Category: Writing

Assignment title
AT1: Literature review and data extraction table
Assignment Question / Task:
Develop a brief literature review, supported by a data extraction table, leading to the statement of a qualitative research aim/question.
Purpose:
Completing this assessment task will enable you to develop knowledge and applied skills in the first phases of research: the literature review and forming the research aim/question. This will involve developing and applying skills in literature searching, critical appraisal and synthesis, leading to identification of limitation(s) in the current literature (evidence) regarding a particular population health research topic.
Identification of these limitations (or gaps in current evidence) will lead to the development of a qualitative research aim or question.
You will explore your AT1 topic further in your AT2 and AT3;
in AT2 you will design a qualitative research study based on your AT1 topic; and in AT3 you will design a quantitative questionnaire based on your AT1 topic.
Please refer to the Unit Guide for the Unit Learning Outcomes (ULOs) and Graduate Learning Outcomes (GLOs) you are developing and evidencing in this assignment.
Weighting:
25%
Word limit:
1000
words (+/- 10%).
The word limit
includes
any introduction, conclusion, body of the report; in-text citations; headings and sub-headings; any information contained in tables.
The word limit
excludes
any title page; table of contents; final reference list; data extraction table or any other appendix.
Due date:
Thursday, 1st August 2024 (week 4)
Due time:
8.00pm
Location:
Assignment dropbox on CloudDeakin unit site
Format:
Report must be submitted in
MS Word only
.
Appendix may be in
MS Word or MS Excel only.
Referencing:
APA7 only.
Marking rubric
Access and download a copy of theHSH219 AT1 Marking Rubric
Topic background:
This task will build upon knowledge, concepts and skills around literature searching and critical appraisal that you will have been introduced to in foundation units of your course (such as HBS108), and requires you to apply them in the context of real-world population health research processes. The literature review is the essential first step in any population health research as it requires you to examine current evidence to identify what is currently known about a particular health topic, but just as importantly
what is not known
. It is ‘what is not known’ that reveals the gaps in current knowledge and evidence – and this provides the rationale for the need to undertake research to explore the gap and develop new understandings.
You may be required to undertake a literature review in many different types of roles in future employment/careers – not just careers in research. For instance, you may be working in a community health organisation where you first need to understand the current context of an issue before taking further action such as developing a program or other intervention, or you may need to ‘make a case’ to get funding or resources to undertake further work (such as programs or interventions) around an issue. Thus, developing a clear and succinct literature review which leads to a clear statement of a problem (question or aim) is an essential skill.
Assignment Task:
The task requires you to produce a brief literature review of 1000 words (+/- 10%) and accompanying data extraction table around one of the following current and topical population health issues:
Problem gambling among women in Australia.
Vaping advertising and marketing to young people in Australia.
Sexual and reproductive health of people with disability in Australia.
For each group, you should consider the parameters of your group, and then be clear about those parameters in creating your search and presenting your review. This will help to make the review clearer and more manageable. For example:
For ‘young people’, what is the age range this relates to, and why/on what basis or classification?
For people with sensory disabilities, are you including all sensory disabilities or focusing on people with a particular sensory disability?
At the conclusion of your literature review, you should develop a qualitative
research aim
or
research question
which arises from your review (i.e. from the gaps in knowledge from current literature).
Process for the task:
Select your topic and any specific focus within the topic.
Develop a search plan. It is advisable to use thelibrary search plannerto assist you.
Search the literature (library databases for more specificity and quality) and identify relevant articles.
Develop a
data extraction table
which describes the details of each article separately, to assist you in the synthesis and writing of your literature review. You can follow the example of an MS Excel data extraction table which can be found in the HSH219 AT1 resources folder, or the Deakin University Library ‘Notetaking matrix for writing a literature review’ which can also be found in the HSH219 AT1 resources folder, or present the information in a table format in MS Word. You need to upload your data extraction table with your literature review. You can upload it either as part of the one document, or as a separate attachment.
Write your literature review, synthesising the literature from your annotated bibliography data extraction table. Your brief literature review should include the following information:
A brief introduction to the topic (approx. 100-200 words)
This is where you will introduce the key concepts in the topic, including defining any key population groups, concepts or parameters.
Discussion of the literature (approx. 750 – 800 words)
This is where you provide a critical and synthesised narrative discussion of the current literature. For example, what factors contribute to the health issue?; and/or what are the experiences of this group with regards to the issue?; and/or what are the health and social impacts of the health issue for this group? and/or what is currently being done to address the issue?
These questions are not prescriptivebut are examples and a guide only.
The discussion in this section will depend on the focus of your topic and what current literature is available.
You are strongly encouraged to use sub-headings to help structure the review into key topics or themes.
Key things to note:
This section of your review MUST be based on the research literature published in peer-reviewed journal articles. You should use the Deakin Library electronic databases to search journals. For further support, see the Deakin University Libraryguide to peer reviewed sources, including the tab to ‘Finding Peer-Review Sources’.
Your discussion should be
synthesised
– drawing multiple studies together in an integrated discussion. A literature review does not discuss studies separately such as one study in one paragraph, then another study in the next paragraph, and then another study in the next paragraph, and so on. A literature review draws the literature together to show where there are common/consistent findings or divergent findings. For more support with conducing a literature review, refer to the Topic 3 resources in this unit, or theDeakin Library Literature Reviewresources.
Your discussion should also include
critical analysis
– not just stating the findings, but providing some discussion of the context (e.g. population group, setting, and limitations of the studies). A strong critical analysis will really help set up the following section, the discussion of gaps and limitations, and revelation of a new key research question or aim.
