Overview
Challenges in professional practice can contribute to stress, and burnout and may even cause nurses to consider leaving the profession. Resilience may help nurses deal with professional challenges. In this unit, you will explore the concept of resilience and its place in nursing. You will also identify factors that contribute to workplace stress, and reflect on strategies that promote resilience and assist in the management of adverse events within the workplace.
Details
Pre-requisites or Co-requisites
Pre-requisites: NURS11164 Effective Communication in the Health Care Environment OR NURS11163 Recovery Approach to Mental Health NURS11165 The Profession of Nursing OR NURS11159 Introduction to Nursing NURS12165 Evidence to Inform Nursing Practice OR NURS11158 Evidence Informed Nursing Practice NURS12162 Mental Health Nursing with Professional Experience Placement OR NURS12157 Concepts of Mental Health Nursing
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.
Craig and Shunil are the best lecturers and unit coordinators I have experienced throughout the three year course. The most important approach that Craig and Shunil use in their teaching is consistently creating a safe environment for students. It not only helps reduce anxieties and confusion because you feel comfortable to be open with them and can clearly recieve what they are saying but it also motivates you to want to engage more. The resources and support materials for assessments that they provide are extremely helpful and support student to be able to produce good quality work. They also have a really warm and encouraging approach that allows people to speak and rather that telling them they're wrong as a lot of coordinators do, they are very diplomatic and thoughtful about the ways in which they can redirect the person to the right answer or different way of thinking without making them feel ashamed or publicly highlighting their errors as other coordinators often do. I wish every unit had lecturers like Craig and Shunil, they are worth infinitely more than their weight in gold.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
Just want to say that Craig & Shunil have been amazing this semester! I have transferred from another university and the student support has surpassed the support received at the old campus. the content was clear and concise and was easy to engage and follow along with. the assessment units are clearly written and the rubric is easy to follow along with. Overall, very happy with this unit. And a massive thank you to both mentioned about for advocating for your students mental health and taking the time to check in on students.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
I was lucky to have met one of the lecturers in a previous class so I felt connected. I have to mention that I had some very difficult personal matters occur during this term and must give recognition to Shunil Raina who really helped me focus on what needed to be done, gave supportive words and encouragement, and a little laugh. For somebody who is going through a stressful period, this unit can be quite triggering as it is bringing great awareness to how much you may NOT be coping and how truly stressed you are without realising it. I feel it would be most beneficial for a mental health professional to remain as a lecturer for students taking this unit, and that students are aware of who this is.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
I am so grateful that we have such a great team to provide the wonderful unit in this term. I learned a lot from the weekly zoom tutorial which present in a humorous and realistic way. Also, the assessment feedback from my UC, especially Shunil, is so great. They really considered the situation that English is my second language and provide so many helpful advices in the comment of the assessment. I believe my nursing career will benefit from the knowledge I obtained in this unit and the UC team. Thank you so much!
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
This was a very relevant helpful unit. Was a good opportunity to reflect on nursing practice throughout our placements, not only for our assignments but for ourselves to see how far we had come and what challenges we have overcome already. Very engaging helpful teachers. Thank you.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
The unit coordinators for this subject are so helpful and kind, it was very nice to have their support. Thank you so much to the teachers. They were amazing and made learning enjoyable, Thank you so much.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE. Direct communication.
Workbook: Positive student feedback was received in relation to the module-to-module format. I found the workbook was a fantastic way to work through the content and make sure understanding was gained through answering questions. Reference lists made understanding of the type of references to search for more concise. The zoom videos were longer than other subjects, however, I liked the fact that the information was linked to real-life scenarios experienced by the lecturers. Having the zoom lessons recorded was also fantastic as I have a very heavy work schedule that did not allow me to attend live classes.
The workbook format will remain as it promotes a positive learning experience for the students. Workbook content and aligned learning activities will be updated to incorporate contemporary literature. Tutorials will continue to be recorded so they are available to all the student cohort.
Feedback from SUTE. Student emails. Direct communication.
Online tutorial sessions: The availability of the unit coordinators was identified by students as beneficial and contributed to their ability to submit their assessments. The unit coordinators made the tutorials a safe and calming space. One student found the tutorials needed to be shorter in time.
