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FACULTY OF HEALTH SCIENCES
School of Nursing, Midwifery and Paramedicine
Melbourne Campus
SEMESTER 2, 2014
NRSG367: Transition to Professional Practice
NRPL367: Transition to Professional Practice
NATIONAL UNIT OUTLINE
CREDIT POINTS: 10
PREREQUISITES / CO-REQUISITES / INCOMPATIBLES: Pre Foundation year units
| National Team Leader: Lecturers in Charge: |
Ms Peta Gale Ballarat: Rett Quinney Melbourne: Mary Huynh Sydney: Peta Drury |
Canberra: Peta Gale
Brisbane: Samantha Howard & Gillian Lewis
LECTURER-IN-CHARGE: Lecturer Name: Mary Huynh
Office Location: DMB, Level 4, Rm 4.21
Email: Mary.Huynh@acu.edu.au
Telephone: (03) 9953 3750
DESCRIPTION:
This unit is focussed on contemporary issues impacting on the transition from nursing student to
graduate registered nurse within various health care settings. Transition is seen as a
multidimensional and complex process. The key issues addressed relate to knowledge and
strategies in the areas of leadership, teamwork, clinical decision making, critical thinking,
advocacy and responding to change in the health care environment as related to technology and
models of care delivery. The unit extends and consolidates concepts from both foundation and
nursing practice units.
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MODE AND DURATION:
Mode/Attendance Pattern:
2 hour face to face resource session at beginning the intensive weeks, 2 hour face to face resource
session at the end of semester. Four (4) 1 hour webinar sessions and online LEO eModules are
completed throughout the semester.
Duration:
12 week-semester or equivalent as blended mode delivery
You should anticipate undertaking 150 hours of study for this unit, including class attendance,
readings and assignment preparation.
Unit Outline Resources:
The University provides a range of information and support for your studies. The Unit Outline
Resources web page (http://www.acu.edu.au/241467) links to all relevant Policies, Resources and
Support. See the end of this document for more information.
LEARNING OUTCOMES:
On successful completion of this unit, you will be able to:
1. Distinguish the transformation in skill acquisition from novice to expert;
2. Analyse the major theoretical foundations of leadership and teamwork skills in
professional practice (GA 4,7);
3. Explain clinical governance in relation to professional practice;
4. Apply communication theory, conflict resolution and negotiation skills to challenging
interactions and situations in professional practice (GA9);
5. Assess and effectively utilise information technology within health care contexts;
6. Apply the skills and attitudes of self-directed, reflective learning in setting and
meeting your current and future learning needs (GA 4,7,8);
7. Evaluate selected models of care in relation to the needs and safety of health care
consumers across the lifespan (GA8);
8. Synthesise evidence to support proposals for innovation and change to enhance
service;
9. Debate the legal and ethical implications of advocacy in professional practice (GA3).
NRPL367 Students Only
10. Articulate a personal philosophy of nursing
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course.
You can view the ACU Graduate Attributes for all courses by following the link to Graduate
Attributes (http://www.acu.edu.au/204356). All Australian universities have their expected
Graduate Attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour
and community responsibility than those of many other universities. All of your units will develop
some attributes.
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Your course is a professional program that requires development of particular attributes for
accreditation purposes. These are also included in the Learning Outcomes.
On successful completion of this unit, students will have developed their ability to:
| GA3 | apply ethical perspectives in informed decision making |
| GA4 | think critically and reflectively |
| GA7 | work both autonomously and collaboratively |
| GA8 | locate, organise, analyse, synthesise and evaluate information |
| GA9 | demonstrate effective communication in oral and written English language and visual media |
Nursing and Midwifery Board of Australia Competency Standards for the Registered Nurse
developed in this unit are:
There are five (5) key themes that link all the content in the online modules ensuring students have a
deeper understanding of the complexity of the issues addressed in each. These themes are;
leadership, collaborative care, evidence based practice, transition to practice, and information
technology. These themes align with the Nursing & Midwifery Board of Australia Competencies for
Registered Nurses.
