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LO1 Select and apply appropriate skills needed to access, obtain and interpret academic resources (skill)

HWSC3006 Academic Skills for Success 2

Module code and title:

HWSC3006 Academic Skills for Success 2

Module leader:

 

 

Assignment type and word count:

Report

1500 words

Assessment weighting:

100%

Submission time and date:

11:59 pm

10/11/25

Target feedback time and date:

11:59 pm

01/12/25

Outline of the task

Complete a report to compare three academic sources to identify levels of relevance and application of information using the CRAAP model,. The academic sources you analyse should be selected with a focus related to facilitators and barriers to Health and Social Care interventions.

The three academic sources selected must be academic journal articles. We encourage you to choose three articles that each have a different study design.

This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:

LO1

Select and apply appropriate skills needed to access, obtain and interpret academic resources (skill)

LO2

Discuss facilitators and barriers of Health and Social Care interventions

LO3

Apply the CRAAP model in Health and Social Care

 

Recommended Reading

There are lots of models that can be used to assess the relevance and application of information in an academic source. We are using the CRAAP Model (Blakeslee, 2010)

Blakeslee, S (2010) Evaluating information- applying the CRAAP test. Available at Meriam Library: https://library.csuchico.edu/sites/default/files/craap-test.pdf

Make sure you know how to access:

EBSCO

OBU Library

Pubmed

Microsoft Office

Core Reading Textbooks:

  • Baratta, A. (2022) How to read and write critically. London: SAGE Publications Limited. 
  • Bassot, B. (2020). The reflective journal. Bloomsbury Publishing. 
  • Cottrell, S. M. (2019) The Study Skills Handbook, 5th edn. London: Red Globe Press.  
  • Crombie, I. (1996) The pocket guide to critical appraisal: A handbook for health care professionals. London: BMJ. 
  • Edwards, D. Best, S. (2020) The textbook of health and social care. London: SAGE. 
  • Greenhalgh, T. (2019) How to read a paper: the basics of evidence-based medicine. London: Wiley. 
  • Lesmeister, M.B. (2007) Writing basics for the healthcare professional, Washington: Pearson. 
  • Wain, A. (2017). ‘Learning through reflection’, British Journal of Midwifery, 25, pp. 662-666. Available at: https://doi.org/10.12968/bjom.2017.25.10.662 

Recommended Reading:  

Suggested Framework to structure the task

Suggested Framework to present 1500 words:

Introduction

  • Introduce the focus of the research on facilitators and barriers of Health and Social Care interventions
  • Introduce the purpose of using the CRAAP model.
  • Outline the structure of your report (suggested word count, up to 100 words).

Describe how you will search and select your academic sources (suggested word count, up to 100 words)

HINT: Indicate which search terms and Boolean operators you will use.

Keywords:

  • For the 3 academic journal articles that you are going to use, complete the following CRAAP checklist to determine if the source is reliable.

HINT: This section is worth 25 marks so plan your word count accordingly (this section could be up to 500 w.)

CRAAP

  • C: Currency: When was the source published? What study type is it? What are the strengths of that study type?
  • R: Relevance: What are the main results that are relevant to your chosen topic
  • A: Authority: Who is the author and/or publisher? What are the author’s credentials or organisational affiliations?
  • A: Accuracy: What methods has the study used to get the results?
  • P: Purpose: How do the results of the study inform practice? What have we learnt about barriers and facilitators from this study

  • What similarities and differences did the CRAAP checklist indicate between the three journal articles.

  • Compare and contrast the three journal articles’ findings on the facilitators and barriers of health and social care interventions.

HINT: This section is worth 25 marks so plan your word count accordingly (this section could be up to 500 w.)

Conclusion

  • Reflect on your learning journey to detail:

  • How easy/difficult it was to find reliable academic resources in this research area?
  • What have you learnt from using the CRAAP checklist?
  • What were the main findings when researching the facilitators and barriers of health and social care interventions? (the suggested word count - up to 200 words).

Referencing and research requirements

Please reference your work according to the Oxford Brookes University Harvard style. Guidance can be found on the university website:

https://radar.brookes.ac.uk/radar/file/370e1de4-8ea3-18c5-0eb6-676d7efc9533/1/harvard.pdf

Submission details

This assignment should be submitted electronically via Moodle (module lecturers will discuss this process with you during class time).

  • All submitted work should remain anonymous; therefore, please ensure that you only include your student ID on your assignment.
  • You can submit your work as many times as you like before the submission date. If you submit your work more than once, the most recent version will replace your earlier submission.
  • Once you have submitted your work, you will receive a digital receipt as proof of submission, which will be sent to your forwarded e-mail address (provided you have set this up). Please keep this receipt for future reference, along with the original electronic copy of your assignment

Formatting Guidelines

This assessment should be submitted as a Microsoft word document

  • Assignment Template
    • Use Arial font.
    • Set the font size to 12pt for the main text.
    • Apply 1.5 or double spacing throughout the document.
    • Clearly indicate each part of the assessment, following the template structure
    • OBU Harvard referencing should be applied throughout the assessment.