Tutorial sessions will be divided into two-thirty-minute sessions to increase student participation.
Feedback from SUTE.
The best group of coordinators. Loved the subject. found the team exceptional and the compassion I could hear in their voices. Information was presented very well thank you.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
Craig was extremely helpful and very kind. Thank you, Craig.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
Shunil has to be the most respectful patient caring lecturer. Anytime I needed support or help he would call take the time to explain ensure the outcome is fair and reasonable, I think even beyond. What an amazing man cqu have, I will never forget how he made me feel when I was struggling mid term. He just got it without judgement or disrespect.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
I found the team exceptional and the compassion I could hear in their voices. Information was presented very well thank you
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
I loved listening to shunils lectures, he was interactive showed passion and enthusiasm for the topic and linked to well to real world practices. Out of all the units i have completed to date shunil has "sold" the content and i believe this is reflected in the assessment marks achieved by students as a clear reflection of the unit coordinators ability to teach the content. I value it all, well done!
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
A big thank you to Shunil for being so caring and understanding towards students personal circumstances and struggles during this term. His kindness was a defining factor for me continuing with my study. Thank you for reflecting your respect for resilience in real life, it was very appreciated.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
Feedback from SUTE.
Thankyou for a wonderful term, I really enjoyed this subject with wonderful lecturers.
Unit Coordinators will update unit content, aligned learning activities and assessments one, two and three to incorporate contemporary literature. Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, and culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes and aligned requirements within unit assessments one, two and three.
- Explore the concept of resilience for nurses
- Reflect on strategies that promote resilience
- Explore strategies to manage adverse events within the workplace
- Identify and describe factors that contribute to workplace stress
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Develops a plan for nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Teaching, supervising and assessing
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Clinical governance
Communicating for safety
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumers
Personal care and clinical care
Services and supports for daily living
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 40% | ||||
| 2 - Written Assessment - 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)
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.shepheard@cqu.edu.au
s.dhollande@cqu.edu.au
d.rijal@cqu.edu.au
a.sahay@cqu.edu.au
Module/Topic
Reflection and continuous professional development
Chapter
Events and Submissions/Topic
Module/Topic
Stress and Nursing
Chapter
Events and Submissions/Topic
Module/Topic
Resilience
Chapter
Events and Submissions/Topic
Module/Topic
Risks of being compassionate
Chapter
Events and Submissions/Topic
Module/Topic
Do we need compassion?
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Occupational Violence
Chapter
Events and Submissions/Topic
Module/Topic
Horizontal Violence
Chapter
Events and Submissions/Topic
Module/Topic
Difficult conversations and moral distress
Chapter
Events and Submissions/Topic
Module/Topic
Teamwork and effective communication
Chapter
Events and Submissions/Topic
Module/Topic
Leadership in Nursing
Chapter
Events and Submissions/Topic
Module/Topic
Organisational Change
Chapter
Events and Submissions/Topic
Module/Topic
Transitioning to graduate nurse
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Assessment 1 Online Quiz (40%) Information
Type: Online Quiz
Quiz opens: 00:01 hour (AEST) Monday 7th April 2025 (Week 5)
Quiz closes: 23:59 hour (AEST) Sunday 13th April 2025 (Week 6)
Return to students: Results for the quiz will be available immediately after the attempt is complete
Permitted attempts: One
Weighting: 40%
Length: 40 Randomised questions
Completion time: 60 minutes
Extensions: Not available for Online Quiz as per policy
Unit Coordinators: Jayde Shepheard
Learning Outcomes Assessed
- Examine the concept of resilience for nurses.
- Critique organisational, societal, structural factors that impact on nurses’ experience of resilience, burnout, and workplace stress.
- Develop a personal plan to enhance or harness a repertoire of strategies to facilitate resilience and wellbeing.
- Reflect on personal strategies that facilitate resilience
Aim
The aim of this assessment is for you to demonstrate your knowledge and understanding of aspects in professional practice that challenge nurses’ resilience.
INSTRUCTIONS
- You will be completing an online quiz
- The quiz will assess your knowledge and understanding of materials covered in Weeks 1–5.
