MHS8.441 Research Methods And Design Assessment 3 | EIT

Published: 26 May, 2025
Category Assignment Subject Education
University Eastern Institutes of Technology Module Title MHS8.441 Research Methods And Design
Word Count 2500 ± 10% words
Assessment Type Assessment 3
Assessment Title Scholarly Written Research Proposal
Academic Year 2025

MHS8.441 Course Learning Outcomes

  • LO2: Critically evaluate the outcomes of health research.
  • LO3: Write a research proposal appropriate for submission to a research committee.

Assessment Tasks

This assessment requires you to prepare a written research proposal that outlines your research topic and how you intend to undertake the research. Contents may include, but are not limited to:
  • Title Page
  • Abstract
  • Introduction and background
  • Significance/justification of the research
  • Research question
  • Methods and Design
  • General Literature Review
  • Limitations
  • Ethical and cultural considerations
  • Timeline or Milestones

MHS8.441 Assessment 3 Guidelines

Abstract

  • A summary of the research proposal, typically 150-250 words, including the research question, objectives, methods, and expected outcomes.

Introduction 

  • Background information on the research topic
  • Rationale for the study, explaining why the research is important
  • Statement of the research problem or question

Research Question and Objectives

  • Specific research question(s) that will be addressed through the literature review.
  • Clear and concise statement of the main objectives of the research.

Methodology/Methods

  • Type of Literature Review: Specify the type of literature review you will conduct (e.g., rapid scoping, narrative review, systematic review, meta-analysis, scoping review).
  • Search Strategy: Detailed plan for identifying relevant literature, including databases to be searched (e.g., PubMed, ProQuest, CINAHL, SCOPUS), keywords and search terms, and inclusion/exclusion criteria.
  • Selection Process: Criteria for selecting studies for inclusion in the review and how these will be applied (e.g., screening process, quality assessment).
  • Data Extraction: Methods for extracting relevant data from the selected studies (e.g., themes, findings, methodologies used in the studies).
  • Data Synthesis: Approach to synthesising the data (e.g., thematic analysis, meta-synthesis, narrative synthesis)

Review of the Literature

  • A review of existing literature related to your research topic
  • Identification of gaps in the current knowledge that your research aims to fill
  • Theoretical framework guiding your research

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Timeline/Milestones

  • A general timeline outlining the major phases of the literature review process and the time allocated to each phase.

Expected Outcomes

  • Description of the anticipated findings of the literature review.
  • Potential impact and significance of the review on the research topic.

References

  • Use APA 7th referencing format for both the references 

Appendices (if applicable)

  • Additional materials that support your proposal, such as search strategies, data extraction forms, or quality assessment checklists.
Carefully Read the Marking Criteria\ Rubric Below Before You Start This Assessment
 

ASSESSMENT 3 MARKING CRITERIA

 

Grade description

 

 ‘A’ grade  (> 80%)

‘B’ grade  (65% - 79.9%)

‘C’ grade  (50% - 64.9%)

Fail grade (<50%)

 

Knowledge base

 

10%

5 Demonstrates a clear understanding of the assessment requirements.

 5 Demonstrates a proficient command of the subject matter.

5 Excels in explaining all major points clearly and concisely.

5 Demonstrates a consistent ability to seek out reliable information to improve knowledge.

 

5 Demonstrates a generally adequate level of understanding of the assessment requirements.

5 Demonstrates an adequate level of knowledge of subject matter with only minor gaps in knowledge-base.

5 Explains most of the major points clearly and concisely.

5 Demonstrates an adequate ability to seek out reliable information to improve knowledge.

 

5 Demonstrates some understanding of the assessment requirements but has not fully understood them.

5 Demonstrates a general, fundamental understanding of the subject matter but with some obvious gaps in the knowledge base.

5 Has attempted to explain major points but not always successful at doing so clearly and/or concisely.

5 Demonstrates some ability to seek out information to improve knowledge.

 

5 Demonstrates little or no understanding of the assessment requirements.

5 Demonstrates little or no understanding of the subject matter.

5 Has not explained the major points clearly or concisely.

5 Demonstrates very little or no ability to seek out information to improve knowledge.

Synthesis  and analysis of information

 

25%

5 Provides a comprehensive analysis and synthesis of details, facts and concepts.

5 Provides a robust conclusion after presenting a variety of well-supported points for discussion.

5 Presents a highly structured argument, using information from a variety of robust sources.

5 Proficiently explains complex ideas or concepts in simple terms.

5 Provides a moderate level of analysis of details, facts and concepts.

5 Provides a conclusion after presenting some well-supported points for discussion.

5 Presents a structured argument, using information from robust sources.

5 Adequately explains complex ideas or concepts in simple terms.

5 Provides some analysis of details, facts and concepts.

5 Provides a conclusion after presenting a limited number of well-supported points for discussion.

5 Presents a structured argument, but supported with limited information from robust sources.

5 Explains some complex ideas or concepts in simple terms.

5 Shows no or little evidence of analysis of details, facts and concepts.

5 Presents a weak conclusion with very few or no well-supported points for discussion.

5 Demonstrates little or no ability to present a structured argument and support it with information from robust sources.