| NMBA Competencies for the Registered Nurse: | Learning Outcomes: |
| Professional Practice 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.5, 2.6, 2.7 |
2,3,7 & 9 |
| Critical Thinking and Analysis 3.2, 3.3 |
1, 4, 6 & 8 |
| Provision and Coordination of Care 5.1, 5.2, 5.3, 6.2, 6.3, 6.4, 7.1 – 7.4, 7.5, 7.6, 7.7, 7.8, 8.1, 8.2 |
4, 5, 7 & 8 |
| Collaborative and Therapeutic Practice 9.1 – 9.5, 10.2, 10.3 |
2, 3,4,7 & 8 |
CONTENT:
Topics will include:
1. Theoretical foundations of leadership and teamwork
Communication theories
Change management
Conflict resolution
Stress management culture and teamwork
Managing anger, violence and aggression in the workplace
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2. Transformation in skill acquisition from novice to expert
Reflecting on competence in nursing practice
Time management, delegation, conflict resolution, teamwork/collaborative practice,
stress management, leadership skills
Transferability of skills (information literacy, knowledge management)
3. Innovation and change
Evidence-based practice
Research and other forms of evidence
Healthcare strategies
Policy development
Best practice guidelines
Links to clinical governance
4. Information technology within health care
Human issues
Health and nursing informatics
Transforming healthcare with technology
Competency in information and communication technologies
CONTENT EXTENDED
1. Knowledge, characteristics and skills of critical thinking and clinical decision
making:
Provisional nature of knowledge
Use of initiative
Critical thinking indicators
Role of logic, intuition and creativity
2. Self-directed, reflective learning
Engagement with continuing professional practice
3. Models of care
Models of care across the lifespan
Levels of health care consumer involvement
Culture, ageing and social status
Quality and patient safety
Risk assessment and management
5. Legal and ethical issues
Code of ethics
Politics of healthcare
Workforce issues
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STUDY SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule.
| Week | Module Content is drawn from both content and content extended as listed on pages 3-5 |
Important Dates |
| Intensive week |
Unit overview and expectations | Introductory Resource Session (2hrs) TBA |
| 1 | Module 1: Foundational Leadership and Intra professional Practice (week 1,2 & 3) Communication, intra-professional practice, leadership, management, conflict resolutions, health and nursing informatics |
Module 1 Webinar Week 3. (Please refer to webinar timetable in LEO for exact time and date) |
| 2 | ||
| 3 | ||
| 4 | Module 2: Health Service Standards (week 4,5 & 6) Evidence based practice, health and safety, Health care strategies, policy development, clinical and corporate governance. |
Quiz 1 due: Monday 18th August |
| 5 | Assessment 2 Part a. Position statement Critique due: Monday 25th August |
|
| 6 | Module 2: Webinar Week 6. (Please refer to webinar timetable in LEO for exact date & time) |
|
| 7 | Module 3: Transformational Nursing (Week 7, 8 & 9) Reflection on practice, transferability of skills, time management & delegation, transforming nursing with health care and the future of nursing. |
Quiz 2 due: Monday 8th September |
| 8 | ||
| 9 | Module 3: Transformational Nursing (Week 7, 8 & 9) As above – continued |
Module 3: Webinar Week 9. (Please refer to webinar timetable in LEO for exact date & time) |
| University Vacation Week | ||
| 10 | Capstone Module: Pulling it all together (Week 10,11 & 12) No new content will be considered in this module rather it will summarise and bring together all the concepts theoretical and clinical. |
Assessment 2 part b. Position Statement due: Monday 6th October |
| 11 | Quiz 3 due: Monday13th October | |
| 12 | Assessment 3: Written Industry Reflection due: Monday 20th October |
|
| 13 | Capstone Resource session | Capstone resource session (2hrs) TBA on LEO |
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Information related to the unit can be found in three (3) specific places. This unit outline, the
introductory information provided on LEO in the ‘My Site’ and ‘My unit’ block and the assessment
item instructions contained in ‘My Assessment’ block in LEO.
ASSESSMENT PROCEDURES:
REFERENCING
This unit requires you to use the APA referencing system.
See the ‘Academic referencing’ page from the Office of Student Success
(http://students.acu.edu.au/372091) for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, which is available in the Library or on the ACU
website at http://www.acu.edu.au/142401
The Unit Outline Resources page (http://students.acu.edu.au/241467) is a good starting point.
Assessment Policy and Procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they
include rules on deadlines; penalties for late submission; extensions; and special consideration
(http://students.acu.edu.au/429796). If you have any queries on Assessment Policy, please see your
Lecturer in Charge.
Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at
http://students.acu.edu.au/430029).