- Access the quiz via the Assessment tile portal on the Unit Moodle site. The quiz consists of 40 multiple-choice and/or/ true/false questions. Each question is worth 1 marks.
- This is an open-book quiz. You can refer to your learning materials at any time during your attempt. However, students should be familiar with the content as time limits apply.
- You have a maximum of 60 minutes to complete the quiz. You must complete the quiz in one attempt. The quiz will automatically close at the end of the allocated time and will submit your result even if you have not finished
- You have a maximum of one (1) attempt for the quiz.
- Once you have commenced your quiz, you cannot log out. Please do not refresh or reload your screen as this may close your quiz and record your result.
- If you have any technical issues let the unit coordinators know immediately. You are required to take a screenshot or photo of the issue and email it to the unit coordinators as soon as possible. We will assist you with resolving the issue or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620.
Requirements
You will need:
- Computer access with a reliable internet connection·
- Do not attempt to complete the quiz from a mobile phone or iPad
- Academic Integrity
Quiz questions are drawn from a bank and will be randomised.
Results will be available immediately 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.
The use of any generative artificial intelligence is not permitted within this assessment.
MARKING CRITERIA
- Results will be available immediately after the attempt is complete.
- Assessment re-attempt is not available for this assessment task.
MINIMUM PASS CRITERIA
You must achieve a minimum grade of 50% to pass this assessment
Week 5 Monday (7 Apr 2025) 12:01 am AEST
Quiz closes Sunday 13th of April at 23:59pm
Week 5 Monday (7 Apr 2025)
Results for the quiz will be available immediately after the attempt is complete
No Assessment Criteria
- Explore the concept of resilience for nurses
- Reflect on strategies that promote resilience
- Explore strategies to manage adverse events within the workplace
- Identify and describe factors that contribute to workplace stress
2 Written Assessment
Assessment 2-Written Assignment (60%) Information
Type: Case Study
Due Date: 4pm (AEST), Wednesday 28th May 2025 (Week 11)
Return Date: Wednesday 18th June 2025
Weighting: 60%
Length: 1800 words +/-10% (excluding reference list)
Extensions: Available as per policy
Unit Coordinators: Jayde Shepheard
Learning Outcomes Assessed
- Explore the concept of resilience for nurses
- Reflect on strategies that promote resilience
- Explore strategies to manage adverse events within the workplace
- Identify and describe factors that contribute to workplace stress
AIM
The aim of this assessment is for you to demonstrate insight into your personal responses and biases, analyse the effect of common issues in nursing and the broader healthcare context and develop strategies to promote your professional development and transition into a graduate registered nurse.
INSTRUCTIONS
Please follow the steps below to complete this assessment task.
- Read the case studies below.
- You are required to select ONE (1) case study from the list below. Using the 5 R’s reflective writing scale, reflect on your chosen case study from your perspective as a student registered nurse.
- Please use the following Headings to complete your task.
Title: Reflecting on ……………………….. as a student nurse.
Reporting: (150 words).
Within this section describe your specific concerns to ONE of the challenging case studies provided. Explain why did this case study resonated with you? Explain how it could negatively impact your nursing practice. Explain how this experience challenged your resilience. Valid and relevant references are required in each section.
Responding: (150 words).
Within this section explain your thoughts and feelings before, during, and after reading the case study. Explain why you felt this way- consider your values, beliefs and biases. Valid and relevant references are required in each section.
Relating: (400 words).
Within this section, detail how this experience is related to the wider community of student nurses, graduate nurses and/or established nurses. Statistics either international or domestic should be included in this section. Valid and relevant references are required in each section.
Reasoning: (400 words).
Within this section, consider the issue as a broader concern and discuss the impact of your topic on healthcare provision, safety, quality and efficacy. Statistics either international or domestic should be included in this section. Valid and relevant references are required in each section.
Reconstructing: (200 words).
Using the information from the four previous sections, draw conclusions to reframe or reconstruct your future practice. Valid and relevant references are required in each section.
Learning Goals: (100 words).
Detail ONE SMART goal to help you refocus your practice based on the lessons learned and outlined in the previous sections. Your SMART goal should support your continuous professional development and ensure you are better able to respond if you encounter a similar experience to the case study in your clinical practice.
