NURSING 7013OL - Systematic Review Project

Course Details

Course Code	NURSING 7013OL
Course	Systematic Review Project
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Postgraduate Coursework
Location/s	Online
Units	6
Contact	Online
Available for Study Abroad and Exchange	N
Prerequisites	NURSING 7012OL
Restrictions	Available to MNSc students only
Assessment	Protocol outline, systematic review report and article for publication

Course Staff

Course Coordinator: Dr Rick Wiechula

Course Coordinator: Tiffany Conroy
Email: tiffany.conroy@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Students will meet with supervisors and this will be negotiated between students and supervisors at the start of semester.

Course Learning Outcomes

1	Identify a clinical question suitable for a systematic review
2	Complete a systematic review protocol
3	Conduct a systematic review related to the students area of practice
4	Identify a suitable journal to publish a systematic review
5	Complete a draft article based on the systematic review report

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2, 3, 4, 5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 2, 3, 4, 5

Required Resources

There are no required texts or readers for this course.

Online Learning

MyUni
All students enrolled in a postgraduate coursework nursing program have access to the School of Nursing – Postgraduate Coursework Student Centre on MyUni. If you would like the opportunity to network with other students, you can use the Communication features in the site. This site will also feature information about the latest news and events at the School of Nursing.

Unified
http://unified.adelaide.edu.au/
UNIFIED is your one-stop shop for email, calendar, MyUni and Access Adelaide. It even allows you to search the Library.
UNIFIED is available to all active students; with a single login you can access your student systems and personal information through a central website. Login with your Student ID ("a1234567") and Password.

For more information, including easy to follow instructions visit https://unified.adelaide.edu.au/web/mycampus/home.

Library Resources
Help for Nursing Students
The 最新糖心Vlog of Adelaide Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).

Remote student library service
The 最新糖心Vlog of Adelaide Library provides a document delivery and loans service to non-metropolitan students who do not visit a 最新糖心Vlog of Adelaide campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).

Learning & Teaching Modes

Systematic Review Project involves the conduct of a systematic review on a negotiated topic. For specific information regarding methods for reviewing the literature, the student should refer to the study guide and reader for the course Systematic Reviews of Research. If required, additional readings will be identified during the negotiation of the review topic and development of the review protocol.

The student will be allocated a supervisor at the start of the semester who will guide the student through the review process.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

It is expected that you will need to invest about 24 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester.

Learning Activities Summary

This course involves the conduct of a systematic review on one aspect of nursing practice. There are no specific modules of study during this course; rather it entails the independent development and conduct of the systematic review under the guidance of the course coordinator and a supervisor. The review topic is negotiated with the course coordinator before commencement of the review.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Protocol outline	Formative	0%	Identify a suitable systematic review topic
Systematic Review Report	Summative	70%	Use skills to conduct a systematic review of research literature
Article for publication	Summative	30%	Identify a suitable journal and complete a draft article.

Assessment Detail

Assessment 1
Protocol outline
You are required to submit an outline of 250 words that provides a brief overview of your systematic review protocol. This should include your review question, a brief background to the topic area and inclusion criteria.

Assessment 2
Systematic Review Report
You are required to conduct a review of the literature on one aspect of your nursing practice and submit for assessment a 5000 word systematic review report. The focus of the systematic review must be negotiated with the course coordinator. A high standard of presentation is expected.
A detailed review protocol should be developed prior to commencement of the systematic review. This protocol describes how the review is to be undertaken and the processes to be used.
The systematic review report should provide a comprehensive summary of the review. This information should address the purpose of the review, the method, findings, discussion and implications.

Assessment 3
Article for Publication
Using the systematic review report completed for the second assignment, you are required to write an article for publication in a nursing journal. The first activity for this assignment is to identify a suitable journal to target with your article. The selection of a target journal will be determined by the nature and focus of your systematic review. If this is your first time writing an article for publication it may be best to select a local or national journal, or one produced by a professional organisation. If you have published before, you may like to consider an international nursing journal.

