HSO4008 Introduction to Evidence-Based Research HSO4008 Assignment Brief Module Number: HSO4008 Module Name: Introduction to evidence-based research Year: 25-Semester

HSO4008 Introduction to Evidence-Based Research

HSO4008 Assignment Brief

Module Number:  HSO4008

Module Name:  Introduction to evidence-based research

Year:  25-Semester

Module Tutor/s: Eric Elong Ebolo , Dominique Porter-Whitaker ,  Ngozi Ibeawuchi , Zenzele Mazibuko.

ASSESSMENT

Assessment Number	001
Assessment Type (and weighting)	Written Report (100%)
Assessment Name	3000 words report that examines an area of evidence-based practice directly relevant to an area / aspect of health and social care practice.
Assessment Submission Date	Submission of Assignment 001 Research Report: 23/01/2026 (Before 23:59 UK Time)

 Learning Outcomes Assessed

Module Learning Outcomes	Assessment No. and Type
LO1:  Identify characteristics of Quantitative and Qualitative research methods	Research Report Assessment 1
LO2:  Consider research evidence appropriate to health and social care practice, considering reliability and validity	Research Report Assessment 1
LO3:  Demonstrate knowledge of the relationship between research theory and health and social practice	Research Report Assessment 1
LO4: Gather evidence from a variety of research sources, including charts, graphs, and tables, from text and online sources	Research Report Assessment 1

Use of Generative Artificial Intelligence (GAI) Applications in this Assessment – A

AI Status	Application	Notes
Category A	No GAI tool is permitted.	While grammar and/or spell checkers may be used to correct individual words and sentences, the use of GAI is not allowed. This is because the learning outcomes require you to produce original assessment work without any GAI assistance Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct.

Declaration: At the end of the assessment you should also include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment.

Assessment Task:

Your report will be expected to address the following:

Investigate one area of health and social care by examining two academic journal articles

• Introduce/ justify your chosen topic by considering current research/ statistics in that subject area/ reference what others say about it – NHS/ NICE/ other authors etc.
• Introduce what research is/ the importance of research in health/ social care/ evidence-based practice etc.
• Explain qualitative/ quantitative research– what are the characteristics of each?
• Introduce your two articles– title/ author/ summary of each
• Using the two journal articles compare and contrast the primary research methods/approaches used by the authors.
• Discuss the validity and reliability of each article- How could the research be improved next time?
• How do the findings/ conclusion/ recommendations highlight a need for change/ improvements to practice.
• Make reference to a wide variety of text and online sources

*Please note- the LO’s do not have to be addressed in order and it is sometimes better if they are not.

Report Format

1. Introduction & Background

1.1 Introduction

1.2 Why is the research important in Health and Social care

1.3 Characteristics of quantitative and qualitative research

2. Research Article Comparison

2.1 Research article 1

2.2 Research article 2

2.3 How do the articles highlight improvement in practice

3. Conclusion

References (Harvard Referencing Style)

Appendix (if applicable)

Minimum Secondary Research Source Requirements:

Level HE4 – It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books. Please also use 2-3 references from core reading.

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 2)

First class (70% and above):

This piece of work shows evidence of wider research with reference to several differing academic viewpoints. exceptional depth and comprehensive understanding of the topic. The report has recognised relevantly and discussed in detail, all the required factors.  Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Presentation is of a high standard, and in the appropriate report style.  The high number of appropriate sources has been referenced accurately and to a high standard. Exceptional coherence and organisation of ideas, showcasing a high level of academic writing and use of a wide range of resources.  Academic style and referencing will be excellent.

Upper Second Class 2(1) (60-69%):

A clear and informative piece of work with evidence of wider research and discussion. The research report has correctly recognised and discussed, all the required factors.  Some reasoned arguments have been developed and supported by a good number of sources.  A good number of appropriate sources have been referenced well, with most complying with the Harvard style.  The report will be well-structured, with a coherent presentation of ideas, displaying very good academic writing skills. Academic style and referencing will be very good.