SMART goals need to include the following elements: They need to be specific, measurable, achievable, relevant and time-bound. You need to include these specific words within this section for each goal. Your SMART goal should be written in full sentences- not in bullet points. Valid and relevant references are required in each section.
Action Plan: (400 words).
Outline two evidence-based strategies you could use to ensure you meet your SMART goal. These strategies need to support you to effectively respond if you encountered the challenging situation detailed in the case study. You need to specifically explain how each strategy will improve your resilience. Valid and relevant references are required in each section.
LITERATURE AND REFERENCES
In this assessment use at least 15 contemporary references (7 years or less) sourced from the CQUniversity library 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 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.
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 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 sections of this assessment must be attempted and clearly answered to pass this assessment task.
- Write in the first-person perspective for your reflection, however, 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.
- Use The reflective structure provided.
- Headings, are to be used in this assessment but bullet points, tables and appendices are not.
- 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, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that 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 visit 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.
Week 11 Wednesday (28 May 2025) 4:00 pm AEST
Exam Week Wednesday (18 June 2025)
Unit Code: NURS13139 Unit Title: Building Professional Resilience in Nursing
| Key Criteria | High Distinction 84.5–100% | Distinction 74.50–84.49% | Credit 64.50–74.49 | Pass 49.50–64.49% | Fail <49.5% | |
| 17.5-20 | 15-17.4 | 12.5-14.9 | 10-12.4 | 0-9.9 | /20 | |
|
LO: 1 Identify, describe and explain through reflection a clinical scenario in which resilience is required Reporting/Responding) |
Content provides comprehensive and critical discussion which identifies, describes, and explains one challenging situation and the students’ feelings related to this situation. Statements should be supported by valid and relevant references and in the students’ own word | Content provides a strong and appropriate discussion which identifies, describes, and explains one challenging situation and the students’ feelings related to this situation. Statements should be supported by valid and relevant references and in the students’ own words. | Content provides adequate discussion which identifies, describes, and explains one challenging situation and the students’ feelings related to this situation. Statements should be supported by valid and relevant references and in the students’ own words. | Content provides some relevant discussion which identifies, describes, and explains one challenging situation and the students’ feelings related to this situation. Statements should be supported by valid and relevant references and in the students’ own words. | Content provides no or inadequate discussion to identify, describe and/or explains one challenging situation and the students’ feelings related to this situation. Statements are not supported by valid and relevant references and/or is not in the students’ own words. | |
| 17.5-20 | 15-17.4 | 12.5-14.9 | 10-12.4 | 0-9.9 | /20 | |
|
LO: 4 Discuss the impact of challenging clinical scenarios which affect resilience on nurses and healthcare provision (Relating) |
Content provides comprehensive and critical discussion detailing the impact of their experience on the wider nursing community. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides a strong and appropriate discussion detailing the impact of their experience on the wider nursing community. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides adequate discussion detailing the impact of their experience on the wider nursing community. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides some relevant discussion detailing the impact of their experience on the wider nursing community. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides no or inadequate discussion to identify, describe and/or explains one challenging situation and the students’ feelings related to this situation. Statements are not supported by valid and relevant references and/or is not in the students’ own words. | |
| 17.5-20 | 15-17.4 | 12.5-14.9 | 10-12.4 | 0-9.9 | /20 | |
|
LO:4 Discuss the impact of challenging clinical scenarios affecting nurses' resilience and healthcare provision. (Reasoning) |
Content provides comprehensive and critical discussion detailing the impact of their experience onhealthcare provision holistically. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides a strong and appropriate discussion detailing the impact of their experience on healthcare provision holistically. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides adequate discussion detailing the impact of their experience on healthcare provision holistically. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides some relevant discussion detailing the impact of their experience on healthcare provision holistically. Discussion is supported by valid and relevant references and is in the students’ own words. | Content provides no or inadequate discussion detailing the impact of their experience on healthcare provision holistically. Discussion is not supported by valid and relevant references and/or is not in the students’ own words. | |
