Overview
This unit introduces you to the important role of communication in nursing practice and strategies to effectively communicate as a nurse. You will examine types of communication strategies that are relevant to different health contexts. In particular, you will explore your own strengths in communication and how you can best use these to manage future challenges when nursing. Throughout this unit you will have the opportunity to work in small teams to explore the many different facets of communication in nursing and to build a portfolio that documents your learning and your development of skills and strategies to use in future nursing practice.
Details
Pre-requisites or Co-requisites
Students need to be enrolled in CL91 or Start Unit Now in order to undertake this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE Data
Unclear unit requirements.
Revise group work requirements and introduce group work at the beginning of term as offered previously. Revised Unit Introduction Information to insure clarity.
Feedback from Emails
Students reported value in working in groups
Continue to include group work within the unit to facilitate engagement with learning material.
Feedback from Emails
Students felt staff allocating group meant mismatch of personalities and time allocation towards study made it difficult to form studying relationships.
Reconsider students self allocating based on connections and their own study habits.
- Examine the fundamental role of communication in in nursing practice as informed by professional standards
- Explain communication strategies that enable effective professional relationships
- Adapt communication strategies to facilitate effective communication in one-on-one and group contexts
- Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical practice.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Provides safe, appropriate and responsive quality nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Health and wellbeing
International Council of Nurses Code of Ethics for Nurses
Nurses and People
National Safety and Quality Health Service Standards
Partnering with consumers
Comprehensive care
Communicating for safety
Nurses and Practice
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Evidence-based practice
Preventing, minimising and responding to adverse events
Nurses and the Profession
Aged Care Quality Standards
Consumer dignity and choice
Nurses and co-workers
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 40% | ||||
| 2 - Portfolio - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to Microsoft Word or other word processing package
- Zoom
- MS Teams
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.birt@cqu.edu.au
s.walker@cqu.edu.au
s.a.harris@cqu.edu.au
Module/Topic
Being a Nurse - Being a person.
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Ensure you have completed the Unit introduction tile to have an understanding of the unit requirements.
Ensure that you have engaged in the groupwork forum and begun to form/join a study group.
Module/Topic
"Choose your words"
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
"Are you hearing me?"
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Recognising this is hard Responding to a person experiencing distress
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Census Date Tuesday 1st April
Module/Topic
The power of non-verbal communication
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Break Week
Chapter
Events and Submissions/Topic
There are no tutorials or workshops held over this week. Please enjoy a well earned break or use this week to catch up on content or assignments. All classes will resume again next week for week 6.
Module/Topic
The impact of the external environment.
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Appearances
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
What's in a word?
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
My patient is sick!
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Communicating with children and families
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Diverse communication needs
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Preparing for placement - the final frontier
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Portfolio Two Due: Week 12 Wednesday (4 June 2025) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Unit Code: NURS11164
Unit Title: Communication in the healthcare environment
Assessment ONE
Type: Written Assessment - Portfolio
Due date: 4:00PM (AEST) Wednesday 9th April 2025 (Week 5).
Extensions: Available as per policy
Return date: Wednesday 30th April 2025 (Week 7)
Weighting: 40%
Length: 900 words +/- 10% (excluding reference list)
Unit Coordinators: Jessica Birt, Scott Harris, Sandra Walker
Learning Outcomes Assessed
1. Examine the fundamental role of communication in nursing practice as informed by professional standards.
2. Explain communication strategies that enable effective professional relationships.
3. Adapt communication strategies to facilitate effective communication in one-on-one and group contexts.
4. Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical practice.
Aim
The aim of this assessment is to demonstrate your understanding of the role of communication and how to enhance communication in nursing clinical practice. You will respond to four short answers questions regarding activities within Moodle two showcase your own knowledge to date.
Instructions
Please follow the steps below to complete your assessment task:
1. Define ONE (1) of the following, Message, sender and receiver from Week 1. Discuss how this may help a nurse in their daily practice. Clearly link your discussion back to standard 2. Using f 3 up to date peer reviewed references (300 words)
2. Explain how the strategies of CLARIFYING and RESTATING work together when communicating with an older adult who has hearing difficulties. Using 2 up to date peer reviewed references (200 words)
3. Reviewing your responses from activity 3.1, identify your weakest listening skill. Discuss how you would improve this area of active listening to create professional therapeutic relationships with your patients. Using 2 up to date peer reviewed references (200 words)
4. After reading “Trauma informed approach to communication”, discuss how does trauma informed communication help you to communicate in accordance to standard 2. Using two (2) further up to date, peer reviewed references to support your observation. (200 words)
Literature and references
In this assessment use at least 9 contemporary references (7 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment. All resources, other than web pages and grey literature, must be sources from the CQUniversity library.