Lower Second Class 2(2) (50-59%):

Students will demonstrate a satisfactory understanding of the topic and adequate explanation. The report needs to discuss the importance of reliability and validity in research. The report should have adequate comparison between the selected research articles, focussing on the LO’s. The report will be generally organised, with a good presentation of ideas, displaying good academic writing skills. Adequate references, indicating substantial research and engagement with relevant literature.

Third class (40-49%):

A reasonable attempt has been made at researching the research report, but greater in-depth discussion and academic debate is required.  The research report has recognised some factors, however mostly the discussion is superficial and lacking in any depth.  Presentation of the essay is limited, and only the minimum of 5 sources has been provided, with at least one academic text and two academic journals included.

Fail (39% and below)

Limited analysis indicating a lack of depth in understanding of the topic. Poor organisation of ideas and lack of coherence, demonstrating weaknesses in academic writing. Insufficient or irrelevant references, indicating insufficient research and engagement with relevant literature. Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.

Grades

Please note that grades awarded, and summative feedback provided will be provisional until the Assessment Board has met and may therefore be subject to change.

General Assessment Criteria for Written Assessments

GENERAL ASSESSMENT GUIDELINES – LEVEL HE4

	Relevance Learning outcomes must be met for an overall pass	Knowledge and Understanding	Analysis, Creativity and Problem-Solving	Self-awareness and Reflection	Research/ Referencing	Written English	Presentation and Structure
Class I (Exceptional Quality)85% – 100%	Work is directly relevant and expertly addresses the requirements of the brief.   Learning outcomes are met.	Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.   Demonstrates excellent understanding of key concepts in different contexts.	Presents an excellent and cohesive appraisal of findings through the critical analysis of information. Draws clear, justified and thoughtful conclusions. Demonstrates creative flair, originality and initiative. Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills.	Provides insightful reflection and self-awareness in relation to the outcomes of own work and personal responsibility.	A wide range of contemporary and relevant reference sources selected and drawn upon.   Sources cited accurately in both the body of text and in the Reference List/ Bibliography.	Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used.	The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.   Where relevant, there is effective placement of, and reference to, figures, tables and images.
Class I (Excellent Quality)70% – 84%	Work is relevant and comprehensively addresses the requirements of the brief.   Learning outcomes are met.	Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level.   Demonstrates in-depth understanding of key concepts.	Presents an excellent and cohesive discussion of findings through the interpretation and evaluation of information sources. Draws clear, justified and thoughtful conclusions. Demonstrates clearly creativity and initiative. Applies excellent problem-solving skills.	Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility.	A range of contemporary and relevant reference sources selected and drawn upon.   Sources cited accurately in both the body of text and in the Reference List/Bibliography.	Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used.	The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.   Where relevant, there is effective placement of and reference to, figures, tables and images.
Class II/i (Very Good Quality)60% – 69%	Work is relevant and addresses most of the requirements of the brief well.   Learning outcomes are met.	Demonstrates a thorough breadth of knowledge and understanding of theory and practice for this level.   Demonstrates very good understanding of key concepts.	Presents a perceptive and cohesive discussion of findings through the interpretation and evaluation of information sources. Draws clear and justified conclusions. Demonstrates creativity and initiative. Applies strong problem-solving skills.	Provides justified reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.	A range of appropriate reference sources selected and drawn upon.   Sources cited accurately in the main in the text and in the Reference List/ Bibliography.	Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used.	The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main. Where relevant, there is effective placement of figures, tables and images.
	Relevance Learning outcomes must be met for an overall pass	Knowledge and Understanding	Analysis, Creativity and Problem-Solving	Self-awareness and Reflection	Research/ Referencing	Written English	Presentation and Structure
Class II/ii (Good Quality)50% – 59%	Work addresses key requirements of the brief. Some irrelevant content.   Learning outcomes are met.	Demonstrates a sound breadth of knowledge and understanding of theory and practice for this level.   Demonstrates sound understanding of key concepts.	Presents a logical discussion of findings through the interpretation and evaluation of information sources. Draws clear and justified conclusions. Demonstrates some creativity and initiative. Applies sound problem-solving skills.	Provides valid reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.	Relevant reference sources selected and drawn upon.   Some sources accurately cited in both the body of text and in the Reference List/Bibliography.	Writing style is mostly appropriate to the requirements of the assessment   Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used.	The presentational style and layout are largely correct for the type of assignment. Logically structured in the most part.   Where relevant, effective placement of some figures, tables and images.
Class III (Satisfactory Quality)40% – 49%	Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.   Learning outcomes are met.	Demonstrates a sufficient breadth of knowledge and understanding of theory and practice for this level.   Demonstrates a sufficient understanding of key concepts.	Presents a valid discussion of findings through the interpretation and evaluation of information sources. Draws justified conclusions. Demonstrates creativity and initiative in places. Applies sufficient problem-solving skills.	Provides some reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.	Some relevant reference sources selected and drawn upon.   Some weaknesses in referencing technique.	Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used	The presentational style and layout are largely correct for the type of assignment. Adequately structured.   Inclusion of some figures, tables and images but not always relevant and/or clear.
Borderline Fail 35% – 39%	Work addresses only some of the requirements of the brief. Irrelevant and superficial content.   One or more learning outcomes have not been met.	Demonstrates limited knowledge and understanding of theory and practice for this level. Demonstrates a lack of understanding of key concepts.	Presents a limited discussion of findings through the interpretation of information sources. Draws some irrelevant conclusions. Creativity and initiative are lacking. Problem-solving skills are lacking.	Provides limited reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required.	Sources selected are limited and lack relevance.   Poor referencing technique employed.	Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured.	For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images included when required but these lack clarity and relevance.
Fail <34%	Work does not address the requirements of the brief. Irrelevant and superficial content.   One or more learning outcomes have not been met.	Demonstrates inadequate knowledge and understanding of theory and practice for this level.   Demonstrates insufficient understanding of key concepts.	Presents a limited discussion of findings with little consideration of the quality of information drawn upon.   Draws irrelevant conclusions. Creativity, initiative and problem-solving skills are absent.	Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required.	There is an absence of relevant sources.   Poor referencing technique employed.	Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs.	For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images are absent when required or lack relevance/clarity.

