Overview
The transition from university to clinical practice is both exciting and challenging. This unit will assist you to prepare for the transition from student to graduate registered nurse. You will explore leadership roles which graduate registered nurses are expected to assume and discuss the skills required to perform these roles. The power differentials and tensions that can exist within healthcare organisations will be explored, including how knowledge of governance systems can support the graduate registered nurse to provide safe patient care within these systems. Finally, you will also prepare for your role transition from student to graduate registered nurse by developing strategies for teamwork, workload management, and care prioritisation.
Details
Pre-requisites or Co-requisites
Pre-requisites: NURS13142 Professional Experience Placement 4 ORNURS12158 Clinical Nursing Practice 3
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 2 - 2024
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 Feedback from Unit Evaluation
The examples used in the tutorials were real-world and helpful.
Continue incorporating more real life examples and elaboration in lectures to further clarify complex concepts and enhance student understanding.
Feedback from Feedback from Unit Evaluation
Enjoyed the opportunities provided for student interaction during lectures, which enhanced engagement.
Continue offering increased opportunities for student interaction during lectures and activities to further promote engagement and foster collaborative learning.
Feedback from Feedback from Unit Evaluation
Detailed feedback on assessments would help students better understand areas for improvement and more effectively track their progress.
Provide more comprehensive and specific feedback on assessments to clarify areas for improvement and assist students in monitoring their development more effectively.
- Identify transitional challenges that you may experience in your transition from student to registered nurse and explain the skills and strategies you may require to manage this transition.
- Explore power differentials that can exist within healthcare organisations and the tensions that may arise from these.
- Identify leadership roles undertaken by graduate registered nurses and discuss the skills required to undertake these roles.
- Analyse how the knowledge of governance systems can support the graduate registered nurse to provide safe patient care.
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
Partnering with consumers
Comprehensive care
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
Infection prevention and control
Medication safety
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
Organisation’s service environment
Feedback and complaints
Human resources
Organisation governance
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Written Assessment - 50% | ||||
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)
- Microsoft 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.
n.browning@cqu.edu.au
j.nikolsky@cqu.edu.au
e.mcconochie@cqu.edu.au
Module/Topic
Transition to Graduate Nurse
Week 1 Learning Outcomes:
- Appreciate various models of transition/reality shock and how they affect graduate nurses
- Understand various transitional challenges which may be encountered by graduated registered nurses
- Apply principles of workload management to an example shift
- Reflect on your current work-life balance, as well as consider how this might change as a graduate nurse
- Understand where and how to access support
- Explore the realities of work as a graduate during the COVID-19 pandemic
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Scope of Practice
Week 2 Learning Outcomes:
- Understand the scope of practice of a variety of healthcare workers
- Apply the RN scope of practice to contemporary clinical practice scenarios
- Reflect on the RN scope of practice for new graduate registered nurses
- Consider opportunities for furthering one's scope of practice through continuing professional development
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Delegation
Week 3 Learning Outcomes:
- Understand the principles and processes of delegation
- Describe the five rights of delegation
- Identify RN responsibilities and accountability when delegating tasks
- Differentiate between direct and indirect supervision and apply this knowledge to practice
- Apply the delegation process to a contemporary clinical practice scenario
- Explore potential conflicts that may occur when delegating
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Leadership and Management
Week 4 Learning Outcomes:
- Understand a variety of leadership models in healthcare settings
- Differentiate between biomedical models and humanistic models of nursing care
- Explore nursing workload management models
- Apply principles of effective leadership to clinical practice
- Identify leadership skills and roles appropriate for a graduate registered nurse
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Navigating Organisational Culture and Power Differentials
Week 5 Learning Outcomes:
- Identify different types of organisational culture that may exist in Australian healthcare settings
- Understand how organisational culture can impact patient care and safety
- Explore strategies a graduate registered nurse can use to work within various organisational cultures
- Identify various power differentials in healthcare and analyse how they can impact patient care and safety
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Break Week
Enjoy a week to relax and recharge.
Chapter
There are no planned activities this week.
Events and Submissions/Topic
There is no tutorial this week.