Requirements
• Use a cover page for your assignment that includes in the following order:
• Student name
• Student number
• Unit code and name
• Assessment type
• Due date
• In-text word count
• Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment (insert or delete as applicable.)
• Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on the top right side of each page in a header.
• Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
• An introduction and conclusion are not required for this assessment.
• All questions in the Instructions of this assessment must be attempted and clearly answered to pass this assessment task.
• Write in the third-person perspective OR Write in the first-person perspective for your reflection, write in the third-person perspective when referring to the literature.
• Use formal academic, discipline specific, professional and inclusive language.
• Use Microsoft Word English (Australia) spelling and grammar checker.
• Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
• You may choose to use headings to help identify each task in this assessment.
• Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
• All work submitted must be your own work.
• Start your reference list on a separate page to the body of your assessment.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, lecture notes are not peer reviewed primary sources of evidence.
• We recommend that you access your discipline specific Nursing Resource Guide
• You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
• For information on academic writing and referencing please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
• You may wish to submit a draft to Studiosity.
• Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
a. Gen AI content is used to generate ideas and general structures.
b. Gen AI content editing.
c. Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
• Phone toll-free 1300 666 620
• Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
• You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
• In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 5 Wednesday (9 Apr 2025) 4:00 pm AEST
Week 6 Wednesday (23 Apr 2025)
Unit Code: NURS11164 Unit Title: Effective Communication in the Health Care Environment
Assessment One Student name:
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
|
Define ONE (1) of the following, Message, sender and receiver from Week 1. Discuss how this may help a nurse in their daily practice. Clearly link your discussion back to standard 2. (20%) |
(20–17.0) Provides a comprehensive and concise definition of ONE of the following: Message, Sender, Receiver. Comprehensibly and comprehensively discusses how this may help a nurse in their daily practice. Discussion clearly linked back to NMBA Standard 2. |
(16.8–15.0) Provides a concise definition of ONE of the following: Message, Sender, Receiver. Concisely discusses how this may help a nurse in their daily practice. Discussion clearly linked back to NMBA Standard 2. |
(14.8–13.0) Provides a clear definition of ONE of the following: Message, Sender, Receiver. Clearly discusses how this may help a nurse in their daily practice. Discussion clearly linked back to NMBA Standard 2. |
(12.8–10.0) Basic definition of ONE of the following: Message, Sender, Receiver. Basic discussion on how this may help a nurse in their daily practice. Discussion somewhat linked back to NMBA Standard 2. |
(9.8–0) Minimal or no definition of ONE of the following: Message, Sender, Receiver. Minimal or no definition how this may help a nurse in their daily practice. Discussion does not clearly linked back to NMBA Standard 2. |
|
|
Explain how the strategies of CLARIFYING and RESTATING work together when communicating with an older adult who has hearing difficulties (20%) |
(20–17.0) Succinctly and comprehensively explains how the strategies of CLARIFYING and RESTATING work together when communicating with an older adult with hearing difficulties |
(16.8–15.0) Provides an appropriately concise explanation how the strategies of CLARIFYING and RESTATING work together when communicating with an older adult with hearing difficulties. |
(14.8–13.0) Provides some explanation on how the strategies of CLARIFYING and RESTATING work together when communicating with an older adult with hearing difficulties. |
(12.8–10.0) An explanation is attempted about how the strategies of CLARIFYING and RESTATING work together when communicating with an older adult with hearing difficulties; however, there are gaps in the discussion. |
(9.8–0) Limited or no explanation provided on how the strategies of CLARIFYING and RESTATING work together when communicating with an older adult with hearing difficulties. |
|
|
Reviewing your responses from activity 3.1, identify your weakest listening skill. Discuss how you would improve this area of active listening to create professional therapeutic relationships with your patients (20%) |
(20–17.0) Highly developed discussion identifying personal listening skills. Succinctly and comprehensively discusses how this skill can be improved to create professional therapeutic relationships with patients. |
(16.8–15.0) Well-developed discussion identifying personal listening skills. Provides an appropriately concise discusses how this skill can be improved to create professional therapeutic relationships with patients. |