Summary discussion of the gaps and limitations of the current research, leading to a clear statement of a qualitative research aim or question to address a key gap (approx. 50 – 100 words).
A literature review is important not only because of what it tells us about an issue, butalso because of what it
does not
tell us- i.e. what are the gaps in current knowledge and evidence? What is
not known
or not well-researched, or where is there inconsistent evidence?
This is key,
as it is these gaps and limitations in the current body of literature which provide the basis for new research questions and for new research to be undertaken to address those gaps.
To conclude, write a clear and articulate proposed qualitative
research aim
or
research question
that arises from your review (i.e. from the gaps in knowledge from current literature), which could be the focus of a future study. Refer to week 3 learning resources for writing a qualitative research aim or research question.
Instructions for the task:
You should include a separate cover page.
You should use paragraphs. You are also encouraged to use sub-headings. However, it is not advisable to use the section descriptions above as those are assignment instructions, not descriptive subheadings. i.e.
do not use
“A brief introduction to the topic” or “Discussion of the literature” or “Summary discussion of the gaps and limitations of the current research, leading to a clear statement of a qualitative research aim or question to address a key gap” as your subheadings.
You should focus on quality of sources not quantity for a strong literature review, but it is anticipated that approximately 8-10 articles would be reasonable and appropriate in a 1000 word review.
There is no precise date range for ‘current’ literature – in most cases, 5-10 years would be deemed ‘current’ but this will depend on the topic (for instance, ten years may be relevant to a slow-to-change phenomenon such as social attitudes or cultural practices but ten years would be considered ‘outdated’ for research about the ‘current’ epidemiology; or sometimes older literature is appropriate to use if you are seeking to demonstrate a trend or change over time (e.g. from the year 2003 compared to 2023). So you need to use your discernment here.
You will not need to include a separate conclusion. The review should lead to, and end with, a statement of a qualitative research aim or question arising from the review.
You do need to include the data extraction table as an appendix (either as part of the one document/file with the literature review, or as a separate document/file uploaded to your AT1 Cloud drop-box).
A reference list must be included at the end (commencing on a separate page).
FURTHER INFORMATION AND SUPPORT
Deakin resources
Study
Uni start
Skills for study
Academic Skills
Active reading
Making digital notes
Referencing and academic integrity
Academic integrity
Using generative artificial intelligence
Acknowledging the use of generative AI
Referencing Guide:APA7
Assessment
Health assessments
Critical reflection
Drafting and proofreading
Literature search and evaluation
Search tips and planning
Annotated bibliography
Evaluating information
Misinformation
Time management
Study workload planner
Assignment planner
Library Resource guides
Library resource guides for Health
Health PostGrad adv. Library modules
Technical support
If you encounter technical issues while completing your assessment, please lodge a support ticket through theIT Service Deskonline or contact the Service Desk via phone:
Internal phones: 888
Off-campus: 1800 463 888
International: +61 3 5227 8888
Access Plan
If you are a student experiencing a disability or health condition (including mental health condition) that affects your study or your participation in university life, contact theDisability Resource Centrefor assistance and to arrange an Access Plan. An Access Plan is an individually-tailored study support plan prepared to minimise the educational disadvantage you may experience as a result of your disability or condition.
Extensions and Special Consideration:
Refer to the Unit Guide for information about:
Extension requests and supporting documentation required (incomplete requests and/or requests submitted after 4pm on the due date will not be accepted).
Late Submission of Assessment Tasks
Special consideration | Students (deakin.edu.au)
Using feedback to improve your work:
Feedback and marks are released within three weeks of the due date of the task in line with University policy. To access your feedback, you can click on the relevant folder under the Assessment Menu and then click on the Assignments link. Your feedback will include mark-ups and/or ‘quickmarks’ on your paper, as well as your marked rubric and an overall general comment. You need to ensure that you access all sources of feedback. Instructions on how to access your feedback will be provided in an announcement on our unit site once feedback is ready – please read these instructions carefully.
In terms of the feedback on your assignment:
You can expect to have comments that highlight areas you have done well.
You will find comments that identify aspects that you need to improve.
You cannot expect every spelling, grammar or punctuation error to be corrected. It may be that the first instances of these are highlighted, and you will then be directed to refer to the range of Deakin study supports to assist you to identify and correct these for your development and future work.
You also cannot expect every referencing error to be highlighted. We will correct some of the errors, but you will be directed to refer back to the Deakin Guide to Referencing or other Deakin study supports for further support to assist you to develop this important skill for your future work.
You should use the feedback provided on your assignment to improve for next time. Here is the Deakin guide toresponding to feedback.
Use of artificial intelligence (AI) in your work
Students can use generative artificial intelligence to generate ideas, but direct copying or use of AI generated text is not permitted. Doing so may lead to a breach of the University’s academic integrity policies, which can incur penalties.
Your responsibility to complete your assignments with academic integrity
Breaching academic integrity in your assessments is cheating and is not accepted at Deakin. For example, you should not take someone else’s work or ideas and pass them off as your own. If your work contains material copied from a classmate or an external source, your work will be referred to the Faculty Academic Integrity Committee. If you are found guilty of an academic integrity breach, possible penalties include a zero mark for the assessment task, zero marks for the unit, or expulsion from your course.
Please read more information on academic integrity by clicking on this link:
https://www.deakin.edu.au/students/studying/academic-integrity
– End of instructions –
Attachments:
10578086_1_hsh219-hsh319—population-health-a-research-perspective—7232024—650-pm.zip