Module/Topic
Clinical Governance and Patient Safety
Week 6 Learning Outcomes:
- Understand fundamental concepts of governance
- Review the National Safety and Quality Health Service Standards
- Explore patient safety and quality improvement systems, including audits and incident reporting
- Understand clinical performance and effectiveness
- Identify a safe environment for the delivery of care
- Appreciate the importance of partnering with consumers
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Teamwork and Collaboration
Week 7 Learning Outcomes:
- Identify the characteristics of effective teamwork and collaboration
- Explore strategies for developing collaborative teams
- Understand the importance of teamwork in crisis management
- Explore conflict management resolution strategies for effective teamwork
- Reflect on your own experiences of teamwork and collaboration as a student nurse
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Responding to a Case Study Due: Week 7 Monday (26 Aug 2024) 4:00 pm AEST
Module/Topic
Clinical Supervision, Preceptorship, and Mentoring
Week 8 Learning Outcomes:
- Understand your role in supervision and preceptorship as a new graduate
- Identify your role as a teacher
- Explore the challenges of precepting nursing students
- Explore your role, as a new graduate RN, as a mentor and a mentee
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Reflecting on Your Learning Journey
Week 9 Learning Outcomes:
- Understand critical reflection and be able to use a variety of reflective models.
- Understand emotional intelligence and explore yourself as a learner.
- Begin writing your nursing philosophy.
- Explore key strategies for applying for jobs, including interviewing, writing resumes, and addressing selection criteria
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Lifelong Learning
Week 10 Learning Outcomes:
- Understand your CPD requirements as a graduate Registered Nurse
- Explore various options for gaining CPD points
- Appreciate the value and importance of lifelong learning
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Career Planning
Week 11 Learning Outcomes:
- Reflect on your personality, interests, and circumstances to explore what kind of nursing you might enjoy
- Compare two different advanced nursing roles, and gain an appreciation for a variety of other advanced nursing roles
- Understand the purpose of nursing unions and peak bodies, and perhaps join
- Gain an appreciation of the options for participating in research as a registered nurse
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Module/Topic
Starting Your New Career
Week 12 Learning Outcomes:
- Understand how to apply for registration with AHPRA as a Registered Nurse
- Understand the importance of maintaining recency of practice
- Explore your options if you don't get a graduate program position
- Identify three different paths to your dream nursing career
Chapter
There are a variety of online activities available to support your learning.
Events and Submissions/Topic
Each week there is an online tutorial (1hr) designed to consolidate the knowledge gained through the weekly learning activities. A guest speaker will also present online (1hr), providing contemporary applications of theory to practice.
Short Answer Responses Due: Week 12 Monday (30 Sept 2024) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Microsoft Teams is the primary platform for communication for this unit. Students are expected to check Microsoft Teams and their student email account regularly each week.
Please note that assessment reattempts are not available in this unit.
1 Written Assessment
Type: Written Assessment – Responding to a Case Study
Due date: 4pm (AEST) Monday 26th August 2024 (Week 7)
Weighting: 50%
Length: 1200 words (± 10%)
Unit Coordinators: Natalie Browning, Emma McConnochie, Jess Nikolsky
Aim
Transitioning from a student to a registered nurse can be challenging. Managing a complex patient load, working within a team, adapting to the organisational culture, and taking responsibility for your actions are skills many graduate registered nurses are underprepared for. This assessment asks you to explore a fictional case study and examine transitional challenges, power differentials, leadership skills, and governance systems in the context of a newly graduated registered nurse.
Instructions
Logan is a graduate registered nurse completing a full-time graduate program in a large regional hospital in Australia. Last week, Logan started a rotation in the respiratory ward, after three months in the forensic mental health unit. The respiratory ward uses a team nursing model of care, where a registered nurse and an enrolled nurse work together to care for eight acutely unwell patients. The ward is supported by assistants-in-nursing who provide assistance with activities of daily living for patients. A senior registered nurse acts as team leader each shift and provides oversight and guidance for challenging and unexpected situations.
Logan writes in a journal daily. Their most recent journal entry is below:
This week has been so difficult. I feel so overwhelmed. The ward is so busy and the patients are so complex. I felt so confident working in forensic mental health because I knew the routine, but here I just can’t seem to get all my work done. Twice now I’ve had to stay back late in order to finish writing my notes because I ran out of time during my shift. I never seem to have time to take a proper break. I can’t relax after a shift because I just keep going over all the things I could have done better in my head.
Today I was working with Shelby, an enrolled nurse who has been working on the ward for 10 years. Shelby and I had taken four patients each and were working our way through the 8am medication round. As I walked into a patient’s room I saw Pravin, a new assistant-in-nursing, about to increase the oxygen delivery rate at the wall (the patient had nasal prongs on). I asked Pravin to stop and explain his actions. Pravin said that he noticed the patient was breathing fast and had told Shelby. Shelby had told him to increase the oxygen rate, and he knew how to do it because his mum was on oxygen at home. I completed a respiratory assessment and titrated the oxygen according to the doctor’s order in the patient’s chart. Then I went to find Shelby.
Unfortunately Shelby was very dismissive. “You were so far behind on your med round, I thought I was helping. It’s just oxygen.” I told Shelby that AINs are not allowed to adjust oxygen levels (it is against ward policy). Shelby just scoffed, rolled her eyes at me, and walked away.
