Assessment Task 3: Evaluation of Clinical Practice Research

Assessment Criteria

Criterion 1: Identifies and briefly describes a specific aspect of practice. (LO2)

Criterion 2: Develops a specific research question and conducts a search for high-level evidence. (LO3)

Criterion 3: Critically analyses available evidence with application to the practice setting. (LO1, LO4)

Criterion 4: Discusses barriers preventing and strategies supporting the use of evidence in the identified practice setting. (LO2, LO3)

Criterion 5: Communicates clearly and succinctly using the correct APA style. (LO5)

Step 1

• Think about an area of practice, or a problem where you don’t have a clear answer

• It could be a task that you have no idea why you are doing it, or something that you have always done, but not sure why

Writing up step 1

• This is your introduction (about 150–200 words)

• Introduce the topic and explain why you have chosen it (can use first person for only this part… if you want)

• Provide some contextual explanation that you can link back to later

• Suggest providing some data or other reasons to justify your choice of topic (these will need to be referenced)

Step 2: Analyse level of evidence and recommendations

In step 2, you will need to discuss the level of evidence and strength of the recommendations of the three chosen sources. Also, synthesise these recommendations for your research question. References should be used to support your discussion.

Compare the evidence-informed recommendations to the practice setting identified in step 1, identifying any discrepancies between recommendations and current practice.

If there are variations between the level of evidence and recommendations, this should be discussed, including suggested reasons for why low-level evidence or limited evidence exists.

Step 3: Discuss barriers and enablers

In step 3, you need to consider potential or actual barriers to implementing the evidence-informed recommendations within the specific clinical setting described in step 1. Including how enablers may be overcome. This may include strategies to promote evidence-informed practice within your practice setting. References should be used to support your discussion.

Prior to submission, you may choose to put your paper through your personal Turnitin account. This will highlight any potential text matches needing to enhance originality.

Submit your final paper into the Assessment Task 3 folder under the Assignments tab in M.M.O by the due date and time.

Summary of Assessment Requirements

The assessment titled Evaluation of Clinical Practice Research aims to develop students’ ability to apply evidence-based practice (EBP) principles to real clinical situations. The task encourages students to identify a specific area of practice that lacks clarity, formulate a research question, critically appraise relevant evidence, and reflect on barriers and enablers that influence the implementation of evidence in clinical settings.

Key Assessment Components:

1. Criterion 1 (LO2): Identify and briefly describe a specific aspect of clinical practice or a problem area that requires evaluation.

2. Criterion 2 (LO3): Develop a focused research question and conduct a search for high-level evidence (e.g., systematic reviews, RCTs, or meta-analyses).

3. Criterion 3 (LO1, LO4): Critically analyse and synthesise the available evidence, comparing it with current clinical practice.

4. Criterion 4 (LO2, LO3): Discuss barriers and enablers to implementing evidence-informed recommendations in the chosen practice setting.

5. Criterion 5 (LO5): Present findings clearly, maintaining academic integrity and adhering to APA referencing style.

The assessment is structured into three main steps:

• Step 1: Identify a clinical area or practice issue, explain the rationale behind the choice, and provide contextual background.

• Step 2: Analyse the level and strength of evidence from three selected research sources, synthesising key recommendations relevant to the research question.

• Step 3: Discuss barriers and enablers influencing the implementation of evidence-based recommendations in the clinical context.

Finally, the paper should be submitted through Turnitin and the institutional submission portal (M.M.O) by the due date.

How the Academic Mentor Guided the Assessment Process

The academic mentor played a crucial role in guiding the student through each phase of the assessment by breaking down the requirements into manageable steps. The guidance focused on clarity, research quality, academic integrity, and alignment with the learning outcomes.

Below is a step-by-step explanation of how the mentor approached the process and guided the student through each section.

Step 1: Identifying the Clinical Issue and Writing the Introduction

The mentor began by helping the student reflect on their clinical experience to identify an area of uncertainty or routine practice that lacked a clear evidence base.

• The mentor encouraged brainstorming questions such as:
  “Why do we follow this particular procedure?” or “Is there stronger evidence to support an alternative method?”

Once the topic was selected, the mentor guided the student in writing a 150–200-word introduction. This included:

• A clear statement of the chosen practice issue.

• The rationale for its selection and relevance to patient care.

• Contextual background supported by brief data or reference to policy/guidelines.

• Use of first-person language (if preferred) for this section to reflect personal engagement.

