CHCPOL003 – Research and apply evidence to practice Assessment Answer
Case Study Assessment
Criteria
Unit code, name and release number
CHCPOL003 – Research and apply evidence to practice
Qualification/Course code, name and release number
Student details
Student number
Student name
Assessment Declaration
- This assessment is my original work and no part of it has been copied from any other source except where due acknowledgement is made.
- No part of this assessment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned.
- I understand that plagiarism is the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assessment is plagiarized.
- This declaration only needs to be completed if you are not submitting your assessment online.
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Version: 20201030
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Assessment instructions
Table 1 Assessment instructions
Assessment details Instructions
Assessment overview The objective of this assessment is to assess your knowledge and performance as would be required to establish the information need, gather information and critically analyse the information for relevance to own work.
Assessment Event number
2 of 3
Instructions for this
assessment
This is a case study assessment and it will be assessing you on your knowledge and performance of skills required by the unit.
Your assessor will provide assessment results and feedback online, or via the feedback form in part 3 of this document.
Note: if you are submitting through an online platform, the assessor will give you feedback via the platform.
This assessment is in two parts:
1. Case study scenario
2. Short answer questions
And is supported by:
Assessment feedback
Submission instructions Where possible, complete and submit this assessment online via
TAFE NSW online learning platform.
Upload all the required assessment files in the assessment area on the online learning platform.
Alternatively, hand all required assessment files to your assessor for marking. Make sure you have added your name to the bottom of each page of the assessment.
It is important that you keep a copy of all electronic and hard copy assessments submitted to TAFE NSW and complete the assessment declaration when you have submit the assessment
What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment all questions must be answered correctly.
What do I need to provide?
Computer and/or pens and paper, internet access if submitting assessments online, ability to print or email completed assessments
Assessment details Instructions
Assessment overview The objective of this assessment is to assess your knowledge and performance as would be required to establish the information need, gather information and critically analyse the information for relevance to own work.
What the assessor will provide?
Hard copy of assessment if required
Due date and time allowed
Indicative time: You will need up to four hours to complete this assessment. This assessment will be completed in your own time.
Assessment feedback, review or appeals
Appeals are addressed in accordance with Every Students Guide to Assessment.
Specific task instructions
The instructions and the criteria in the case studies below will be used by the assessor to determine whether the student has satisfactorily completed each Case Study Scenario. Use these instructions and criteria to ensure you demonstrate the required knowledge.
There are two (2) parts within this assessment:
Part 1 of this assessment includes:
A case study scenario. Choose either Nursing Case Study or Community Services Case Study according to your area of study.
Part 2 of this assessment includes:
17 Short answer questions that the student will be required to answer in alignment with the prescribed word limits.
Part 1 and Part 2 will not be observed by the assessor The assessment will occur in the student’s own time, outside of prescribed class time. The student will have completed coursework in class time and have access to teaching and learning resources that can be utilized to answer the questions contained in this document.
It will take 4 hours to satisfactorily answer all the required questions to complete these parts of the assessment.
Part 1: Case Study Scenario
Read one of the following case studies. The case study will be the basis for questions in Part 2. Read either the Nursing Case Study or the Community Services Case Study depending on your course of study.
Case Study Scenario: Nursing Case Study
Mohammed is a team leader in the Emergency Department of a large metropolitan hospital.
A call is received advising that a child had been knocked over in a hit and run incident on her way home from school. Mohammed decided to arrange for a recently recruited graduate nurse, Chloe, to attend the resuscitation so that she could observe the process, without actually being involved. After the child is admitted, Mohammed and his team set about the resuscitation which proved complex. After sustained efforts, the team are unable to resuscitate the child who subsequently died, cause of death expected to have been due to
internal bleeding. Mohammed advised the Director of Nursing about the outcome and arranged for a formal debrief for all of the team. The parents were informed of the outcome and linked to
counselling services. To Mohammed’s surprise, Chloe did not attend the debriefing session, but instead made excuses to Mohammed about not feeling well and asked that she could go home. Mohammed was mindful of respecting Chloe’s space, but felt it appropriate to send a short text message later in the day to check in with her and offer her support. Within the hour, Chloe phoned Mohammed to respond to the text and see if he was able to speak to her for a few minutes. Chloe revealed that as a child, she was raised in an abusive family and was taken into care. She revealed that in her life there were a number of near miss situations both with her birth family and with her foster carers where she ended up in an emergency ward. Chloe told Mohammed that after the child died, all that she could think about was that the child who died could have been her, making a joke that she was maybe more suited to obstetrics than emergency. Chloe ended the call indicating that she felt she wasn’t cut out for emergency and couldn’t even look at her uniform because it gave her flashbacks about the death of the child.