(14.8–13.0) Adequately developed discussion identifying personal listening skills. Provides some explanation discussing how this skill can be improved to create professional therapeutic relationships with patients. |
(12.8–10.0) Somewhat developed discussion identifying personal listening skills. An explanation is attempted to discuss how this skill can be improved to create professional therapeutic relationships with patients. |
(9.8–0) Limited, unclear or no discussion identifying personal listening skills. Limited or no explanation provided how this skill can be improved to create professional therapeutic relationships with patients. |
|
|
After reading “Trauma informed approach to communication”, discuss how does trauma informed communication help you to communicate in accordance to standard 2. (20%) |
(20–17.0) Highly developed discussion on how trauma informed communication can help to communicate. Clearly linked to NMBA standard 2. |
(16.8–15.0) Well-developed discussion on how trauma informed communication can help to communicate. Clearly linked to NMBA standard 2. |
(14.8–13.0) Adequately developed discussion on how trauma informed communication can help to communicate. Clearly linked to NMBA standard 2. |
(12.8–10.0)
Somewhat developed discussion on how trauma informed communication can help to communicate. Discussion somewhat linked to NMBA standard 2. |
(9.8–0) Limited, unclear or omitted discussion on how trauma informed communication can help to communicate. Does not linked to NMBA standard 2. |
|
|
Professional writing and presentation
(10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
|
|
Referencing
(10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 9 appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 8, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 7, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 6, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤5 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
|
|
TOTAL: |
MARKER: |
|||||
|
Marker’s feedback:
|
||||||
- Examine the fundamental role of communication in in nursing practice as informed by professional standards
- Explain communication strategies that enable effective professional relationships
- Adapt communication strategies to facilitate effective communication in one-on-one and group contexts
- Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical practice.
2 Portfolio
Unit Code: NURS11164
Unit Title: Communication in the healthcare environment
Assessment TWO
Type: Portfolio – Short answer responses to a video stimulus
Due date: 4:00pm (AEST), Wednesday 4th June 2025 (Week12)
Extensions: Available as per policy
Return date: Wednesday 25th June 2025 (University Vacation)
Weighting: 60%
Length: 1,400 words +/- 10% (excluding reference list)
Unit Coordinators: Jessica Birt, Scott Harris, Sandra Walker
Learning Outcomes Assessed
1. Examine the fundamental role of communication in nursing practice as informed by professional standards.
2. Explain communication strategies that enable effective professional relationships.
3. Adapt communication strategies to facilitate effective communication in one-on-one and group contexts.
4. Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical practice.
Aim
The aim of this assessment is for you to demonstrate your understanding of the role of communication and how to enhance communication in clinical nursing practice. You will respond to four short answer questions regarding a video.
Instructions
Please follow the steps below to complete your assessment task:
· Watch the video located in the Moodle Assessment tile under Assessment Two: Answer the following questions. Link your responses to the video by using examples in your discussion.
· Identify and discuss two (2) areas within the video that demonstrate effective communication skills. Provide examples from the video and support with two (2) relevant, current, peer reviewed references (400 words).
· Identify and discuss two (2) areas within the video that demonstrates ineffective communication skills. Provide examples from the video and support with two (2) relevant, current, peer reviewed references (400 words).
· Using the P.A.C.E. framework with one (1) of the areas identified in the previous question, provide constructive feedback to the nurse who gave handover to help them improve their communication (200 words).
· Using Borton’s reflective model and specific examples from the video, reflect on how you felt watching the nurses’ interaction. Discuss what you have learnt from this experience and how it will shape your nursing practice in the future. Support with two (2) relevant, current, peer reviewed references (400 words).
Literature and references
In this assessment use at least 6 contemporary references (7 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment. All resources, other than web pages and grey literature, must be sources from the CQUniversity library.
Requirements
· Use a cover page for your assignment that includes in the following order:
· Student name
· Student number
· Unit code and name
· Assessment type
· Due date
· In-text word count
· Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment.
