Home » “how effective are pain assessment tools on patients with end stage dementia admitted in hospital”. ( a 10000 words literature review) nursing speciality Bs hons degree level.

“how effective are pain assessment tools on patients with end stage dementia admitted in hospital”. ( a 10000 words literature review) nursing speciality Bs hons degree level.

THIS IS A 10000 WORD ASSIGNMENT IM PAYING HALF OF THE MONEY NOW FOR HALF THE WORK AND THE OTHER HALF IN 1 WEEKS TIME….I SPOKE TO AN ADVISOR WHO CONFIRMED THIS WILL BE OK. SO I WILL NEED 40 PAGES NOT 20 AND WILL PAY THE REST IN 1 WEEK.

I WOULD LIKE TO SEND THIS IN AN ATTACHEMENT EMAIL SO PLEASE SUPPLY ME WITH AN EMAIL ADRESS AS I HAVE MORE INFORMATION ON THIS ASSIGNEMENT THE ABOVE IS ABIT MUDDLED. THANK YOU
UNDERGRADUATE DISSERTATION MARKING CRITERIA

Overall Assessment
70 “ 100%
Excellent 60 – 69%
Very good 50 – 59%
Good 41 – 49%
Satisfactory 40%
Borderline 30 “ 39%
Resit 29 – 0%
Fail
1. Intellectual skills: 1.1 Choice of topic or subject area and its relevance and application to the field
Very clear choice of topic. Contextualises the topic so that key issues relevant to the field are clearly demonstrated. Good choice of topic, relevancy and application to the field is clearly demonstrated. Clear choice of topic, relevant to field. Choice of topic not always clear or relevant.

***See below Choice of topic is muddled with relevancy to field unclear Choice of topic very muddled with no relevancy to field given
Please indicate whether you consider that the mark should be in the top, middle or bottom of the grade band top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom
Comments

1.2 Research question * Clearly stated research question with excellent justification for use. Research question clearly stated and well justified. Research question stated and justified. Some evidence of research question, limited in focus and justification.

***See below Little evidence of question. Subject broad and unfocused. No clear justification No evidence of question. Subject broad and unfocused. No justification
Please indicate whether you consider that the mark should be in the top, middle or bottom of the grade band top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom
Comments

***Work only just satisfactory may also include cases where students have marginally under-performed in one element of the module

Overall Assessment
70 “ 100%
Excellent 60 – 69%
Very good 50 – 59%
Good 41 – 49%
Satisfactory 40%
Borderline 30 “ 39%
Resit 29 – 0%
Fail
1.3 Choice, implementation and justification of research design** and
competency in use Explicit methods appropriately used and justified thorough out. Very good use of methods and well justified. Goods use of methods, which are justified. Appropriate methods used with some justification.

***See below Inconsistent or incorrect methodology with no clear justification. Methodology not apparent or appropriate. No Justification
Please indicate whether you consider that the mark should be in the top, middle or bottom of the grade band top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom
Comments

2. Evidence base
Excellent use of salient literature identified and wide use of other resources. Inclusion and exclusion criteria very clearly stated and well justified. Very good use of salient literature and use of other resources. Inclusion and exclusion criteria clearly stated and justified. Good use of salient literature and other sources. Inclusion and exclusion criteria stated and justified. Satisfactory use of salient literature. Some appropriate justification for inclusion.

***See below Limited or inappropriate literature identified. Little or no appropriate literature identified.
Please indicate whether you consider that the mark should be in the top, middle or bottom of the grade band top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom
Comments

***Work only just satisfactory may also include cases where students have marginally under-performed in one element of the module

Overall Assessment
70 “ 100%
Excellent 60 – 69%
Very good 50 – 59%
Good 41 – 49%
Satisfactory 40%
Borderline 30 “ 39%
Resit 29 – 0%
Fail
3. Academic & Practice Learning:
3.1 Presentation of data and analysis Excellent presentation.
New perspectives derived. Argument logical and well developed. Excellent critical analysis and synthesis. Very good presentation.
New insights developed. Arguments logical. Very clear critical analysis and synthesis. Good presentation.
Some new insights developed. Arguments logical. Clear critical analysis and synthesis. Presentation generally clear. Outcomes predictable. Few insights.
Arguments not always clear. Little analysis or synthesis.