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the
thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the
Academic Honesty Policy are available at http://students.acu.edu.au/343665. Please read them, and
note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties
for academic dishonesty can vary in severity, and can include being excluded from the course.
Turnitin
The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:
| | students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and teaching staff to identify areas of possible plagiarism in students’ written work. |
| |
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
Information on avoiding plagiarism is available at http://students.acu.edu.au/49758.
For any assignment that has been created to allow submission through Turnitin (check the Assignment
submission details for each assessment task), you should submit your draft well in advance of the due
date (ideally, several days before) to ensure that you have time to work on any issues identified by
Turnitin. On the assignment due date, lecturers will have access to your final submission, and the
Turnitin Originality Report.
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OVERVIEW OF ASSESSMENTS:
| Assessments | Due Date | Weighting (%) |
Learning Outcome/s Assessed |
Graduate Attributes Assessed |
| 1. Post Module Quizzes x 3 |
Week 4 Quiz 1 – Monday 18th August Week 7 Quiz 2 – Monday 8th September Week 11 Quiz 3 – Monday13th October |
30% | 1,2,3, 4, 5&7 | 4,7, & 9 |
| 2. ePortfolio | Week 5 Part A. Monday 25th August Week 10 Part B. Monday 6th October |
50% | 1,2,3,5,6,8 & 9 | 3,4,5,7, 8 & 9 |
| 3. Written Reflection | Week 12 Monday 20th October |
20% | 1,2,3,4,5,6,7,8 & 9 | 3,4,5,8 & 9 |
In order to pass this unit, you are required to obtain a cumulative score of 50%. The assessment
tasks for this unit are designed for you to demonstrate your achievement of each learning outcome
OTHER UNIT INFORMATION:
It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a
particular unit. You may not enrol in this unit if you have previously passed, or are currently
enrolled in, any unit identified as incompatible with this unit. If you do not meet these
requirements, then you must see your Course Coordinator.
You should also become very familiar with the Student Tutorials in the Learning Management
System, since almost all ACU units now utilise eLearning (http://www.acu.edu.au/150935)
ONLINE WEBINAR TUTORIALS
Each module has an associated webinar tutorial were information pertaining to the content and
linkage to assessment task 2b will be presented. These discussions will provide clinical
relevance, allowing you to discuss your practical and theoretical experiences in a safe and open
environment. Information pertaining to the webinars can be found on LEO. To participate, please
ensure that you sound test your computer before each webinar and have a headset with a
microphone as outlined on page 13 of the unit outline.
TEACHING AND LEARNING STRATEGIES:
Teaching and learning strategies will include learner-centred web-based learning, case-based
learning, and reflective/critical thinking activities. Students will be expected to take responsibility
for their learning and to participate actively within group activities.
STUDENT FEEDBACK AND CHANGES TO UNIT:
This unit has been evaluated through the ‘Student Evaluation of Unit’ (SEU) online surveys. As a
result the following changes have been made to the unit; Module content format changed to
demonstrate consistency, additional webinars included to facilitate student discussion and
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questions outside scheduled webinars, collaborative online learning spaces altered to better reflect
a blended learning pedagogy and facilitate timely responses, assessment items changed to reflect
student feedback and evaluation outcomes of the redesign project. SEU surveys are usually
conducted at the end of the teaching period. Your practical and constructive feedback is valuable
to improve the quality of the unit. Please ensure you complete the SEU survey for the unit. You
can also provide feedback at other times to the unit lecturers, course coordinators and/or through
student representatives.
ALLOCATING FINAL RESULT GRADES:
| Final Result Grade |
Grading Code |
Range Guide (%) |
Numerical Equivalent |
Descriptor |
| High Distinction | HD | 85-100 | 7 | Clear attainment of all learning outcomes, with complete and comprehensive understanding of the unit content, development of relevant skills and intellectual initiative to an extremely high level. |
| Distinction | DI | 75-84 | 6 | Substantial attainment of most learning outcomes, with a high level of understanding of the unit content and development of relevant analytical and interpretative skills to a high level. |
| Credit | CR | 65-74 | 5 | Sound attainment of some major learning outcomes, with good understanding of unit content and development of relevant skills. |
| Pass | PA | 50-64 | 4 | Satisfactory attainment of a range of learning outcomes, with basic understanding of unit content and development of relevant skills. |
| Pass Concededa | PC | 3 | Some attainment of learning outcomes with basic understanding of some unit content and some skill development. Only the HOS can allocate this grade. |
|
| Interim Failb | NF | 40-49 | Some attainment of learning outcomes with basic understanding of some unit content and some skill development. Student may be eligible to apply for supplementary assessment, subject to meeting other eligibility criteria set out in the Academic Regulations. |
|
| Fail | NN | 0-49 | 1 | Little or no attainment of learning outcomes, with limited understanding of course content or skill development. |
Grading Descriptor extract from the ACU Assessment Policy (http://www.acu.edu.au/250330). An
expanded version of grades can be accessed from the ACU Handbook
a. This grade is awarded by Heads of School only in exceptional circumstances. See Academic Regulations.