I went and told the team leader Anashe, who said “That’s just Shelby. She’s always been a bit rogue and she can be a bit difficult to talk to.” I asked Anashe if I should complete an incident report and she seemed surprised. “Why? You stopped Pravin, so what’s the issue?” I was confused, but I didn’t want a fight so I just left it.
Everything just seems so different to what I know. No one seems to care about best practice. I love working with the patients but trying to get along with the team is so hard.
Maybe I’m just not meant to be a nurse …
Write a short response to each question below, based on Logan’s journal entry. Each question requires a short response of approximately 300 words(± 10%), for a total of 1200 words. Please include all four responses in a single Microsoft Word document, ensuring that each question is written in full prior to the corresponding answer.
1) Identify and analyse one transitional challenge Logan is experiencing as a graduate registered nurse. Explain one skill or strategy Logan could use to help overcome this challenge.
2) Consider Anashe’s response to Logan. Discuss what this could indicate about the organisational culture of the respiratory ward, and how this organisational culture could impact patient care.
3) Describe two leadership skills Logan could use to help resolve the conflict with Shelby.
4) Analyse whether Logan needs to complete an incident report, considering potential and actual patient harm as well as broader implications for the nursing team.
Literature and references
In this assessment use at least 5 references from relevant, high-quality and contemporary journal articles (published since 2015) to support your discussion. You may also use seminal scholarly literature, textbooks and credible websites where relevant. 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. Avoid using blogs, even when hosted by universities and other reputable organisations, as these are not credible sources. When referencing medical/health websites, please use those designed specifically for health professionals; do not use websites aimed at providing information to consumers.
1. Use a conventional and legible size 12 font, such as Arial, Calibri, Times New Roman or similar, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
2. Include a title page with your name, student number, unit code and name, names of unit coordinators, due date, date submitted, and word count of each question.
3. Include page numbers on each page in a footer.
4. You may write in second-person or third-person perspective. Do not write in first-person perspective.
5. Use formal academic language.
6. Do not use dot points or bullet points.
7. Clearly identify each question you are answering.
8. Use Australian spelling and language conventions (e.g. organisation).
9. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
10. An introduction, conclusion, and table of contents are not required.
11. The word count is considered for each individual response. The word count excludes the assessment questions and reference list but includes in-text references and direct quotations.
Resources
13. 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 do not reference your lecture notes or the unit PowerPoints; instead, use these sources to direct your own research.
14. We recommend that you access your discipline-specific library guide: the Nursing and Midwifery Guide
15. For information on academic communication, 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.
16. Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric for more detail on how marks will be assigned.
Week 7 Monday (26 Aug 2024) 4:00 pm AEST
Week 10 Monday (16 Sept 2024)
Assessments submitted late or with approved extensions will be returned to students within three weeks of submission.
|
HD 84.50 – 100.00% |
D 74.50 – 84.49% |
C 65.00 – 74.49% |
P 49.50 – 64.49% |
F 4.50 – 49.50% |
Fail (content absent) 0.00 – 4.49% |
Marks |
|
Question One (20%) |
||||||
|
A scholarly, comprehensive, and clear analysis of one transitional challenge correctly identified in the provided case study. 8.45-10.00 |
A comprehensive and clear analysis of one transitional challenge correctly identified in the provided case study. 7.45-8.44 |
A clear analysis of one transitional challenge correctly identified in the provided case study. 6.45-7.44 |
An adequate analysis of one transitional challenge correctly identified in the provided case study. 4.95-6.44 |
A limited analysis of one transitional challenge identified in the provided case study, or transitional challenge is not related to the case study 0.46-4.94 |
A very limited or no attempt to analyse one transitional challenge identified in the provided case study. 0.00-0.45 |
/10 |
|
A scholarly, comprehensive, and clear outline of a skill or strategy which Logan could use as a graduate registered nurse to help overcome the identified transitional challenge 8.45-10.00 |
A comprehensive and clear outline of a skill or strategy which Logan could use as a graduate registered nurse to help overcome the identified transitional challenge 7.45-8.44 |
A clear outline of a skill or strategy which Logan could use as a graduate registered nurse to help overcome the identified transitional challenge 6.45-7.44 |
An adequate outline of a skill or strategy which Logan could use as a graduate registered nurse to help overcome the identified transitional challenge. 4.95-6.44 |
A limited outline of a skill or strategy which Logan could use as a graduate registered nurse to help overcome the identified transitional challenge. 0.46-4.94 |
A very limited or no attempt to outline a skill or strategy which Logan could use as a graduate registered nurse to help overcome the identified transitional challenge 0.00-0.45 |