HSO4008 Introduction to Research and  Evidence-based Practice Module Guide

1. Key Information

Module Tutor	Eric Elong Ebolo , Dominique Porter-Whitaker ,  Ngozi Ibeawuchi , Zenzele Mazibuko .
Module Tutor Email	Eric.ElongEbolo@rcl.ac.uk,  D.Porter-Whitaker@rcl.ac.uk, Ngozi.Ibeawuchi@rcl.ac.uk,   Zenzele.Mazibuko@rcl.ac.uk,
Other Contact Methods	MSTeams
Availability	There will be individual and group tutorials which are scheduled and there will also be the opportunity to book an individual tutorial which will be held via Microsoft Teams, phone call/email exchange as agreed. Scheduled drop-in hours are available for support- on campus.
Weblink to Canvas Class	SEP25 – HSO4008 – Introduction to research and evidence-based practice
Weblink to Module Specification	UoB Modules – HSO4008 2021-22 (bolton.ac.uk)

2. Module Communications

The Module Tutor’s contact details are provided above. You must check your Regent College and University of Bolton email address, MS Teams and the CANVAS area dedicated to this module regularly as many module communications are channelled through these media.

Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods.

3. Module Description

This module aims to examine the links between research, theory and practice in Health and Social Care. The module aims to give you understanding of research-based knowledge and different research types and approaches. You will develop an understanding of the range of data collection methods and review research findings, will be relate where appropriate to health and social care practice. Consideration will be given to the importance of research, in the development of health and social care practice, through critical examination of research papers via a literature search and review. The GAME attributes covered in this module are resilient and confident.

The module “Introduction to Research and Evidence-Based Practice” draws on contemporary issues and practices by incorporating the latest trends and developments in research methodologies, evidence-based practice, and healthcare. It addresses the growing emphasis on data-driven decision-making in clinical settings, the integration of technology in research, and the ethical considerations in modern-day research practices. Students engage with current literature, case studies, and real-world scenarios that reflect the challenges and advancements in the field today, ensuring they are prepared to apply contemporary practices in their future careers.