b. All Interim Fail (NF) grades which have not been converted to a Pass Supplementary (PP) or Fail Supplementary (NX)
grade by the census date of the next standard study period will be converted to a Fail (NN) grade.
Adapted from Sadler, D. R. (2005). Interpretations of criteria based assessment and grading in
higher education. Assessment and Evaluation in Higher Education, 30:2, 175-194. The percentage
range should be used in conjunction with the descriptors.
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TEXTS AND REFERENCES:
Recommended references
Amer, K., S. (2013). Quality and safety for transformational nursing: Core competencies. New Jersey,
USA: Pearson. ISBN 10: 0-13-272412-X or 13: 978-0-13-272412-8
Andre, K., & Heartfield, M. (2011). Nursing and midwifery portfolios: Evidence of continuing competence.
(2nd ed.) Sydney: Elsevier Australia.
Borbasi, S., & Jackson, D. (2012). Navigating the maze of research: Enhancing nursing and midwifery
practice. (3rd ed.). Sydney: Elsevier Australia.
Chang, E., & Daly, J. (Eds.) (2012). Transitions in nursing: Preparing for professional practice. (3rd ed.).
Marrickville, NSW: Churchill Livingstone/Elsevier.
Courtney, M., & McCutcheon, H. (2010). Using evidence to guide nursing practice.(2nd ed.) Chatswood:
Churchill Livingstone/Elsevier.
Daly, J., Speedy, S., & Jackson, D. (Eds) (2010). Contexts of nursing: An introduction. (3rd. ed.). Sydney:
Churchill Livingstone /Elsevier.
Duckett, S., & Willcox, S. (2011). The Australian health care system. (4th ed.). South Melbourne, Vic.:
Oxford University Press.
Fedoruk, M., & Hofmeyer, A. (2012). Becoming a nurse: Making the transition to practice.
Sth Melbourne: Oxford University Press.
(Note to students: This is available as an eBook you will need to purchase an access code from the Coop
Bookshop at a special student rate. Please see your LIC for more information).
Nursing and Midwifery Board of Australia. (2013). Codes and guidelines. Retrieved from
http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines.aspx
NMBA 2008 Code of Professional Conduct for Nurses
NMBA 2008 Code of Professional Conduct for Midwives
NMBA 2006 National Competency Standards for the Registered Nurse (4th edition)
NMBA 2006 National Competency Standards for the Midwife (4th edition)
Further references
Conrick, M. (2006). Health informatics: Transforming healthcare with technology. Melbourne: Thomson
Learning Australia.
Forrester, K., & Griffiths, D. (2010). Essentials of law for health professionals. (3rd ed.) Chatswood NSW:
Mosby Elsevier.
Smailes, S., & Street, C. (2011). The Health Studies Companion. Basingstoke: Palgrave Macmillian.
Taylor, S., Foster, M., & Fleming, J. (Eds.) (2008). Health care practice in Australia: Policy, context and
innovations. South Melbourne: Oxford University Press
Extended reading
Bulman, C., & Schutz, S. (Eds.) (2013). Reflective practice in nursing. (5th ed.) Oxford: Blackwell
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Willis, E., Reynolds, L., & Keleher, H. (Eds.) (2012). Understanding the Australian health care
system.(2nd ed.) Chatswood: Elsevier Australia.
Online Resources and Technology Requirements
The LEO page for this unit contains further readings/ discussion forums.