Chloe did not return to work for a long period of time and submitted a Work-cover Medical Certificate and worker’s compensation claim for a psychological injury on the advice of her
nominated treating doctor. The Director of Nursing, after receiving a number of worker claims related to occupational stress and vicarious trauma, requested that you undertake a review of the staff support practices so that staff who work in an environment that can be traumatic could be supported in a model that reflects best current practice.
Case Study Scenario: Community Services Case Study
Nguyen is team leader in Firstcare Out of Home Care Services. A call came through that a child in Firstcare’s care had been taken to hospital by ambulance after being found unconscious after a hit and run incident on the way home from school. A recently employed case manager, Sam, was in Nguyen’s office when Nguyen took the call. Nguyen decided to allow Sam to stay in the room while he dealt with the call so that Sam can learn how critical incidents are responded to. Nguyen advised his line manager who contacted the Chief Executive Officer to manage the communications from the organisation in liaison with the police and Health Service, who were providing support for the foster carers. The CEO arranged for contact to be made with the birth mother who was in prison. Nguyen received a call from his line manager advising that efforts to resuscitate the child were unsuccessful and the child died, most probably from internal bleeding. Nguyen contacted the workers who had been involved in the child’s care to arrange a formal debrief. To Nguyen’s surprise, Sam did not attend the debriefing session, but instead made excuses to Nguyen about not feeling well and asked that he could go home. Nguyen was mindful of respecting Sam’s space, but felt it appropriate to send a short text message later in the day to check in with him and offer support. Within the hour, Sam phoned Nguyen to respond to the text and see if he was able to speak to him for a few minutes. Sam revealed that as a child, he was raised in an abusive family and was taken into care. He revealed that in his life there were a number of near miss situations both with his birth family and with his foster carers where he ended up in an emergency ward. Sam told Nguyen that after the child died, all that he could think about was that the child that died could have been him, making a joke that he was maybe more suited to being a teacher’s aide than a case worker in out of home care. Sam ended the call indicating that he felt he wasn’t cut out for the job and couldn’t even look at his ID badge because it gave him flashbacks about the day at work and the death of the child. Sam did not return to work for a long period of time and submitted a Work-cover Medical Certificate and worker’s compensation claim for a psychological injury on the advice of his nominated treating doctor. The Regional Director of Firstcare, after receiving a number of worker claims related to occupational stress and vicarious trauma, requested that you undertake a review of the staff support practices, so that staff who work in an environment that can be traumatic, could be supported in a model that reflects best current practice.
Part 2: Short answer
Read the question carefully. Unless otherwise specified the student’s answer should be a minimum of 20 words but no longer than 100 words per whole question.
1. In the above case study, several events have occurred that have affected the psychological health of a new worker. Identify four (4) situations in the induction and ongoing support of staff where research could support and improve work practices in a critical incident and reduce the likelihood of a staff member becoming traumatized
at work.
– Chloe didn’t attend work for a long period of time. She did discuss with anyone about this issue – This can be managed through effective communication with NUM and team
– Chloe didn’t know how to deal with the trauma and didn’t know services or resources that could help her with the trauma. – This can be satisfied though providing mandatory training modules about trauma
– Chloe chose to deal with trauma through self-isolation and didn’t attend the meetings that were held – She should secure the support she needs by reaching out and talking with someone or workplace referral e.g., talking with social worker etc.
– Inadequate communication between Mohammad and Chloe resulted in miscommunication and missed opportunities for faster growth – Better communication practices
2. Describe how you would go about systematically gathering information for a research topic such as the one outlined in the case study.
- Case studies
- Reviewing of documentations
- Personal and peer interviews
- Debriefs with NUM
- Making questionnaires and surveys towards a target group
3. Explain what steps you would take to establish and design research objectives to
assist you in a research task such as the one given in the case study.
- Define the study’s parameters
- Don’t collect unnecessary information
- Outline the many steps that were taken
- List the variables that will be measured
4. a) Describe how you would identify and access sources of data and evidence for your project.
b) Explain how you would ensure that the data sources you had accessed had credibility.
a) Find sources by searching for key words, verifying that the sources are reputable, interviewing the target persons, and deciding on the best strategy to collect evidence.
Read what has been gathered and make sense of it. This may demand access to professional learning help, depending on the teacher’s qualifications and knowledge, as well as the complexity of the facts or proof.
b)
Accuracy – Checking for the accuracy of the research through comparing my knowledge to the information found in the source. Double checking the information against a source that I know is trustworthy.
Authority – Making sure that the source is written by a trustworthy author/ institution. If online. Checking the copyright statement near the bottom of the page. Also determining is the source id biased.