/10 |
|
Question Two (20%) |
||||||
|
A scholarly, comprehensive, and clear discussion of the perceived organisational culture of the respiratory ward in the case study 8.45-10.00 |
A comprehensive and clear discussion of the perceived organisational culture of the respiratory ward in the case study 7.45-8.44 |
A clear discussion of the organisational culture of the perceived respiratory ward in the case study 6.45-7.44 |
An adequate discussion of the organisational culture of the perceived respiratory ward in the case study 4.95-6.44 |
A limited discussion of the organisational culture of the perceived respiratory ward in the case study 0.46-4.94 |
A very limited or no discussion of the organisational culture of the perceived respiratory ward in the case study. 0.00-0.45 |
/10 |
|
A scholarly, comprehensive, and clear discussion of how the perceived organisational culture of the respiratory ward could impact patient care 8.45-10.00 |
A comprehensive and clear discussion of how the perceived organisational culture of the respiratory ward could impact patient care 7.45-8.44 |
A clear discussion of how the perceived organisational culture of the respiratory ward could impact patient care 6.45-7.44 |
An adequate discussion of how the perceived organisational culture of the respiratory ward could impact patient care 4.95-6.44 |
A limited discussion of how the perceived organisational culture of the respiratory ward could impact patient care 0.46-4.94 |
A very limited or no discussion of how the perceived organisational culture of the respiratory ward could impact patient care 0.00-0.45 |
/10 |
|
Question Three (20%) |
||||||
|
A scholarly, comprehensive, and clear discussion of how one leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and expertly linked to the provided case study. 8.45-10.00 |
A comprehensive and clear discussion of how one leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and strongly linked to the provided case study. 7.45-8.44 |
A clear discussion of how one leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and clearly linked to the provided case study. 6.45-7.44 |
An adequate discussion of how one leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and linked to the provided case study. 4.95-6.44 |
A limited discussion of how one leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is not appropriate for a graduate Registered Nurse and/or not linked to the provided case study 0.46-4.94 |
A very limited or no discussion of how one leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is not appropriate for a graduate Registered Nurse and/or not linked to the provided case study 0.00-0.45 |
/10 |
|
A scholarly and comprehensive discussion of how a second leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and expertly linked to the provided case study. 8.45-10.00 |
A comprehensive discussion of how a second leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and strongly linked to the provided case study 7.45-8.44 |
A clear discussion of how a second leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and clearly linked to the provided case study 6.45-7.44 |
An adequate discussion of how a second leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is appropriate for a graduate Registered Nurse and linked to the provided case study 4.95-6.44 |
A limited discussion of how a second leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is not appropriate for a graduate Registered Nurse and/or not linked to the provided case study 0.46-4.94 |
A very limited or no discussion of how a second leadership skill could be used by graduate Registered Nurse Logan in order to help resolve the conflict with Shelby. The leadership skill is not appropriate for a graduate Registered Nurse and/or not linked to the provided case study 0.00-0.45 |
/10 |
|
Question Four (20%) |
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A scholarly, comprehensive, and clear analysis of whether Logan needs to complete an incident report, which considers potential and actual harm. 8.45-10.00 |
A comprehensive and clear analysis of whether Logan needs to complete an incident report, which considers potential and actual harm. 7.45-8.44 |
A clear analysis of whether Logan needs to complete an incident report, which considers potential and actual harm. 6.45-7.44 |
An adequate analysis of whether Logan needs to complete an incident report, which considers potential and actual harm. 4.95-6.44 |
A limited analysis of whether Logan needs to complete an incident report, which poorly considers potential and actual harm. 0.46-4.94 |
A very limited or no analysis of whether Logan needs to complete an incident report, which does not consider potential and actual harm. 0.00-0.45 |
/10 |
|
A scholarly, comprehensive, and clear analysis of whether Logan needs to complete an incident report, which considers broader implications for the nursing team. 8.45-10.00 |
A comprehensive and clear analysis of whether Logan needs to complete an incident report, which considers broader implications for the nursing team. 7.45-8.44 |
A clear analysis of whether Logan needs to complete an incident report, which considers broader implications for the nursing team. 6.45-7.44 |
An adequate analysis of whether Logan needs to complete an incident report, which considers broader implications for the nursing team. 4.95-6.44 |
A limited analysis of whether Logan needs to complete an incident report, which poorly considers broader implications for the nursing team. 0.46-4.94 |
A very limited or no analysis of whether Logan needs to complete an incident report, which does not consider broader implications for the nursing team. 0.00-0.45 |