In addition, for this unit you will be required to use the following technologies:
Adobe Connect Room: Please use the following url to access your webinar sessions
https://webconf.acu.edu.au/nrsg367
| |
You will require a Headset with microphone (logitech) or mobile phone hands free headset On your computer please access the Adobe website for calibration prior to the first webinar session: https://webconf.acu.edu.au/common/help/en/support/meeting_test.htm Or/and Apple devices- eg ipad, iphone (download free Adobe Connect Pro App) Free Windows media plugin:https://www.download-free.com/media-player software?source=ga, Mac users will automatically be able to view through itunes. |
| |
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POLICIES, RESOURCES AND SUPPORT:
Unit Outline Resources (http://www.acu.edu.au/241467)
It is the responsibility of all students to access, read and familiarise themselves with the following
ACU Policies and Regulations. These are to be found in the ACU Handbook, which is readily
available in the Library or on the Internet. The Academic Honesty Policy is very important and you
must understand that plagiarism, collusion and recycling of assignments are not acceptable. You
must read the Assessment Policy and Procedures. If you have any queries please see your
Lecturer in Charge.
Policies
This area includes the Academic Honesty Policy (including information on plagiarism); Academic
Regulations and Policies – see especially Assessment (attendance, extension for an assignment,
factors affecting performance completion of assessment tasks, group work and collaborative
assessment, personal circumstances affecting assessment, submission, collection and retention of
assessment tasks, resubmission of assessment tasks); Examinations (including deferred exams);
Review and appeals; Acceptable use of IT facilities; Conduct and responsibilities; Graduate
Attributes.
Resources
This area includes the ACU Handbook, the eLearning Login (Learning Management System);
eLearning Assistance and eLearning Tutorials and guidance.
Support
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer-In-Charge, Course Coordinator and/or one of the services listed below as soon as
possible. The support areas include:
Academic Skills which offers a variety of services, including workshops (on
topics such as assignment writing, time management, reading strategies,
referencing), drop-in sessions, group appointments and individual consultations.
It has a 24-hour online booking system for individual or group consultations.
Campus Ministry offers pastoral care, spiritual leadership and opportunities for
you to be involved with community projects. The Career Development Service
can assist you with finding employment, preparing a resume and employment
application and preparing for interviews. The Counselling Service is a free,
voluntary, confidential and non-judgmental service open to all students and
staffed by qualified social workers or registered psychologists. Equity and
Disability can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.
Indigenous Units on each campus provide information and support for
students. For all aspects of support please contact the Office of Student
Success.
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Assessment 1 – Online Quizzes (30%)
Each Module of content is aligned with core learning outcomes. The student is required to
undertake three (3) online quizzes comprising randomly selected multiple choice questions.
| Due date: | Quiz 1: Monday 18th August Quiz 2: Monday 8th September |
Quiz 3: Monday 13th October
Weighting: 30% (equivalent total 1000 words)
Quiz 1 10%, Module 1
Quiz 2 10%, Module 2
Quiz 3 10%, Module 3
| Length and/or format: | Each Online Quiz contains 20 MCQ’s. Students will have one (1) attempt and a time limit of 30 mins per quiz once they commence the first question. This is a summative and formative assessment that |
| Purpose: |
demonstrates the student’s ability to engage with the module
content and develop an understanding of the core principles of
each module
Learning outcomes assessed: 1, 2, 3, 4, 5 & 7
| When to present/submit: | Students should access the quiz through the quiz portal attached to ‘My Assessment’ block on LEO. Students may review their results on LEO via the quiz portal or grade book. |
| Return of assignment: |
Results will be available immediately on completion of the quiz.
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Assessment 2 – Portfolio (50%)
Students will provide a collection of resources as outlined below that demonstrate achievement of
the learning outcomes related to the content of all three modules.
| Due date: | Part a. Position Statement Critique: Monday 25th August via Turnitin Part b. Position Statement: Monday 6th October via Turnitin. Part a. & b. = 50% Assessment 2 comprises two (2) parts; ‘A’ the critique of a supplied position statement related to any of |
| Weighting: Length and/or format: |
the module content and ‘B’ the creation of an individual Position
Statement related to the module content and linking the Nursing
& Midwifery Board of Australia Competencies for Registered
Nurses.
| PART A Purpose: |
Position Statement critique: 500 words = 15% Students are required to demonstrate their ability to critically |
review a prepared position statement, analysing its content from
both a theoretical and clinical perspective. Moreover students
will need to demonstrate understanding of the Nursing &
Midwifery Board of Australia Competencies for Registered
Nurses as they pertain to the position statements. More
information about this assessment task can be found on LEO.