This article should provide a summary of the topic, purpose, review method, findings and a discussion of the findings and the implications for practice or research. For most journals you will also be required to write an abstract that provides a succinct summary of the article.
This assignment requires you to identify a journal suitable for the topic of your review and write an article summarising the findings of your systematic review. To do this, you must first find the journal’s ‘Information for Authors’. This will describe the expected format, length and style of referencing required for articles submitted to that journal. A copy of the Information for Authors document should be included when you submit your article to the course coordinator.

Submission

Assessments, unless otherwise stated in this study guide,
are to be submitted electronically via Assignments in MyUni on the due date
identified in this study guide. Instructions for assignment submission are
available under Tutorials at www.adelaide.edu.au/myuni/.
Formatting and presentation of assignments must comply with School policy as
indicated in the School Manual.

An assessment submitted via MyUni must be submitted as an
acceptable file type (i.e. .doc, .docx, .rtf .ppt, .pdf). It is also important
to submit the file such as surnamestudentid (i.e. knight1234567). MyUni stamps
all the other details against the filename once the assessment is submitted.
The assignment should be submitted as one
file, Information on avoiding plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.

Contact the MyUni helpdesk on +61 8 8313 3335 or email servicedesk@adelaide.edu.au for
assistance with assignment submission.

Important note: copies of assignments should always be kept.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Plagiarism
Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.

Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning.
Please note: changing just a few words does not constitute paraphrasing.

Marking Guides
Systematic Reviews

Structure and Writing Style 25%

Structure (15%)
• introduces/outlines/situates the topic of the review

• the review report is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper)

• provides a detailed description of the review.

Writing style (10%)
• the report is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.

Content 60%

• the review question or purpose is clearly stated, and it defines the focus and scope of the review

• there is a discussion of the context and background of the review topic, which demonstrates the need for a review and its contribution to knowledge

• the review method is described and addresses the following areas:
• selection criteria
• search strategy
• critical appraisal
• data collection
• data summary, integration or analysis

• the results of the review are clearly reported

• the findings of the review and their implications to practice and/or research are discussed.

Referencing 15%

• the referencing style used throughout the paper is congruent with the School’s School Style and Referencing Guide

• the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s School Style and Referencing Guide

• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)

• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)

• there is evidence in the paper that the student has searched widely for information related to the topic/issue

• the student has acknowledged all sources of information

• direct quotations are only used to make crucial points or to support the discussion/argument.

Article for Publication

Structure and Writing Style 25%

Structure (15%)
• introduces/outlines/situates the topic of the article

• article is structured in a logical sequence so that the content flows

• use of headings and sub-headings is appropriate

• article ends with a clear, defendable conclusion that summarises the discussion within the body of the article

• complies with the manuscript requirements of the target journal as defined in the journal’s Information for Authors (and a copy of this must be included with your assignment).

Writing style (10%)
• the article is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.

Content 60%

• purpose of article is clearly stated

• there is an appropriate discussion of the context and background of the topic

• the information presented in the article is informative and at an appropriate level for publication in a journal

• the article demonstrates a depth of understanding of the topic and significant issues.

• the article demonstrates a critical analysis of the literature

• the content and format of the article is appropriate for the target journal.

Referencing 15%

• referencing style used throughout the article is congruent with the style defined in the journal’s Information for Authors

• reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the style required by the target journal

• references cited are contemporary (i.e. less than 10 years old unless seminal papers)

• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)

• there is evidence in the article that the student has searched widely for information related to the topic/issue

• the student has acknowledged all sources of information

• direct quotations are only used to make crucial points or to support the discussion/argument.

Final results for this course will be made available through .

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

The 最新糖心Vlog places a high priority on approaches to learning and
teaching that enhance the student experience. Feedback is sought from
students in a variety of ways including on-going engagement with staff,
the use of online discussion boards and the use of Student Experience of
Learning and Teaching (SELT) surveys as well as CEQ surveys and Program
reviews.

SELTs are an important source of information to inform individual
teaching practice, decisions about teaching duties, and course and
program curriculum design. They enable the 最新糖心Vlog to assess how
effectively its learning environments and teaching practices facilitate
student engagement and learning outcomes. Under the current SELT Policy
(http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and
must be conducted at least once every 2 years. Feedback on issues
raised through course SELT surveys is made available to enrolled
students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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