The module is designed with the specific needs of the cohort in mind, taking into account their diverse academic backgrounds, professional experiences, and career aspirations. The teaching strategies are adaptable, offering various levels of support and engagement to accommodate different learning styles. For instance, students with less experience in research are provided with foundational resources, while more experienced students are challenged with advanced topics and critical analyses. Interactive sessions, group discussions, and one-on-one mentorship are integral components, ensuring that each student can engage with the material in a way that best suits their learning needs.

This module is closely related to other modules within the program, particularly those focused on clinical practice, ethics, and advanced research methods. It serves as a foundational course that prepares students for more specialised modules later in the program. For example, concepts introduced in this module, such as research design and critical appraisal of evidence, are revisited and expanded upon in subsequent modules. This interconnectedness ensures that students can see the relevance of research and evidence-based practice throughout their entire academic journey.

To help consolidate students’ learning, the module employs a range of assessment methods designed to reinforce key concepts and skills. These include practical assignments, such as class quiz, and reflective exercises that encourage students to consider how they would apply evidence-based practices in their professional contexts. Regular feedback sessions and peer reviews also play a crucial role in helping students internalise and apply what they have learned. By the end of the module, students should feel confident in their ability to conduct research and critically appraise evidence, setting a solid foundation for their continued learning and professional development.

This structure ensures that the module not only equips students with essential research skills but also contextualizes these skills within the broader framework of their studies and future careers.

In studying this module, you will be preparing for future studies featuring the key specialist areas of conducting research in the critical subject area of Health and Social Care which needs to be an essential inclusion in the development of any successful healthcare occurrence worldwide, and which is now becoming of central concern to global health strategy and national governmental policy.

Bolton Values and Employability Skills This module also serves to develop employability skills with particular emphasis on the following: (D= Developed, T= Taught, A = Assessed) PDP: D Communication Skills: T, A, D Team Working: D Organisation & Planning: D Numeracy: D Flexibility and Adaptability: T, A, D Initiative: T, D Internationalisation: D Taught (T), Developed (D) and Assessed (A).

4. Learning and Teaching

This module is delivered over 15 weeks/sessions using a blended learning approach. This involves timetabled face-to-face campus-based and online sessions. You are also expected to carry out your own independent study including research and assessment activities.

In designated weeks, tutorials will take place which will provide you with the opportunity to discuss your progress on the module and assessments.  This may be face-to-face or online as arranged.

If you are unable to attend or engage in a scheduled session due to factors outside your control, you are expected to inform your tutor and complete any activities set before the next session.

Please note that attendance is taken into account when making Assessment Board decisions.

5. Graduate Attributes

Graduate attributes are the personal qualities and skills which the University of Bolton community values, and which a student is expected to develop during their time at the University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills.

In total there are 10 graduate attributes (GAME: Self-awareness, resilience, problem solving, effective communication, global citizenship (including sustainability), enterprise, adaptability, collaboration, confidence, life-long learning.

In total there are 10 graduate attributes. This module seeks to support the development of:

• Resilient
• Confidence

In the HSO4008 Introduction to Research and Evidence-Based Practice module, confidence and resilience are critical attributes that are intentionally developed and assessed throughout the course.

Confidence is cultivated through a progressive learning structure that allows students to build their knowledge and skills incrementally. The module begins with foundational concepts and gradually introduces more complex topics, providing students with the necessary scaffolding to feel confident in their abilities. Interactive elements such as group discussions, presentations, and research projects encourage students to actively engage with the material, express their ideas, and defend their research findings. This active participation boosts their confidence in applying research methodologies and making evidence-based decisions.

Resilience is fostered by challenging students to navigate the inevitable setbacks and uncertainties that arise in the research process. The module includes assignments that simulate real-world research challenges, such as dealing with ambiguous data, ethical dilemmas, or unexpected results. Students are encouraged to view these challenges as opportunities for growth rather than obstacles. Through reflective practices, such as journaling or peer feedback sessions, students develop a mindset that values persistence, adaptability, and problem-solving. This focus on resilience ensures that students are better prepared to handle the complexities of research and practice in their professional lives.