| 8.75-10 | 7.5-8.74 | 6.25-7.4 | 5-6.24 | 0-4.9 | /10 | |
|
LO: 2 Reframes and reconstructs their understanding through reflection to draw evidence-based conclusions surrounding the need for resilience in challenging clinical scenarios (Reconstructing/Goals) |
Content reframes and reconstructs their experience drawing comprehensive evidence-based conclusions supported by valid and relevant references and is in the students’ own words. Content details Comprehensive learning goals using all elements of the SMART framework explicitly including appropriate supporting evidence. | Content reframes and reconstructs their experience drawing strong and appropriate evidence-based conclusions supported by valid and relevant references and is in the students’ own words. Content details strong and appropriate learning goals using most elements of the SMART framework explicitly including appropriate supporting evidence. | Content reconstructs their experience drawing appropriate evidence-based conclusions supported by valid and relevant references and is in the students’ own words. Content details appropriate learning goals using some elements of the SMART framework explicitly including appropriate supporting evidence. | Content reconstructs their experience drawing somewhat relevant conclusions supported by valid and relevant references and is in the students’ own words. Content details appropriate learning goals using some elements of the SMART framework including appropriate supporting evidence. | Content fails to reframe or reconstruct their experience with irrelevant conclusions. Content is not supported by valid and relevant references and/or is not in the students’ own words. Content fails to delineate appropriate learning goals using clear elements of the SMART framework. Little to no including appropriate supporting evidence used. | |
| 17.5-20 | 15-17.4 | 12.5-14.9 | 10-12.4 | 0-9.9 | /20 | |
|
LO: 3 Reflect on and discuss evidence-based strategies to improve the student’s resilience within clinical scenarios (Action Plan) |
Content provides comprehensive and critical discussion on 2 strategies to improve the student’s resilience appropriate to their experience. Discussion is supported by valid and relevant references. | Content provides a strong and appropriate discussion on 2 strategies to improve the student’s resilience appropriate to their experience. Discussion is supported by valid and relevant references. | Content provides adequate discussion on 2 strategies to improve the student’s resilience appropriate to their experience. Discussion is supported by valid and relevant references. | Content provides some relevant discussion on 1-2 strategies to improve the student’s resilience appropriate to their experience. Discussion is supported by valid and relevant references. | Content provides no or inadequate discussion on 1 or more strategies to improve the student’s resilience appropriate to their experience with little to no valid or relevant supporting evidence. | |
| 4.375 to 5 | 3.75 to 4.375 | 3.126 to 3.74 | 2.5- 3.125 | 0-2.4 | /5 | |
| Presentation | Consistently accurate with spelling, grammar, and paragraph structure. Adheres to the word count. | Minimal (2-3) errors in spelling, grammar, or paragraph structure. Adheres to the word count. | Few (3 - 4) errors with spelling, grammar, or paragraph structure. Adheres to the word count. | Several (4-5) errors with spelling, grammar, or paragraph structure. Adheres to the word count. | Many (>6) errors with spelling, grammar, or paragraph structure. Fails to adhere to the word count. | |
| 4.375 to 5 | 3.75 to 4.375 | 3.126 to 3.74 | 2.5- 3.125 | 0-2.4 | /5 | |
| Referencing | Consistently integrates >15 references to support all relevant statements. Consistently accurate in-text referencing. Reference list is in alphabetical order and follows APA 7 guidelines. | Generally, integrates >15 references to support relevant statements. One-2 consistent in-text referencing errors identified. Reference list is in alphabetical order and follows APA 7 guidelines with minimal errors. | Frequently integrates >15 references to support relevant statements. Three-4 consistent in-text referencing errors identified. Reference list is in alphabetical order and follows APA 7 guidelines with some consistent errors. | Occasionally integrates >15 references to support relevant statements Five-6 inconsistent in-text referencing errors identified. Reference list is in alphabetical order and follows APA 7 guidelines with many errors. OR reference list is not included or formatted in APA 7. | Fails to or infrequent attempts (6 or more errors) to integrate references to support relevant statements. <15 references used. Referencing is inconsistent with APA style. >6 inaccuracies with in-text referencing. Reference list is not in alphabetical order and does not follow APA 7 guidelines. | |
| Total score: |
- Explore the concept of resilience for nurses
- Reflect on strategies that promote resilience
- Explore strategies to manage adverse events within the workplace
- Identify and describe factors that contribute to workplace stress
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?