/10 |
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Referencing and Presentation (20%) |
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Consistently integrates contemporary, scholarly references to support and reflect all ideas, information, and quotations with no more than 1 exception. Consistently accurate intext citation referencing style (0 or 1 inaccuracies). 4.23-5.00 |
Mostly integrates current, reliable references to support and reflect ideas, information, and quotations, with 2 or 3 exceptions. Mostly accurate with intext referencing (2 or 3 inaccuracies). 3.73-4.22 |
Frequently integrates pertinent references to support and reflect ideas, information, and quotations, with 4 or 5 exceptions. Frequently accurate with intext referencing (4 or 5 inaccuracies). 3.23-3.72 |
Sometimes integrates applicable references to support and reflect ideas, information, and quotations with 6 to 8 exceptions. Some inaccuracies with intext referencing style (6-8 inaccuracies). 2.48-3.22 |
Infrequently attempts to integrate relevant references to support and reflect ideas, information, and quotations (>8 exceptions). Many inaccuracies with intext referencing style (>8 inaccuracies). 0.23-2.47 |
No attempt to integrate relevant references to support ideas, information, and quotations. 0.00-0.22 |
/5 |
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Evidence of reading widely on the topic through an extensive reference list (8 or more references from relevant, contemporary, and high-quality journal articles). 4.23-5.00 |
Evidence of reading widely on the topic through plentiful references included on the reference list (7 references from relevant, contemporary, and high-quality journal articles). 3.73-4.22 |
Evidence of reading widely on the topic through adequate references included on the reference list. (6 references from relevant, contemporary, and high-quality journal articles). 3.23-3.72 |
Evidence of satisfactory reading on the topic through the minimum required number of references included in the reference list. (5 references from relevant, contemporary, and high-quality journal articles). 2.48-3.22 |
Limited evidence of adequate reading on the topic through limited references in the reference list. (< 5 references from relevant, contemporary, and high-quality journal articles). 0.23-2.47 |
No evidence of adequate reading on the topic with no inclusion of references from relevant, contemporary, and high-quality journal articles in the reference list. 0.00-0.22 |
/5 |
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Reference list consistently adheres to APA 7th edition presentation guidelines (0 or 1 inaccuracies). 4.23-5.00 |
Reference list mostly adheres to APA 7th edition presentation guidelines (2 or 3 inaccuracies). 3.73-4.22 |
Reference list frequently adheres to APA 7th edition presentation guidelines (4 or 5 inaccuracies). 3.23-3.72 |
Reference list sometimes adheres to APA 7th edition presentation guidelines (6 or 7 inaccuracies). 2.48-3.22 |
Reference list does not adhere to APA 7th edition presentation guidelines (>7 inaccuracies). 0.23-2.47 |
No reference list included. 0.00-0.22 |
/5 |
|
Consistently accurate with spelling, grammar, and use of punctuation (0-1 reoccurring inaccuracies). Excellent presentation of assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font. Within 10% of the allocated wordcount. 4.23-5.00 |
Mostly accurate with spelling, grammar, and use of punctuation (2-3 reoccurring inaccuracies). Very well-presented assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font. Within 10% of the allocated wordcount. 3.73-4.22 |
Frequently accurate with spelling, grammar, and use of punctuation (4-5 reoccurring inaccuracies). Well-presented assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font. Within 10% of the allocated wordcount. 3.23-3.72 |
Some inaccuracies in spelling, grammar, and/or use of punctuation (6-8 reoccurring inaccuracies). Satisfactory presentation of the assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font. Within 10% of the allocated wordcount. 2.48-3.22 |
Many reoccurring inaccuracies (9-15) with spelling, grammar, and/or use of punctuation. Incomplete or inadequately presented assignment, double spacing not used, 12-point Times New Roman, Arial, or Calibri font not used. Not within 10% of the allocated wordcount. 0.23-2.47 |
Very frequent reoccurring inaccuracies (<15) with spelling, grammar, and use of punctuation. Incomplete assignment. Not within 10% of the allocated wordcount. 0.00-0.22 |
/5 |
|
Mark |
/100 |
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- Identify transitional challenges that you may experience in your transition from student to registered nurse and explain the skills and strategies you may require to manage this transition.
- Explore power differentials that can exist within healthcare organisations and the tensions that may arise from these.
- Identify leadership roles undertaken by graduate registered nurses and discuss the skills required to undertake these roles.
- Analyse how the knowledge of governance systems can support the graduate registered nurse to provide safe patient care.
2 Written Assessment
Type: Written Assessment – Short Answer Responses
Due date: 4pm (AEST) Monday 30th September 2024 (Week 12)
Weighting: 50%
Length: 1600 words (±10%)
Unit Coordinators: Natalie Browning, Emma McConnochie, Jess Nikolsky
Aim
This assessment asks you to consider four different aspects of transitioning from a student nurse to a Registered Nurse: transitional challenges, power differentials, leadership, and clinical governance.