5 Explains few or no complex ideas or concepts in simple terms.

Evidence of critical thinking

 

25%

5 Highly competent critiquing of information presented.

5 Proficiently discusses conflicting pieces of information to produce an evidence-based conclusion.

5 Proficiently supports a conflicting viewpoint when responding to information presented by others.

5 Demonstrates a proficient level of clinical / diagnostic reasoning.

5 Adequate critiquing of information presented.

5 Adequately discusses conflicting pieces of information to produce an evidence-based conclusion.

5 Adequately supports a conflicting viewpoint when responding to information presented by others.

5 Demonstrates an adequate level of clinical / diagnostic reasoning.

5 Some critiquing of information presented.

5 Some discussion of conflicting pieces of information to produce an evidence-based conclusion.

5 Some support of a conflicting viewpoint when responding to information presented by others.

5 Demonstrates some clinical / diagnostic reasoning.

5 Poor or no critiquing of information presented.

5 Little or no discussion of conflicting pieces of information to produce an evidence-based conclusion.

5 Little or no support of a conflicting viewpoint when responding to information presented by others.

5 Demonstrates little or no clinical / diagnostic reasoning.

 

Use of academic literature

 

20%

5 Uses a wide variety of relevant and up-to-date sources of information, primarily from peer-reviewed literature.

5 Presents all sources of information accurately in APA 7th style in the text and reference list.

5 Consistently integrates the literature as a foundation for well-argued reasoning.

5 Proficient in paraphrasing academic literature accurately and concisely.

 

5 Uses a range of relevant sources of information but not always the latest and/or peer-reviewed literature.

5 Presents most sources of information accurately in APA 7th style in the text and reference list, with some errors/omissions.

5 Generally integrates the literature as a foundation for argument.

5 Adequate in paraphrasing academic literature accurately and concisely.

5 Uses some relevant literature but little of the latest and/or peer-reviewed literature.

5 Presents some sources of information accurately in APA 7th style in the text and reference list, with many errors/omissions.

5 Some integration of the literature.

5 Demonstrates some ability to paraphrase academic literature accurately and concisely.

 

5 Uses little relevant literature and/or peer-reviewed literature, and/or uses outdated literature.

5 Presents sources of information inaccurately and/or not in APA 7th style.

5 Very few or no links made between the literature and the assessment topic / subject.

5 Demonstrates little ability to paraphrase academic literature accurately and concisely.

Academic writing and presentation skills

 

15%

5 Consistently presents information in a logical sequence.

5 Proficient formulation of sentences and use of grammar.

5 Consistently adheres to the EIT ‘Academic Writing Style’ guidelines.

5 Presents most of the information in a logical sequence.

5 Adequate formulation of sentences and use of grammar.

5 Generally adheres to the EIT ‘Academic Writing Style’ guidelines.

5 Presents some of the information in a logical sequence.

5 Writing difficult to follow in places and/or numerous minor grammatical.

5 Sometimes adheres to the EIT ‘Academic Writing Style’ guidelines.

5 Little or no logical flow to the delivery of information.

5 Poor formulation throughout and/or numerous grammatical errors.

5 Rarely adheres to the EIT ‘Academic Writing Style’ guidelines.

Course Considerations

 

5%

Demonstrates an excellent ability to reflect on learnings from the course and identify areas for improvement.

Demonstrates an excellent ability to utilise learnings from the course to improve practice

Demonstrates a good ability to reflect on learnings from the course and identify areas for improvement.

Demonstrates a good ability to utilise learnings from the course to improve practice.

Demonstrates some ability to reflect on learnings from the course and identify areas for improvement.

Demonstrates some ability to utilise learnings from the course to improve practice.

Demonstrates little or no ability to reflect on learnings from the course and identify areas for improvement.

Demonstrates little or no ability to utilise learnings from the course to improve practice.

 

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