The mentor emphasised the importance of establishing a logical foundation early in the paper to link back to later discussions on evidence and recommendations.

Step 2: Developing the Research Question and Analysing Evidence

Once the topic was defined, the academic mentor guided the student in framing a research question using the PICO model (Population, Intervention, Comparison, Outcome). This framework helped the student narrow the focus and conduct a structured literature search.

The mentor demonstrated how to:

• Use academic databases such as PubMed, CINAHL, or Cochrane Library.

• Select high-level evidence sources like systematic reviews, meta-analyses, and RCTs.

• Apply inclusion and exclusion criteria to ensure relevance and quality of sources.

After gathering three key articles, the mentor helped the student:

• Identify the level of evidence (e.g., Level I – systematic review, Level II – RCT).

• Summarise the strength and quality of recommendations.

• Compare and synthesise the findings to highlight common themes or conflicting results.

The mentor also explained the importance of critical analysis, not merely summarising articles but discussing:

• The validity of research methods.

• The applicability of results to the chosen clinical setting.

• Possible gaps in evidence or variations between recommendations and current practice.

Through this process, the student learned how to connect evidence with real-world implications and begin forming evidence-informed recommendations for improvement.

Step 3: Discussing Barriers and Enablers

The mentor then guided the student to reflect on the practical challenges of implementing research findings in their clinical environment. This stage focused on translation of evidence into practice, a crucial component of EBP.

The mentor encouraged the student to identify:

• Barriers such as time constraints, lack of training, resource limitations, or resistance to change.

• Enablers such as leadership support, teamwork, continuing education, and availability of updated guidelines.

Students were instructed to discuss strategies to overcome barriers, such as staff education programs, workshops, or policy development and to use references from change management or nursing leadership literature to support their discussion.

Additionally, the mentor reminded the student to maintain a critical and reflective tone, demonstrating awareness of both organisational and individual factors influencing practice change.

Step 4: Academic Writing and Presentation

The mentor placed strong emphasis on the presentation and communication of ideas. Students were reminded that even the strongest research can lose impact if not expressed clearly and professionally.

Key guidance included:

• Structuring the paper with headings and subheadings aligned to each step.

• Writing concisely, maintaining academic tone, and avoiding repetition.

• Applying APA 7th edition referencing correctly for all in-text citations and reference lists.

• Reviewing grammar, coherence, and logical flow before final submission.

Students were advised to use Turnitin to check for text similarity and to revise accordingly to maintain originality and academic honesty.

Final Outcome and Learning Achievements

Through this structured mentorship approach, the student successfully produced a comprehensive and well-organised assessment that met all the assessment criteria and addressed the learning outcomes (LOs).

Outcome Summary

• The student effectively identified and described a clinical issue grounded in professional practice.

• A clear, research-driven question was developed using the PICO format, ensuring focus and direction.

• Three high-quality research articles were critically appraised, and evidence-informed recommendations were developed.

• The student analysed the alignment and gaps between current practice and research findings.

• The discussion of barriers and enablers demonstrated an understanding of real-world challenges in implementing evidence-based practice.

• The final paper adhered to APA formatting, academic writing conventions, and ethical research standards.

Learning Objectives Achieved

The assessment enabled the student to meet the intended learning outcomes effectively:

• LO1: Demonstrated the ability to critically analyse evidence and integrate it into practice settings.

• LO2: Identified key clinical issues and discussed barriers and strategies for evidence implementation.

• LO3: Formulated a relevant research question and conducted a structured search for high-level evidence.

• LO4: Applied critical thinking to interpret evidence in the context of clinical decision-making.

• LO5: Communicated ideas clearly and professionally using correct APA style.

Conclusion

Under the academic mentor’s guidance, the student was able to transform a vague clinical query into a well-researched, evidence-based discussion paper. The step-by-step mentoring approach not only supported academic success but also enhanced the student’s confidence in applying EBP principles in real clinical contexts.

By completing this assessment, the student gained essential skills in research literacy, critical analysis, and professional writing all vital competencies for evidence-based healthcare practice. The final outcome reflected a deep understanding of how research informs clinical decision-making and contributes to improved patient care outcomes.

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Looking to understand how to approach this assessment effectively? Download the available sample solution to explore how a well-structured, evidence-based academic paper is presented. The sample is designed for reference and learning purposes only, helping you grasp formatting, structure, and research presentation standards.

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