Instructions
This assessment functions as a ‘choose your own adventure’. Each question provides multiple options; you need to choose one option to respond to for each question. Each question requires a short response of approximately 400 words (± 10%), for a total of 1600 words. Please include all four responses in a single Microsoft Word document, ensuring that each question is written in full, with your chosen topic clearly identified followed by your response.
1) Role transition is commonly encountered by new graduate Registered Nurses. Choose one of the role transitions below and outline two skills or strategies you could use/implement to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare setting. (400 words)
a. Student nurse to registered nurse
b. Enrolled nurse to registered nurse
c. Assistant in nursing to registered nurse
d. Australian Defence Force medic to registered nurse
2) Choose one of the examples provided below. Briefly outline the perceived power differential and discuss how this could impact the patient care provided by the graduate registered nurse (400 words)
a. A graduate registered nurse needs to ask a medical officer to change an incorrect medication order.
b. A graduate registered nurse needs to talk to the nurse unit manager about taking sick leave for an upcoming elective surgery.
c. A graduate registered nurse is preceptoring a third-year nursing student and needs to talk to them about their underperformance.
d. A graduate registered nurse needs to ask a much older experienced assistant-in-nursing to help with providing a bed bath to a bed-bound patient.
3) Choose one of the advanced nursing roles below. Provide a brief description of the chosen advanced role in relation to patient care, and then outline one leadership skill you can develop as a graduate registered nurse which could help to prepare you for the chosen advanced nursing role (400 words)
a. Clinical nurse consultant/specialist
b. Nurse unit manager
c. Director of nursing of a rural hospital
d. Nurse educator
e. Nurse practitioner
4) Choose one of the National Safety and Quality Health Service Standards [NSQHS] or the Aged Care Quality Standards [ACQS] listed below. Analyse how you as a new graduate registered nurse could use one aspect of this Standard to improve patient care in a specific patient context (e.g. orthopaedic ward, residential aged care facility dementia unit, child health nursing service, rural multipurpose health service, remote health clinic etc.). The importance of the chosen standard for the specific patient context must be justified (400 words)
a. NSQHS Standard 1 – Clinical Governance
b. NSQHS Standard 6 – Communicating for Safety
c. ACQS Standard 1 – Consumer Dignity and Choice
d. ACQS Standard 2 – Ongoing Assessment and Planning with Consumers
e. ACQS Standard 6 – Feedback and Complaints
Literature and references
In this assessment use at least 5 references from relevant, high-quality and contemporary journal articles (published since 2015) to support your discussion. You may also use seminal scholarly literature, textbooks and credible websites where relevant. 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. Avoid using blogs, even when hosted by universities and other reputable organisations, as these are not credible sources. When referencing medical/health websites, please use those designed specifically for health professionals; do not use websites aimed at providing information to consumers.
1. Use a conventional and legible size 12 font, such as Arial, Calibri, Times New Roman or similar, with 2.0 line spacing and 2.54 cm page margins (standard pre-set margin in Microsoft Word).
2. Include a title page with your name, student number, unit code and name, names of unit coordinators, due date, date submitted, and word count of each question.
3. Include page numbers on each page in a footer.
4. You may write in either the first-person, second-person, or third-person perspective; whichever you choose please be consistent throughout
5. Use formal academic language.
6. Do not use dot points or bullet points.
7. Clearly identify which topic you have chosen for each question.
8. Use Australian spelling and language conventions (e.g. organisation).
9. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
10. An introduction, conclusion, and table of contents are not required.
11. The word count is considered for each individual response. The word count excludes the assessment questions and reference list but includes in-text references and direct quotations.
Resources
13. 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 do not reference your lecture notes or the unit PowerPoints; instead, use these sources to direct your own research.
14. We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide.
15. For information on academic communication 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.
16. Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in a single Microsoft Word document.
Marking Criteria
Refer to the marking rubric for more detail on how marks will be assigned.
Week 12 Monday (30 Sept 2024) 4:00 pm AEST
Exam Week Friday (18 Oct 2024)
Assessments submitted late or with approved extensions will be returned to students within three weeks of submission.