***See below Poor presentation. Very few insights or arguments. Descriptive only.
Very poor presentation. No useful insights or arguments. Poor description.

Please indicate whether you consider that the mark should be in the top, middle or bottom of the grade band top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom
Comments

3.2 Evidence of personal and professional learning, recommendations for practice. Evaluation of researcher
Evidence of substantial personal and professional learning. Detailed recommendations for practice arising from the body of the work.
Excellent evaluation of the effectiveness of the research approach.

Evidence of considerable personal and professional learning. Very clear recommendations for practice arising from the body of the work.
Very good evaluation of the effectiveness of the research approach.
Evidence of personal and professional learning. Clear recommendations for practice arising from the body of the work.
Good evaluation of the effectiveness of the research approach.
Evidence of personal and professional learning. Provides recommendations for practice arising from the body of the work.
Some evaluation of the effectiveness of the research approach.

***See below Very limited personal and professional learning. Very limited recommendations for practice. Very limited evaluation of the effectiveness of the research approach.

Inappropriate or unprofessional language or attitude demonstrated. Explicit discrimination evident. Very limited or no personal and professional learning. Very limited or no recommendations for practice. Very limited or no evaluation of the effectiveness of the research approach.

Inappropriate or unprofessional language or attitude demonstrated. Explicit discrimination evident.
Please indicate whether you consider that the mark should be in the top, middle or bottom of the grade band top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom
Comments

4. Writing skills and
presentation:

a) Spelling/grammar
Clarity of expression
Academic writing
b) Layout: includes introduction method results and discussion
Appearance
c) Referencing
(Harvard)

a) Articulate and fluent
Appropriate use of first and third person. Correct use of abbreviations
b) Excellent quality of presentation and structure.
c) Harvard referencing correct and consistent throughout.
a) Clear and fluent.
b) Very good quality of presentation and structure.
c) Harvard referencing mostly correct and consistent thoughout.
a) Clear in meaning. Language mainly fluent. Minor spelling, grammatical or punctuation errors
b) Good quality of presentation and structure.
c) Harvard referencing errors evident.
a) Language not always clear. Errors in grammar, spelling or punctuation evident.
b) Satisfactory quality of presentation and structure.
c) Harvard referencing incorrect and / or inconsistent.

***See below a) Poor use of language. Unclear in meaning. Many errors in spelling, grammar or punctuation.
b) Poor quality of presentation and structure.
c) Harvard referencing incorrect, inconsistent or absent.

If plagiarism is suspected this will always be investigated.
a) Very poor use of language. Very unclear in meaning. Difficult to read with poor fluency. Numerous errors in spelling, grammar or punctuation.
b) Very poor quality of presentation and structure.
c) Harvard referencing is incorrect and inconsistent or absent.

If plagiarism is suspected this will always be investigated.

Please indicate whether you consider that the mark should be in the top, middle or bottom of the grade band top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom top middle bottom
Comments

* The term “research question” is chosen deliberately as your dissertation must be constructed around a question. This will help you to focus your investigation. If you investigate a topic there is a possibility of becoming too broad. People who do this often find they are writing essays rather than dissertations. The term applies to a question you would answer with a literature review and to questions/hypotheses you formulate for primary data collection.

** Research design also applies to the design of a literature review.

*** Work only just satisfactory may also include cases where students have marginally under-performed in one element of the module

Criteria 1.2 and 1.3 must be passed in order to pass the module

Please refer to University A grade criteria for range of A grade marks

BELOW ARE THE TOP TIPS JUST TO HELP:
Top Tips for doing your literature review!

Many undergraduate students and qualified nurses who have returned to study embark on a literature review as the final dissertation component of their degree. If this applies to you then there are various things that you can do and people you can see to make this process easier, more rewarding and even enjoyable!