Currency – Find up to date sources. Find the copyright date near the bottom of the page. Look for words on the website that could indicate that it has been edited with new
information like ‘revised’ or ‘updated’ to find the date of the website Coverage – Examine the content of the source and how it fits your information needs. Identify the relevancy to your selected topic and whether or not it addresses the subject matter fully.
5. Describe how you would evaluate and select methods for gathering information on best practice for staff support for the research task in the case study. Understanding data, assessing resources, focusing on patient-centred goals, and recognising preferences are best practises for staff support for the research task. Because every firm has different resources, leaders will most likely ought to adapt evidence-based practises to fit the resources available. Personal preferences of health care professionals can sometimes influence whether an organisation will embrace a new technique, according to some staff supports.
6. List the steps you would take to design and implement a staff survey for use in the research task you have been given in the case study.
1. Determine the survey objective – Clarify the purpose of the survey by questioning why the survey is important to your organisation and what you aim to achieve through this.
2. Select survey methodology – What survey method is appropriate and suitable.
3. Design questionnaire – Important topics to be included in the questionnaire. Formulate positive questions and avoid typical social norm questions that would encourage criticism of their workers.
4. Importance of confidentiality regarding gather information – making sure that they don’t have to write their names down
5. Deadline of the surveys
6. Collect the surveys and conclude research with the results.
7. Act on the results – by this create a plan of action and set of goals to be achieved.
7. Explain what criteria you would use to establish the appropriateness of information for use in research. To determine the accuracy of information, the resource must be reliable. It should be possible to verify it. In addition, the source must be trustworthy and respectable. It is not enough to make sure that the information is not false; it must also be completely accurate, which means that it must be free of bias. As per the third condition, the source must also be relevant. The data responds to the study question and/or addresses the thesis statement. Does it have to be relevant to the data you’re gathering and come from primary or secondary sources? When information originates from a primary source and is also written as a reference, it is more believable.
8. If you had completed an analysis of research information concerned with the area of support for staff as requested in the case study, describe how you would organise the information so that it could be presented in a way that assists your reader understand the analysis.
I’d understand the data in an easy-to-read discussion with images and a brief speech so that customers can comprehend each point. I’d also have a time after the presentation where they could make suggestions that I could either address right away or schedule a further meeting to evaluate how what I’ve said has affected the working environment, response additional questions, and evaluate the impact.
9. Using the internet as your search method research choose either ‘debriefing nursing’, or ‘debriefing social work (or community services)’ as your search terms and locate three articles or sources of information that discuss current issues or trends in this
area.
a) List the three articles you have located including their URL.
b) Prioritise the information in order in relation to their relevance to the topic and credibility (1 to 3, 1 being most relevant, 3 being least relevant) and explain why you have prioritised the articles in the order that you have.
c) From your research list two actions that could assist a workplace in supporting its staff.
a)
1. https://journals.healio.com/doi/abs/10.3928/01484834-20140722-13 3. https://www.researchgate.net/profile/Jose-Martins- 5/publication/303464852_Structured_debriefing_in_nursing_simulation_students %27_perceptions/links/576e970708ae10de639a4665/Structured-debriefing-in- nursing-simulation-students-perceptions.pdf 4. https://journals.rcni.com/emergency-nurse/importance-of-debriefing-following- critical-incidents-en2013.03.20.10.32.s8 b) 3,1,2 – Article 3 talks about the importance of debriefing after critical incidents and how healthcare workers can cope with stressful events in emergency departments. Article. 1 comes right after because this talks about the methods and evaluations for simulation debriefing in nursing education. Also explains how it Is effective simulation debriefing is. Article. 2 talks about students’ perceptions of structured debriefing in nursing simulation, which is important however it branches off to a different topic.
10. Using the three sources of information above, compare and contrast the information in the three article sources. Article 3 and article 1 is listed above article 2 due to the amount of relevant information that is conducted throughout their research. With the knowledge gained from both articles, it gives me a clear indication on the current trends associated when talking about debriefing in nursing. Both articles relate well to the area topic and provides certain clear information that is missed in article 2. However, compared to article 2, both articles are not as updated as they were dated back to 2017 and 2018. Article 2 was published in 2021 meaning that it is the most recent article compared to the first 2.