|
HD 84.50 – 100.00% |
D 74.50 – 84.49% |
C 65.00 – 74.49% |
P 49.50 – 64.49% |
F 4.50 – 49.50% |
Fail (content absent) 0.00 – 4.49% |
Marks |
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Question One (20%) |
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A scholarly, comprehensive, and clear outline of one skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 8.45-10.00 |
A comprehensive and clear outline of one skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 7.45-8.44 |
A clear outline of one skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 6.45-7.44 |
An adequate outline of one skill or strategy which could support the student to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 4.95-6.44 |
A limited outline of one skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 0.46-4.94 |
A very limited or no attempt to outline one skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 0.00-0.45 |
/10 |
|
A scholarly, comprehensive, and clear outline of a second skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 8.45-10.00 |
A comprehensive and clear outline of a second skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 7.45-8.44 |
A clear outline of a second skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 6.45-7.44 |
An adequate outline of a second skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 4.95-6.44 |
A limited outline of a second skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 0.46-4.94 |
A very limited or no attempt to outline a second skill or strategy which could support you to successfully navigate the chosen role transition as a graduate registered nurse in the Australian healthcare context 0.00-0.45 |
/10 |
|
Question Two (20%) |
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A scholarly, comprehensive, and clear outline of the perceived power differential in the chosen scenario. 8.45-10.00 |
A comprehensive and clear outline of the perceived power differential in the chosen scenario 7.45-8.44 |
A clear outline of the perceived power differential in the chosen scenario 6.45-7.44 |
An adequate outline of the perceived power differential in the chosen scenario 4.95-6.44 |
A limited outline of the perceived power differential in the chosen scenario. 0.46-4.94 |
A very limited or no outline of the perceived power differential in the chosen scenario. 0.00-0.45 |
/10 |
|
A scholarly, comprehensive, and clear discussion of how this power differential could impact the patient care provided by the graduate registered nurse 8.45-10.00 |
A comprehensive and clear discussion of how this power differential could impact the patient care provided by the graduate registered nurse 7.45-8.44 |
A clear discussion of how this power differential could impact the patient care provided by the graduate registered nurse 6.45-7.44 |
An adequate discussion of how this power differential could impact the patient care provided by the graduate registered nurse. 4.95-6.44 |
A limited discussion of how this power differential could impact the patient care provided by the graduate registered nurse. 0.46-4.94 |
A very limited or no discussion of how this power differential could impact the patient care provided by the graduate registered nurse 0.00-0.45 |
/10 |
|
Question Three (20%) |
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A scholarly, comprehensive, and clear description of the chosen advanced role in relation to patient care. 8.45-10.00 |
A comprehensive and clear description of the chosen advanced role in relation to patient care.7.45-8.44 |
A clear description of the chosen advanced role in relation to patient care. 6.45-7.44 |
An adequate description of the chosen advanced role in relation to patient care. 4.95-6.44 |
A limited description of the chosen advanced role in relation to patient care. 0.46-4.94 |
A very limited or no description of the chosen advanced role in relation to patient care 0.00-0.45 |
/10 |
|
A scholarly, comprehensive, and clear discussion of how one leadership skill could be developed by a graduate registered nurse in order to prepare them for the chosen advanced nursing role. The leadership skill is appropriate for a graduate registered nurse and expertly linked to the advanced nursing role. 8.45-10.00 |
A comprehensive and clear discussion of how one leadership skill could be developed by a graduate registered nurse in order to prepare them for the chosen advanced nursing role. The leadership skill is appropriate for a graduate registered nurse and strongly linked to the advanced nursing role 7.45-8.44 |
A clear discussion of how one leadership skill could be developed by a graduate registered nurse in order to prepare them for the chosen advanced nursing role. The leadership skill is appropriate for a graduate registered nurse and clearly linked to the advanced nursing role 6.45-7.44 |
An adequate discussion of how one leadership skill could be developed by a graduate registered nurse in order to prepare them for the chosen advanced nursing role. The leadership skill is appropriate for a graduate registered nurse and linked to the advanced nursing role 4.95-6.44 |
A limited discussion of how one leadership skill could be developed by a graduate registered nurse in order to prepare them for the chosen advanced nursing role. The leadership skill is not appropriate for a graduate registered nurse and/or not linked to the advanced nursing role 0.46-4.94 |
A very limited or no discussion of how one leadership skill could be developed by a graduate registered nurse in order to prepare them for the chosen advanced nursing role. The leadership skill is not appropriate for a graduate registered nurse and/or not linked to the advanced nursing role 0.00-0.45 |
/10 |
|
Question Four (20%) |
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|