The following tips will guide you through the literature review process:

¢ Choose a topic that interests you. This might sound obvious but it does make all the difference in keeping your interest and motivation.

¢ From this topic, identify a specific question that you can answer from the literature. The key is to find a question that is not too broad.

¢ Discuss this topic with everyone who will listen to you! This way you will mull over and refine your question until you feel you have a useful question that you can answer.

¢ Work out what literature you need to answer your question. Not everything relating to your question will be relevant and some information will be more relevant than others¦be selective.

¢ Most questions need to be answered using primary research. In general terms, if your question involves measuring or evaluating care or an intervention then you will probably need to use quantitative research. If your question is more explorative, then qualitative research is likely to be most relevant.

¢ However this is not absolute- remember that identifying which literature you need is one of the most important aspects of doing your literature review and it is useful to discuss in detail your approach with your supervisor. Think carefully about the type of literature that is likely to be most useful to you.

¢ Once you know what you are looking for, you can start to think about how to search for it!

¢ Go and see your subject librarian. Most academic libraries offer drop in sessions for dissertation students. These will enable you to work out how to search for literature on your topic.

¢ Identify key words and search terms. Think laterally about this and don™t forget to use words that are less common or have become outdated. This is because relevant articles might have been indexed using these words and you will miss them if you do not include them in your list of key words.

¢ Now consider which databases you will search through. Go to your academic library website and read through the descriptions of each database and what each holds and select those databases that seem most relevant to your topic.

¢ You are now ready to start searching. Remember to familiarise yourself with the basic functions of the database you are using, remembering that each database is slightly different from another. Take advantage of the Boolean operators (AND/OR/NOT) which allow you to narrow or broaden a search.

¢ It is always a good idea to supplement electronic searching with additional searching strategies, for example hand searching relevant journals or reference lists. This is because some key articles might be missed through electronic searching due to the way the paper is indexed.

¢ Look at the abstracts of the articles you come across. It is usually possible to identify from the abstract whether the paper is useful for your review.

¢ Start getting hold of the articles that seem relevant. Sometimes you will need an inter-library loan to do this.

¢ At this stage you need to be ruthless. If the article is not relevant to your review, then do not include it. However anything that might be relevant must be looked at.

¢ Collect together all the articles that address your research question. At undergraduate level, if you have around 10 articles, then this is ideal. Significantly more will mean that you are not able to refer to the articles in sufficient detail and too few will not give you enough data to write your review.

¢ Be pragmatic! If needs be, refine your review question to fit the articles that you have. If you have too many articles, try limiting the focus of your question somehow. Can you restrict the focus to the UK only? or a particular nursing speciality?

¢ The next step is to consider the quality of the articles you have. You might have a paper that is directly relevant to your research question but if the quality of the paper is poor it may not help you as much as you think.

¢ It is generally a good idea to use a critical appraisal tool that is specific to the research design of your given paper. This might mean that you need to use a few different critical appraisal tools if your literature review question requires you to access a wide range of literature. Discuss this with your supervisor.

¢ Using the critical appraisal tool, consider the strengths and limitations of the literature you have identified and consider how much impact each paper has in addressing your research question.

¢ Once you have done this, you need to bring all the papers together and provide an answer for your research question. It is often useful to make a chart of key themes that arise in the papers, the authors of the papers, when they were written and their strengths and weaknesses. You can then see at a glance which other papers identify similar (or different) themes.

¢ As you do this, you will begin to see patterns emerging in the literature and will be able to form an answer to your question. Remember that your answer may well be incomplete. It is quite permissible to say ˜there is some evidence that¦™ rather than to provide a definitive answer. What is not permissible is to make out that you have a clear answer when in fact the literature does not support this. In this case, honesty really is the best policy.

¢ Above all remember to answer the question!

¢ Finally remember to put your literature review on your CV and be prepared to discuss at interview. It is a strong selling point when you apply for your first job or a new job.
I WOULD ALSO LIKE THE SEARCHING PROCESS AND SEARCH TERMS USED FOR OBTAINING THE RESEARCH PLEASE IN THE APPENDIX PLEASE.

THANK YOU.

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