Learning outcomes assessed: 1,2,3,,5,6,,8 & 9
How to submit: Students are to submit their assessment via Turnitin through
the dropbox provided in the LEO ‘My assessment’ block.
Multiple submissions can be made up until the due date for the
assessment (Please note that there can be a 24-48hr lock out
period between each submission).
| Return of assignment: | Grades and feedback will be made available through the LEO grade book in accordance with ACU policy The criterion referenced marking rubric for this task. This rubric will also form the basis of your feedback for this assessment |
| Assessment criteria: |
item. Further information with regard to this assessment can be
obtained on LEO in the ‘my assessment block’
| PART B Purpose: |
Individual Position Statement: 1500 words = 35%. Students will be required to develop an individual or personal |
position statement related to a specific topic. Topics will be
drawn from content of all three (3) modules. Information
contained in the statement should clearly demonstrate the
student’s perspective, which should be supported by current
relevant evidence and reflect current policy and practice within
the Australian nursing context with clear reference and linkage
to the Nursing & Midwifery Board of Australia Nursing
Competencies for Registered Nurses.
Learning outcomes assessed: 1,2,3,5,6,8 & 9
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How to submit: The position statement must be submitted via Turnitin
through the dropbox provided in the LEO ‘My assessment’
block. Multiple submissions can be made up until the due date
for the assessment (Please note that there can be a 24-48hr
lock out period between each submission).
Return of assignment: Grades and feedback will be made available through the LEO
grade book in accordance with ACU policy
Assessment criteria: Please refer to the criterion referenced marking rubric for this
task. This rubric will also form the basis of your feedback for this
assessment item. Further information with regard to this
assessment can be obtained on LEO
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Criterion Referenced Rubric: Assessment 2A – Position Statement Critique
| Criterion | High Distinction | Distinction | Credit | Pass | Fail |
| Interpretation 30% |
Extensively critiques the content and Insightfully analyses the position taken. Identifies inconsistences (if any) in the position statement |
Thoroughly critiques the content and Insightfully analyses the position taken. Identifies inconsistences (if any) within the position |
Provides a critique of the content and analyses the position taken. |
Provides a critique of the content |
No critique of the position evident |
| Analysis & Evaluation 30% |
Thoroughly analyses assumptions in relation to NMBA competencies for clinical practice, discriminates rationally using reasonable judgment, provides extensive information in support of position or offers alternative view |
Analyses assumptions in relation to NMBA competencies for clinical practice, discriminates using reasonable judgment, provides some information in support of position or offers alternative view |
Analyses assumptions in relation to NMBA competencies for clinical practice, using reasonable judgment, provides limited information in support |
Acknowledges assumptions in relation to NMBA competencies for clinical practice, |
Does not provide relevant analysis of assumptions or position |
| Evidence 15% Referencing 15% |
Provides extensive evidence in support of the position statement or provides clarifying evidence if required in support of alternative views. All evidence is from credible sources Accurate use of APA referencing style in all instances. A range of in text citations has been used. |
Provides some evidence in support of the position statement or provides clarifying evidence if required in support of alternative views. Some evidence is from credible sources Accurate use of APA referencing style on most occasions. A range of in-text citations has been used. |
Provides some evidence in support of the position statement. Some evidence is from credible sources Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats |
Supportive information is taken from credible sources. Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format |
Information is taken from sources that are not credible. Many inaccuracies with the APA referencing style. |
| Mechanics grammar, spelling and punctuation 10% |
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. The essay reads without interruption. |
There are minimal errors with grammar, spelling and punctuation, and the meaning is easily discernible. |
There are some errors with grammar, spelling and punctuation. However, the meaning is readily discernible. |
There are substantial errors with grammar, spelling and punctuation. The errors detract significantly, but the meaning is discernible. |
Grammar, spelling and punctuation are such that the reader cannot make sense of the content. |
| Comments Marker: Date: |
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Criterion Referenced Rubric: Assessment 2B, Position Statement
| Criterion | High Distinction | Distinction | Credit | Pass | Fail |