6. Learning Outcomes and Assessments

Module Learning Outcomes	Assessment No. and Type
LO1:  Identify characteristics of Quantitative and Qualitative research methods	Research Report Assessment 1
LO2:  Consider research evidence appropriate to health and social care practice, considering reliability and validity	Research Report Assessment 1
LO3:  Demonstrate knowledge of the relationship between research theory and health and social practice	Research Report  Assessment 1
LO4: Gather evidence from a variety of research sources, including charts, graphs, and tables, from text and online sources	Research Report Assessment 1

7. Assessment Deadlines

Assessment item		Due Date*	Weight
1	3000-word report that examines an area of evidence-based practice directly relevant to an area / aspect of health and social care practice.	Submission of Assignment 001 Research Report: Friday 23/01/2025 (Before 23:59 UK Time)	100%

8. Assessment Feedback

Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade, or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your work to be marked, and feedback provided not more than 15 working days from the deadline date. However, please note that such feedback will be provisional and not agreed until the Assessment Board has met and may therefore be subject to change.

Please take time to read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development and can therefore help you improve on future grades.

9. Module Calendar

Session No.	Date or Week Commencing	Topics Covered	Planned Delivery Method(s)
1	22/09/2025	Introduction	On campus/MS teams
2	29/09/2025	Introduction to qualitative and quantitative research	On campus/MS teams
3	06/10/2025	Writing the Literature Review and Assessment briefing and online workshop	On campus/MS teams
4	13/10/2025	Data Collection Methods	On campus /MS teams
5	20/10/2025	Reliability and Validity	On campus /MS teams
6	27/10/2025	Selecting Articles	On campus /MS teams
7	03/11/2025	Recap of Week 6 Assignment Workshop & Lessons from Weeks 1-6	On campus /MS teams
8	10/11/2025	Evidence Based Practice and Research	On campus/MS teams
9	17/11/2025	Critical Appraisal	On campus/MS teams
10	24/11/2025	Developing an Argument	On campus /MS teams
11	01/12/2025	Sampling & Presenting Data	On campus /MS teams
12	08/12/2025	Employability in Health & Social Care	On campus /MS teams
Christmas holiday 15/12/2025 to 04/01/2026
13	05/01/2026	Critical Analysis & Intervention Design	On campus /MS teams
14	12/01/2026	Recap Critical Appraisal + Independent Assignment Work	On campus /MS teams
15	19/01/2026	Submission of Assignment Friday 23/01/2026	On campus /MS teams

10. Formative Assessment

Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including and does not contribute to the final module mark.

Informal formative assessment is provided in this module through:

• Group activities and discussion
• Practice presentations
• Feedback on assessment plans
• Group tutorial revision sessions in preparation for assessment deadlines
• Research, and study skills workshops

11. Indicative Reading

Adams, R. (2007) Foundations of health and social care. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763675&query=Fo undations+of+health+and+social+care.

Parahoo, K. (2014) Nursing research: principles, process and issues. Third edition. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763662.

Neale, J. (2009) Research methods for health and social care. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763752.

Recommended Resources

Bowling, A (2014) Research methods in health: investigating health and health services, Open University Press, Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=1910222

Bryman, A (2015) Social Research Methods. 5th edn. Oxford University Press, Incorporated. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4776951&pq-origsit%20e=summon

Cowan, D (2009) Research Issues in Health & Social Care. 1st edn. M&K Update Ltd. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=861986.

Further Resources

Barker, J. H., Linsley, P. and Kane, R. (2019) Evidence-based practice for nurses and healthcare professionals. Fourth edition. Los Angeles: SAGE. Bowling, A. (2014) Research methods in health: investigating health and health services. Fourth edition. Maidenhead, England: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=1910222.

Brotherton, G. and Parker, S. (eds) (2013) Your foundation in health and social care. 2nd ed. Los Angeles: SAGE. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=1191106.