11. Using the three sources of information that you accessed in Question 9, in the context of your own profession, or intended profession, reflect on, or comment on the
a) Strength of the information you have sourced
b) Relevance of the information you have sourced
c) Reliability of the information you have sourced
d) Currency of the information you have sourced
a) Information was relevant to the topic area and pointed out important information that can be always found within other sources in the web. Information was conducted clearly which avoided any miscommunication due to the individual’s thorough research.
b) The information in the articles were relevant as the sources were credible. Compared to the information I searched for online, they were accurate and not misleading in any type of way, shape or form. The sources also provided a general overview of the topic and was detailed enough to the point that it educated me a lot on the area of study.
c) Theses sources are reliable as they are academic journal articles that have been peer reviewed. This means that the sources have been read before publication and checked that the sources contain claims that are backed up by their own evidence.
d) Articles were written in 2021, 2017 and 2018
12. Using information contained in the reference source(s) that you accessed in Question
9
a) Assess the feasibility of utilising recommendations or practices outlined in the information source(s) in the context of your own work or intended work.
b) Assess the risks and benefits of utilising the recommendation or practices outlined in the source(s) in the context of your own work or intended work.
a) These sources may be used to implement suggestions or practises outlined in the source since they provide a clear explanation of what must be accomplished and what factors to pay attention to, as well as exchanging ideas and references from others, making the source simple to trust.
b) The risks of using these sources include the possibility that you will not know the conclusion of the scenario, even though it is described in the source; each circumstance is unique and may not always turn out the way you want it to. One advantage of using the source’s suggestions is that you can see the result and make a comparison it to what was said in the sources; you can then have your own opinion on the situation and find the benefits and drawbacks both within the source and after using the recommendations, as well as how to do things better.
13. Using information contained in the reference source(s) that you accessed in Question
9, write:
a) A summary of the information that you have reviewed
b) Conclusions that you have reached from the information in the context of the implications for your area of professional interest (nursing or community services sector)
a) Debriefing is an important method for both referring to previous mistakes and positive correlation. It’s an important part of simulation training, and it’s also recommended after a real-life crisis response. Despite knowing the importance of debriefing, most medical professionals do not utilize it on a regular basis, and there have been few studies on the practise of debriefing.
b) To decrease the risk of medical errors, hospitals and their management teams must promote and encourage all patient care personnel to engage in a debriefing session after each critical incident. This may have been achieved by conducting formal training, creating a debriefing protocol, and pressing all hospital departments to make this an integral part of their entire workplace environment.
14. Using information contained in the reference source(s) that you accessed in Question 9, describe three applications in which aspects of the information could be used in the sector, either in practice and or in research settings. Stimulation debriefing – Simulation debriefing makes it difficult to distinguish debriefing methods as the means for evaluating simulation debriefing are lacking. Impact of structured debriefing on the students – Helps healthcare works to become more interactive and active in their knowledge/ learning process. Minimizes distress, fear and insecurity as well as improves self-esteem and confidence Positive reinforcement – Allowing observers to reflect (without criticising) on the good elements of the pupils’ performance and using the chance to carry out goal-oriented positive reinforcement.
15. Using information contained in the reference source(s) that you accessed in Question 9, identify two potential areas for change in current practice. The areas for change may include your current workplace, intended workplace or industry. It is important to hold regular debriefing sessions to hinder into the views and thoughts of your fellow peers. This can help by allowing others to talk and discuss certain issues that may have been bugging them from performing to their fullest performance. This should be during shifts or after a shift ends as a way for others to give peer reflection and feedback about each other’s performance.
Holding a debrief as soon as possible right after the traumatic event. Although it is recommended that a debriefing should occur within the first 24 – 72 hours after the traumatic event, holding a meeting shortly after increases the methods effectiveness and provides the greatest support to the trauma survivor.
16. From the research that you have reviewed to date, identify two issues that require further research or evaluation and justify your answer.
Missed information/ assumed information – One research has more information than the other ones meaning that there are gaps in-between. I feel like that is because the researcher assumed that information is known and skipped over it to explain other
aspects of the task better and in more detail.
Lack of resources – not enough resources and articles on this topic leaving it difficult to find answers to my questions. This leaves me no choice but to look at resources that are out dated and more time to recover more information.
17. Using the issues identified in Question 16, list four actions to address the outcomes
that you would like to see addressed. Please make sure that these are specific,
measurable, achievable and realistic.
- Conducting your own research. Because you have background information, it is easier for you to understand the sources to use.
- Use information and sources available
- Evaluate your sources by using the CARS Checklist for Information Quality for tips on evaluating the authority and quality of the information
- Consult the resources, make a rough draft, cite your sources properly to avoid
plagiarism and proofread the paper you’ve created.
Part 3: Assessment Feedback
NOTE: This section must have the assessor signature and student signature to complete the feedback.
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor Feedback
☐ Was the assessment event successfully completed?
☐ If no, was the resubmission/re-assessment successfully completed?
☐ Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name, signature and date:
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
NOTE: Make sure you have written your name at the bottom of each page of your
submission before attaching the cover sheet and submitting to your assessor for marking.
