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Task: Select ONE of these topics (this list will continuously expand) for your research report: Wearable technologies in health care Factors impacting implementation of technology in acute care/ or any other areas Technologies likely to drive a transformational change in healthcare delivery Technologies used in Aged care facilities this is the marking criteria; 7314MED: Assessment Item Literature Review: Criteria Marking Sheet Student Name: Description HD D C P PC F Critical Evaluation and Relevance of Discussion (50%) Knowledge and critique based on relevant important ideas, theoretical concepts and valid research findings. Original, cohesive and quality analysis and discussion. Evidence of insightful and critical understanding of issues. Critical evaluation is informed by the literature. Demonstrates well developed understanding of the topic and coherent development of ideas discussed to appropriate depth. Evidence of a good understanding of the issues. Offers perceptive opinion informed by the literature. Demonstrates good understanding of the topic and development of major ideas that are discussed to an adequate depth. Evidence of a sound understanding of the issues. Offers opinion informed by the literature. Demonstrates an understanding of the topic and consistently develops the major ideas. The discussion has depth in parts. Evidence of a satisfactory understanding of the issues. Offers opinion on some of the issues. Demonstrates an understanding of the topic. In parts, the discussion needs to be in more depth. Limited understanding or consideration of the issues. Describes rather than evaluates. Provided some reference to the topic and had some ideas about it. Discussion lacks clarity and depth. Has not demonstrated understanding or consideration of the issues. Has not demonstrated an understanding of the topic. Organisation, Structure and Written Presentation (20%) Clear, logical and evident structure to the organisation and presentation of the discussion in the paper. Demonstrates acceptable standards of written work (e.g. expression and grammar) The paper is well organised with a logical, clear and evident structure. Carefully edited with no errors. Accurate referencing. Appropriate length. The paper is appropriately organised with a logical structure. Carefully edited with few errors. Appropriate referencing and length The paper shows evidence of acceptable organisation and logical structure. Well edited but with some errors that may hinder readability. Appropriate referencing and length. The paper has a satisfactory structure with mostly logical presentation. Satisfactory editing, but a few errors that hinder readability. Appropriate referencing and length. The paper is poorly organised and lacks clear structure. Errors that hinder readability. Referencing incomplete, or inappropriate. Length -too long or too short. The paper is disorganised with no clear structure. Multiple errors hindering readability. Referencing incomplete and/or inappropriate. Length -too long or too short Use of Literature (30%) Quality of and use of supporting literature and references Academic reference style used correctly Excellent use of a wide variety of academically appropriate literature. References used an integrated manner that substantiates the assertions. Extensive use of references from peer reviewed materials. Very good use of academically appropriate literature. References used appropriately to support assertions. Strong use of references from peer reviewed materials. Good use of literature to support discussion and assertions. Good use of references from peer reviewed materials. Adequate use of literature to support some of the discussion and assertions. Some reference material from peer reviewed materials. Limited use of literature to support discussion and assertions. A few references from peer reviewed materials. Poor or no use of literature to support discussion and assertions. Limited or no references from peer reviewed Ineed the work to be done like this literature review model. I am attatching this model. Literature reviews: getting started In any literature review, you need to establish focus and develop search strategies around that focus. This information sheet provides some strategies for getting started, defining a clear topic, and developing a research question or questions to guide your literature review. The purpose of literature reviews You may be required to do a literature review in postgraduate or undergraduate courses at university. Literature reviews can be used alone, or in research projects, reports, articles and theses, to: Establish context, by providing background information and identifying previous research in a particular area;
Discuss different theories and/or methodologies, and critique why they might be problematic or useful for a research project; and/or Demonstrate the relevance, importance, and/or strength of the research problem or argument that you are presenting. Literature reviews are a way of bringing together, analysing and evaluating a range of sources in relation to a particular topic or research question. Step 1: Establishing focus You may have a set research topic, problem, or even question to analyse. Refer to the ‘Unpacking the Assignment’ information sheet to get started on analysing this topic/question. This will also guide you through the process of formulating key questions to focus your research. Developing your own research question If you are developing your own research topic and question(s), try using the ‘inverted triangle’ or ‘funnel’ model. This involves narrowing the focus of your literature review, by following these steps: Define the general topic area, taking into account what is appropriate in your discipline, program, and/or course. Identify the particular problem or issue that you are interested in investigating. Turn the problem into questions e.g. Why does this happen? How can we solve this problem? What are the main features of this issue? – These help to focus your research and writing. They also help you to define your aims and objectives in the literature review. Brainstorm ideas and key points, using your research question(s) as a foundation. Concept mapping may be useful here. Preparing for Exams © Griffith University 2015 Apart from fair dealing as permitted by the copyright law of your country, this work may be reproduced in whole or in part for non-profit educational use, provided correct attribution is given. Abstracting with credit is permitted. Other uses should be discussed with the copyright owner. Griffith University 20 January 2015 - 2 - CRICOS No. 00233E Step 2: Developing search strategies Once you have questions to guide your searching, you need to start locating and evaluating relevant literature around the topic area. Try the following: Know your Library specialist: They can help you to find topic-specific resources. Always maintain your focus and purpose: Continue to check that you are ‘on track’. As you begin to collect literature, revisit your research question(s), and ask: Is the literature answering or helping to address my research questions? Is the literature informing my understand Is the literature informing my understanding of the topic area? What seem to be the important aspects of the problem or topic? What am I trying to communicate in this literature review? The next steps… Once you have analysed or formulated your research focus, and developed search strategies, you need to start managing the information that you collect. As part of this, you will need to: Critically analyse, compare, and evaluate. Classify information as you read, and sort similar evidence together. Note different or conflicting evidence. Take notes and cite references. Revise your question(s) as appropriate. Read the second information sheet on ‘Literature reviews: staying on track’ to identify strategies for continuing your literature review, and ‘putting it all together’. References Craswell, G. (2005). Writing for Academic Success – A Postgraduate Guide. London: Sage Publications. Murray, R. (2002). How to write a thesis. Maidenhead: Open University Press. Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2008). Essential Academic Skills. Australia: Oxford University Press. Wisker, G. (2001). The postgraduate research handbook: succeed with your MA, MPhil, EdD and