| Clear concise and well structured introduction and conclusion 14% |
Explicitly states the argument and clearly sets out the steps the essay will take to support it. Conclusion effectively summarises the arguments and presents the final position. |
Provides a clear synopsis of the argument and offers a step by step plan for the essay. Conclusion effectively summarises the main points and final position. |
Addresses the question, states the argument and offers a plan but lacks clarity and/or accuracy. Conclusion summarises the main points but lacks sufficient clarity relating to the final position. |
The introduction states the argument but does not offer a plan and lacks clarity. Conclusion presents the final position but does not adequately summarise the arguments. Presents new information not contained in essay. |
The introduction is missing/or is unclear as to the intent of the essay, lacks clarity and structure. Conclusion is absent or is unclear, lacks clarity. Introduction of new ideas. |
| Context and assumptions 28% |
Thoroughly analyses own assumptions in relation to NMBA competencies for clinical practice, and other relevant academic resources when presenting a position. |
Clearly analyses own assumptions in relation to NMBA competencies for clinical practice, and other relevant academic resources when presenting a position. |
Some analysis of own assumptions in relation to NMBA competencies from a limited viewpoint. Evaluates the relevance of contexts when presenting position in a general manner. |
Shows a limited awareness and analysis of own assumptions in relation to NMBA competencies. Information is general with limited exploration of ideas within the position statement. |
Insufficient awareness and analysis of own assumptions in relation to NMBA competencies. Fails to demonstrate adequate understanding of issues within the position statement. |
| Student’s position 28% |
Specific position is concise and well-articulated, taking into account the complexities of the issue. Limitations of position are acknowledged. Other points of view are considered. |
Specific position takes into account the complexity of the issues. Some other points of view are considered. |
A position is articulated. Limited acknowledgment of other views. |
A position is stated, but is superficial. Minimal consideration of alternate views. |
There is no clear position. Insufficient consideration of alternate views. |
| Evidence 14% Referencing 8% |
Extensive information is taken from relevant academic sources. Comprehensive interpretation and evaluation. Accurate use of APA referencing style in all instances. A range of in-text citations has been used. |
Extensive information is taken from relevant academic sources. Broad interpretation and evaluation. Accurate use of APA referencing style on most occasions. A range of in-text citations has been used. |
Information is taken from credible sources. Broad interpretation and evaluation. Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats |
Information is taken from credible sources. Limited interpretation and evaluation. Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format |
Information is taken from sources that are not credible. Insufficient interpretation and evaluation. Many inaccuracies with the APA referencing style. |
| Mechanics grammar, spelling and punctuation 8% |
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. The essay reads without interruption. |
There are minimal errors with grammar, spelling and punctuation, and the meaning is easily discernible. |
There are some errors with grammar, spelling and punctuation. However, the meaning is readily discernible. |
There are substantial errors with grammar, spelling and punctuation. The errors detract significantly, but the meaning is discernible. |
Grammar, spelling and punctuation are such that the reader cannot make sense of the content. |
| Comments Marker: Date: |
Page 17 of 20 Semester 2, 2014
This version produced 7 July 2014 Version: Unit Outline 2014
| Assessment 3: Due Date: Weighting: Length and/or format: Purpose: |
Written Industry Reflection Monday 20th October 20% 800 words Students are required to demonstrate that they can reflect in and on practice by reflecting on a clinical experience related to any of the module content. Evidence of critical thinking and analysis as well as a critique of personal actions should be |
demonstrated. . In addition, consideration of how the outcomes
of this reflection will impact on the student’s future practice must
be evident.
Learning outcomes assessed: 1,2,3,4,5,6,7,8 & 9
How to submit: This assessment must be submitted via Turnitin through the
dropbox provided in the LEO ‘My Assessment’ block. Multiple
submissions can be made up until the due date for the
assessment. (Please note that there can be a 24-48 hour lock
out period between each submission).
| Return of assignment: | Grades and feedback will be made available through the LEO grade book in accordance with ACU policy The criterion referenced rubric for this task should be used to |
| Assessment criteria: |
guide your reflective writing. This rubric will also form the basis
of your feedback for this assessment item.