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
· An introduction and conclusion are not required for this assessment.
· All questions in the Instructions of this assessment must be attempted and clearly answered to pass this assessment task.
· Write in the third-person perspective when referring to the literature and write in the first-person perspective for your reflection.
· Use formal academic, discipline specific, professional and inclusive language.
· Use Microsoft Word English (Australia) spelling and grammar checker.
· Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
· You may use headings to help identify each task in this assessment.
· Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
· All work submitted must be your own work.
· Start your reference list on a separate page to the body of your assessment.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, lecture notes are not peer reviewed primary sources of evidence.
· We recommend that you access your discipline specific Nursing Resource Guide
· You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
· For information on academic writing and referencing please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
a. Gen AI content editing.
b. Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
· Phone toll-free 1300 666 620
· Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
· In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 12 Wednesday (4 June 2025) 4:00 pm AEST
Review/Exam Week Wednesday (11 June 2025)
Assessments will be returned to students prior to certification of grades.
Unit Code: NURS11164 Unit Title: Effective Communication in the Health Care Environment
Assessment Two Student name:
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
|
Identify and discuss 2 areas within the video that use effective communication (20%) |
(20–17.0) Clearly identifies and provides a comprehensive and concise discussion on 2 areas within the video that use effective communication. |
(16.8–15.0) Clearly identifies and provides a concise discussion on 2 areas within the video that use effective communication |
(14.8–13.0) Identifies and provides a clear discussion on 2 areas within the video that use effective communication |
(12.8–10.0) Somewhat identifies and provides a basic discussion on 2 areas within the video that use effective communication |
(9.8–0) Minimal or no identification and/or discussion on 2 areas within the video that use effective communication |
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Identify and discuss 2 areas within the video that the nurse does not use effective communication
(20%) |
(20–17.0) Clearly identifies and provides a comprehensive and concise discussion on 2 areas within the video that does not use effective communication |
(16.8–15.0) Clearly identifies and provides a concise discussion on 2 areas within the video that does not effective communication |
(14.8–13.0) Identifies and provides a clear discussion on 2 areas within the video that does not use effective communication |
(12.8–10.0) Somewhat identifies and provides a basic discussion on 2 areas within the video that does not use effective communication |
(9.8–0) Minimal or no identification and/or discussion on 1-2 areas within the video that does not use effective communication |
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Provide constructive feedback to the nurse who gave handover to help them improve on their communication
(20%) |
(20–17.0) Highly developed constructive feedback provided on how the nurse could improve their communication. |
(16.8–15.0) Well-developed constructive feedback provided on how the nurse could improve their communication. |
(14.8–13.0) Adequately developed constructive feedback provided on how the nurse could improve their communication. |
(12.8–10.0) Somewhat developed constructive feedback provided on how the nurse could improve their communication. |
(9.8–0) Limited, unclear or omitted feedback provided on how the nurse could improve their communication. |
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Reflect on this experience (using Borton’s reflective model) and share how you felt watching the video. Discuss how you will use this experience to shape your nursing practice when you begin placement
(20%) |
(20–17.0) Highly developed reflection on how you felt watching the video. Clearly and comprehensibly discusses how you can use this experience to shape your nursing practice. Clearly used Borton’s reflective model. |
(16.8–15.0) Well-developed reflection on how you felt watching the video. Comprehensibly discusses how you can use this experience to shape your nursing practice. Clearly used Borton’s reflective model |
(14.8–13.0) Adequately developed reflection on how you felt watching the video. Clearly discusses how you can use this experience to shape your nursing practice. Clearly used Borton’s reflective model |
(12.8–10.0) Somewhat developed reflection on how you felt watching the video. Discusses how you can use this experience to shape your nursing practice. Clearly used Borton’s reflective model |
(9.8–0) Limited, unclear or omitted reflection on how you felt watching the video. Limited, unclear or omitted discussion on how you can use this experience to shape your nursing practice. Borton’s reflective model not used. |
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Professional writing and presentation
(10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
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Referencing
(10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 8 appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 7, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 6, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 5, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤4 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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- Examine the fundamental role of communication in in nursing practice as informed by professional standards
- Explain communication strategies that enable effective professional relationships
- Adapt communication strategies to facilitate effective communication in one-on-one and group contexts
- Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical practice.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
