needed to
complete task:
• QUT Cite/Write guide
• Li
ary sessions
• Searching databases
• Example of a digital poster
• Digital Poster templates (available in Bb site)
• QUT Citewrite Reflective Writing - Using the STARL/P
Framework (available in Bb site)
Academic Integrity

QUT takes academic integrity very seriously. All work submitted must be
your own work. The work of others co
ectly acknowledged and
eferenced according to the APA guidelines (reflection) and Vancouver
guidelines.(poster)

There are serious consequences that will be imposed should you be
found to
each 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 is your responsibility. If in doubt, check it
carefully.
http:
www.citewrite.qut.edu.au/cite
http:
www.citewrite.qut.edu.au/cite
https:
www.citewrite.qut.edu.au/write
eflectivewriting.jsp
https:
www.citewrite.qut.edu.au/write/4RsandSTARL.pdf
https:
www.citewrite.qut.edu.au/write/4RsandSTARL.pdf
http:
www.citewrite.qut.edu.au/cite/qutcite.jsp
https:
www.citewrite.qut.edu.au/cite/qutcite.jsp#vancouver-general-what
https:
www.citewrite.qut.edu.au/cite/qutcite.jsp#vancouver-general-what
http:
www.mopp.qut.edu.au/C/C_05_03.jsp

NSD203 – Assessment Task 2 Page 6 of 11

NSD203 – Inquiry into Clinical Practice
Digital Poster Example

This is an example of a digital poster including a QR Code that links to a video. This
example is to provide you with some inspiration for your poster design, your
Answered Same Day May 23, 2020

Solution

Sumayya K. answered on May 25 2020
141 Votes
EVIDENCE BASED PRACTICE
INTRODUCTION
In the scenario of increasing shortage of nursing staffs, healthcare societies and health profession institutions are increasingly becoming aware of the necessity of application and teaching of Evidence Based Practice or EBP. Regardless of this, EBP is poorly implemented in care delivery today. The article examines the effects of EBP in providing quality healthcare and its relevance to a prospective nurse with hand-hygiene as an example.
EVIDENCE BASED PRACTICE
The word ‘sustainability’ is getting increasingly popular in healthcare today. Sustainability with respect to healthcare denotes to improving the quality of life for the coming generations realized through EBP (Melnyk, 2007). Evidence Based Practice is defined as the systematic application of the most cu
ent and pragmatic evidence reflecting the clinical experience of the health care provider and the preferences and values of the patient (Ammouri et. al., 2014).The major evidence sources include randomized controlled trials, illustrative and qualitative research, case studies, scientific principles and expert advices (Titler, 2008). Research suggests a 28% enhancement in patient recovery through EBP. Despite the innumerable benefits, the busy schedules and everyday challenges faced by the healthcare providers restrict its clinical application.(Melnyk, 2007)
REFLECTION OF EBP: HAND HYGIENE
Hand hygiene is a ‘’routine, standardized, cost-effective practice backed by solid scientific evidence’’ (Belena, 2017) fundamental to healthcare professionals. Healthcare related infections (HCAI) are found to occur in one out of every 20 hospitals making...
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