Page 18 of 20 Semester 2, 2014
This version produced 7 July 2014 Version: Unit Outline 2014
Criterion Referenced Rubric: Assessment 3, Written Industry Reflection
| Criterion | High Distinction | Distinction | Credit | Pass | Fail |
| Reporting and Responding 10% |
Student has identified an appropriate critical incident or issue, and has: Reported what happened or what the issue of incident involved. Explained why it is relevant. Responded to the incident or issue by making observations and expressing an informed (referenced) opinion. Posed questions to address as a result of the incident |
Student has identified an appropriate critical incident or issue, and has: Reported what happened or what the issue or incident involved. Explained why it is relevant. Responded to the incident or issue by making observations and expressing an informed (referenced) opinion |
Student has identified an appropriate critical incident or issue, and has: Reported what happened or what the issue or incident involved. Explained why it is relevant |
Student has identified an appropriate critical incident or issue, and has: Reported what happened or what the issue or incident involved. |
Student has identified an appropriate critical incident or issue, but has not explained what was involved. |
| Relating 20% |
Student has: Related and explained the incident or issue to their own skills, professional experience, or discipline knowledge and commented on aspects that they have or have not experienced before. Analysed the similarities and differences between the conditions of this environment and the conditions of other environments they have encountered. |
Student has: Related incident to own skills, professional experience, or discipline knowledge. Commented on aspects that they have or have not experienced before Analysed the similarities and differences between the conditions of this environment and the conditions of other environments they have encountered |
Student has: Related or made a connection between the incident or issue and own skills, professional experience, or discipline knowledge Commented on aspects that they have or have not experienced before |
Student has: Related or made a connection between the incident or issue and own skills, professional experience, or discipline knowledge |
Student has unsuccessfully attempted to relate (connect) the incident or issue to their own skills, professional experience or discipline knowledge |
| Reasoning 20% |
Student has: Highlighted in detail significant factors underlying the incident or issue Explained and analysed their importance Referred to relevant theory and literature to support their reasoning Considered different perspectives – (eg theoretical or ethical) in relation to this issue |
Student has: Highlighted in detail significant factors underlying the incident or issue Explained and analysed their importance Referred to relevant theory and literature to support their reasoning |
Student has: Highlighted in detail significant factors underlying the incident or issue Explained and shown why they are important |
Student has: Highlighted in detail significant factors underlying the incident or issue |
Student has: Identified significant factors underlying the incident or issue, but has not provided details |
Page 19 of 20 Semester 2, 2014
This version produced 7 July 2014 Version: Unit Outline 2014
| Reconstructing 30% |
Student has: Explained how and why future practice or professional understanding has been reconstructed Described how they would deal with this next time. Explained how theories or relevant literature support their ideas Explored whether changes could be made to benefit other stakeholders |
Student has: Explained how and why future practice or professional understanding has been reconstructed Described how they would deal with this next time Explained how theories or relevant literature support their ideas |
Student has: Explained how future practice or professional understanding has been reconstructed Described how they would deal with this next time Explained how relevant literature supports their ideas |
Student has: Explained how future practice or professional understanding could be reconstructed Described how they would deal with this next time |
Student has: Provided an Unsatisfactory attempt at reframing or reconstructing future practice or professional understanding. |
| Integration of Reflective Components 5% |
The student has successfully integrated each of the elements (reporting and responding, relating, reasoning, and reconstructing). There is evidence that the reconstruction builds on each of the other elements. The four elements are linked clearly, cohesively, and logically. |
The student has successfully integrated each of the elements (reporting and responding, relating, reasoning, and reconstructing). There is evidence that the reconstruction builds on each of the other elements. |
The student has integrated all of the elements (reporting and responding, relating, reasoning, and reconstructing). |
The student has integrated some but not all of the elements (reporting and responding, relating, reasoning, and reconstructing) into a cohesive reflection. |
The student has unsatisfactorily attempted to integrate the elements (reporting and responding, relating, reasoning, and reconstructing) of the reflection. |
| Sources and Referencing 5% |
Credible and relevant references are used. Accurate use of APA referencing style in all instances. |
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. |
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats. |
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format. |
Not all references are credible and/or relevant. Many inaccuracies with the APA referencing style. |
| Sentence and Paragraph Structure/ Intelligibility 5% |
The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link each paragraph to the next. |
The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link most paragraphs to the next. |
The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relate to a discrete idea. There are clear linking sentences that link paragraphs to the next. |
The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relate to a discrete idea. Not all paragraphs link to one another. |
There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links. |
| Mechanics – Grammar, Spelling and Punctuation 5% |
There are no errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernible. The reflection reads without interruption. |
There are no errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernible. |
There are minimal errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernible. |
There are some errors with grammar, spelling and punctuation that impact readability. However, the meaning is readily discernible. |
There are substantial errors with grammar, spelling and punctuation that impact readability. The errors detract significantly, but the meaning is discernible. |
| Comments Marker: Date |
Page 20 of 20 Semester 2, 2014
This version produced 7 July 2014 Version: Unit Outline 2014
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