Creswell, J. W. and Creswell, J. D. (2018) Research design: qualitative, quantitative & mixed methods approaches. 5th edition. Los Angeles: Sage. https://www.doi.org/10.1080/15424065.2022.2046231

Crotty, M. (1998) The foundations of social research: meaning and perspective in the research process. London: SAGE. https://go.exlibris.link/jns9Jb8F

Dawes, M. (2005) Evidence-based practice: a primer for health care professionals. 2nd ed. Edinburgh: Elsevier Churchill Livingstone. 10.1046/j.0045-0766.2001.00267.x

Denzin, N. K. and Lincoln, Y. S. (eds) (2018) The SAGE handbook of qualitative research. Fifth edition. Los Angeles: SAGE. Department of Health – GOV.UK (no date). Available at: https://go.exlibris.link/yrN0F6Tv

Ellis, P. (2019) Evidence-based practice in nursing. Fourth edition. London: Sage/Learning Matters. Evidence Search in Health and Social Care (no date). Available at: https://go.exlibris.link/HVr88gWG

Gomm, R. et al. (2000) Using evidence in health and social care. London: SAGE. 10.1046/j.1365-2702.2001.00449_10_1c.x

Henn, M. et al. (2009) A critical introduction to social research. 2nd ed. London: SAGE. LEAP Online Home | University of Bolton (no date). Available at: http://www.bolton.ac.uk/leaponline/Home.aspx.

Newell, R., Burnard, P. and Newell, R. (2011) Research for evidence-based practice in healthcare. 2nd ed. Chichester: Wiley-Blackwell. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=822493&query=Re search+for+evidence-based+practice+in+healthcare.

Paul, A (2007) Ethnography: Principles in Practice. 3rd edn. Routledge. Available at: https://go.exlibris.link/fDh5V798

Websites 

NHS Choices – Your health, your choices (no date). Available at: http://www.nhs.uk/Pages/HomePage.aspx.

GOV.uk, https://www.gov.uk/government/organisations/department-of-health-and-social-care

Institute for Health Care Excellence, https://www.evidence.nhs.uk/

Health and Social Care: Starting point (no date). Available at: http://libguides.bolton.ac.uk/healthsocialcare.

Researching for assignments

Discover, https://libguides.bolton.ac.uk/home

Library support – library@rcl.ac.uk

12. Guidelines for the Preparation and Submission of Written Assessments

1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing, and each page should be numbered.
2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.
3. You should include a word-count (excluding reference list/bibliography, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:

• Up to 10% over the specified word length = no penalty
• 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).
• More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will be capped at the pass mark for the assessment.

4. At the end of the assessment you should include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment. The assessment brief will specify if and how you can use GAI applications in the assessment.
5. All written work should be referenced using the standard University of Bolton referencing style– see: https://libguides.bolton.ac.uk/resources/referencing/
6. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Canvas class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.
7. Please note that when you submit your work to Canvas, it will automatically be checked for matches against other electronic information, as well as for hidden text characters and GAI generated text. You will be able to see similarity matches but not currently flags for hidden characters and AI-generated text. The outcomes of Turnitin reports may be used as evidence in an academic misconduct investigation (see Section 14).
8. Late work

Late work will be subject to the following penalties:

• Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
• More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded.

Late submission of assessments on refers and those which are graded Pass/Fail only, is not permitted unless an extension is approved. See below.

9. Extensions

In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be requested using the standard University Extension Request Form. For approval there would need to be an explanation and evidence of relevant circumstances.

Longer extensions for individual assessments, projects and artefacts may be granted, at the discretion of the Programme Leader.

Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedure.

Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines for disability adjustments do not require the completion extension request paperwork. However, students should request these in writing in advance.

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

13. Academic Misconduct

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating and unauthorised use of GAI) amongst other offences.

In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources and software applications are attributed. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

https://www.bolton.ac.uk/student-policy-zone/student-policies-2024-25/academic-misconduct-regulations-and-procedures-2024-25