 

Marking Criteria

Assignment Sections

A+/A (70-100%)

B+/B (60-69%)

C+/C (50-59%)

D/D+ (40-49%)

Fail

Introduction 5/100 

 

CRAAP Model is defined with a clear grasp of the purpose. The facilitators and barriers to health interventions are introduced clearly and concisely. The assignment structure is outlined accurately. Select and apply appropriate skills needed to access, obtain and interpret academic resources (skill)

5

CRAAP Model is defined with a grasp of the purpose. The facilitators and barriers to health interventions are introduced with some clarity. The assignment structure is outlined.

4

CRAAP Model is defined although more explanation may be required to support claims. The facilitators and barriers to health interventions are introduced with some clarity although there may be some errors. The assignment structure is outlined with some accuracy.

3

CRAAP Model is defined although the explanation of the purpose is not clear. The facilitators and barriers to health interventions are introduced briefly. The assignment structure is briefly outlined.

2

The introduction to the report does not demonstrate knowledge of the CRAAP Model. The facilitators and barriers to health interventions are not/minimally introduced. The assignment structure is not outlined or is unclear.

0-1

Understanding and application of the CRAAP Model

25/100

The outline of the 5 stages of the CRAAP model shows a clear grasp of the content required. Accurate explanations are given of the implications of each statement.

21-25

The outline of the 5 stages of the CRAAP model shows a grasp of the content required. Explanations are given of the implications of each statement.

17-20

The outline of the 5 stages of the CRAAP model shows some understanding of the content required. Some explanation is given of the implications of each statement.

13-16

The outline of the 5 stages of the CRAAP model shows satisfactory understanding of the content required. Brief explanations are given of the implications of each statement

9-12

The outline of the 5 stages of the CRAAP Model is missing the content required. No/minimal explanations are given for the implications of each statement.

0-8

Comparison of the academic sources

15/100

There are very clear comparisons made between the sources informed by the CRAAP model.

12-15

There are comparisons made between the sources informed by the CRAAP model.

10-11

There are some comparisons made between the sources informed by the CRAAP model.

8-9

There are brief comparisons made between the sources informed by the CRAAP model.

6-7

There is no/limited attempt at comparing between the sources informed by the CRAAP model.

0-5

Knowledge and understanding of the facilitators and barriers to health intervention

25/100

There is clear insight into the facilitators and barriers to health intervention. Accurate comparisons are drawn between the source findings.

21-25

There is insight into the facilitators and barriers to health intervention. Very good comparisons are drawn between the source findings.

17-20

There is some insight into the facilitators and barriers to health intervention. Good comparisons are drawn between the source findings.

13-16

There is a brief discussion of the facilitators and barriers to health intervention. Adequate comparisons are drawn between the source findings.

9-12

There is no/minimal discussion of the facilitators and barriers to health intervention. No comparisons are drawn between the source findings

0-8

Use of information to communicate

20/100

Relevant sources have been used to accurately explain the constructs. The format and language throughout are clear and concise. The information from sources has been used effectively and sources clearly identified.

16-20

Appropriate sources have been used to explain the constructs. The format and language are mostly clear and concise. The information from sources has been used appropriately and sources are identified.

13-15

Some appropriate sources have been used to outline the constructs. There is some command of the format and language. The information from sources has mostly been used appropriately and most sources are identified.

10-12

Limited sources have been used to identify the constructs although it is not always accurate. There is limited command of the format and language. Some of the information from sources has been used appropriately and some sources are identified.

7-9

There is no use of sources, or it is not clear how they are relevant to the constructs. There is a misuse of information and sources are not identified.

Writing is informal and difficult to understand because content is inconsistent no, or limited use of resources.

0-6

Expert Suggestiom for Students Writing HWSC3006 Academic Skills for Success 2 Assignment

For HWSC3006 Academic Skills for Success 2, anchor your work to the module learning outcomes and the marking rubric, treat them as a checklist for every paragraph. Open with a short introduction that defines your topic and signals your line of argument, then build each body paragraph using a simple pattern: clear topic sentence → evidence (recent peer-reviewed sources and trusted UK guidance such as NHS/NICE) → brief comparison of viewpoints → why this matters for practice or study → mini-conclusion that links back to the question. Prioritise paraphrasing and synthesis over quoting; when you must quote, use quotation marks and a page number. Keep sources current (ideally within the last 5 years unless a classic theory) and show hierarchy of evidence rather than piling up citations. Use plain, objective language, avoid sweeping claims, and check that every table/figure is labelled and referenced. Reference consistently (follow your handbook, usually Harvard) and include an accurate reference list that matches in-text citations. If reflective work is required, connect insights to an action plan with SMART steps and show how feedback has changed your approach. Finish with a focused conclusion that answers the question, not a summary of everything you did. Finally, proofread for structure, signposting, and academic integrity before submission.

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