A scholarly, comprehensive, and clear analysis of how a new graduate registered nurse could use one aspect of the chosen Standard to improve patient care in a specific patient context. 8.45-10.00 |
A comprehensive and clear analysis of how a new graduate registered nurse could use one aspect of the chosen Standard to improve patient care in a specific patient context. 7.45-8.44 |
A clear analysis of how a new graduate registered nurse could use one aspect of the chosen Standard to improve patient care in a specific patient context. 6.45-7.44 |
An adequate analysis of how a new graduate registered nurse could use one aspect of the chosen Standard to improve patient care in a specific patient context. 4.95-6.44 |
A limited analysis of how a new graduate registered nurse could use one aspect of the chosen Standard to improve patient care in a specific patient context. 0.46-4.94 |
A very limited or no analysis of how a new graduate registered nurse could use one aspect of the chosen Standard to improve patient care in a specific patient context. 0.00-0.45 |
/10 |
|
The importance of the chosen standard for the specific patient context has been expertly justified. 8.45-10.00 |
The importance of the chosen standard for the specific patient context has been strongly justified. 7.45-8.44 |
The importance of the chosen standard for the specific patient context has been clearly justified. 6.45-7.44 |
The importance of the chosen standard for the specific patient context has been justified. 4.95-6.44 |
The importance of the chosen standard for the specific patient context has been poorly justified. 0.46-4.94 |
The importance of the chosen standard for the specific patient context has not been justified. 0.00-0.45 |
/10 |
|
Referencing and Presentation (20%) |
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Consistently integrates contemporary, scholarly references to support and reflect all ideas, information, and quotations with no more than 1 exception. Consistently accurate intext citation referencing style (0 or 1 inaccuracies). 4.23-5.00 |
Mostly integrates current, reliable references to support and reflect ideas, information, and quotations, with 2 or 3 exceptions. Mostly accurate with intext referencing (2 or 3 inaccuracies). 3.73-4.22 |
Frequently integrates pertinent references to support and reflect ideas, information, and quotations, with 4 or 5 exceptions. Frequently accurate with intext referencing (4 or 5 inaccuracies). 3.23-3.72 |
Sometimes integrates applicable references to support and reflect ideas, information, and quotations with 6 to 8 exceptions. Some inaccuracies with intext referencing style (6-8 inaccuracies). 2.48-3.22 |
Infrequently attempts to integrate relevant references to support and reflect ideas, information, and quotations (>8 exceptions). Many inaccuracies with intext referencing style (>8 inaccuracies). 0.23-2.47 |
No attempt to integrate relevant references to support ideas, information, and quotations. 0.00-0.22 |
/5 |
|
Evidence of reading widely on the topic through an extensive reference list (8 or more references from relevant, contemporary, and high-quality journal articles). 4.23-5.00 |
Evidence of reading widely on the topic through plentiful references included on the reference list (7 references from relevant, contemporary, and high-quality journal articles). 3.73-4.22 |
Evidence of reading widely on the topic through adequate references included on the reference list. (6 references from relevant, contemporary, and high-quality journal articles). 3.23-3.72 |
Evidence of satisfactory reading on the topic through the minimum required number of references included in the reference list. (5 references from relevant, contemporary, and high-quality journal articles). 2.48-3.22 |
Limited evidence of adequate reading on the topic through limited references in the reference list. (< 5 references from relevant, contemporary, and high-quality journal articles). 0.23-2.47 |
No evidence of adequate reading on the topic with no inclusion of relevant, contemporary, and high-quality journal articles in the reference list. 0.00-0.22 |
/5 |
|
Reference list consistently adheres to APA 7th edition presentation guidelines (0 or 1 inaccuracies). 4.23-5.00 |
Reference list mostly adheres to APA 7th edition presentation guidelines (2 or 3 inaccuracies). 3.73-4.22 |
Reference list frequently adheres to APA 7th edition presentation guidelines (4 or 5 inaccuracies). 3.23-3.72 |
Reference list sometimes adheres to APA 7th edition presentation guidelines (6 or 7 inaccuracies). 2.48-3.22 |
Reference list does not adhere to APA 7th edition presentation guidelines (>7 inaccuracies). 0.23-2.47 |
No reference list included. 0.00-0.22 |
/5 |
|
Consistently accurate with spelling, grammar, and use of punctuation (0-1 reoccurring inaccuracies). Excellent presentation of assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font, and clear identification of each question and chosen response. Within 10% of the allocated wordcount. 4.23-5.00 |
Mostly accurate with spelling, grammar, and use of punctuation (2-3 reoccurring inaccuracies). Very well-presented assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font, and clear identification of each question and chosen response. Within 10% of the allocated wordcount. 3.73-4.22 |
Frequently accurate with spelling, grammar, and use of punctuation (4-5 reoccurring inaccuracies). Well-presented assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font, and clear identification of each question and chosen response. Within 10% of the allocated wordcount. 3.23-3.72 |
Some inaccuracies in spelling, grammar, and/or use of punctuation (6-8 reoccurring inaccuracies). Satisfactory presentation of the assignment, double spaced with 12-point Times New Roman, Arial, or Calibri font, and clear identification of each question and chosen response. Within 10% of the allocated wordcount. 2.48-3.22 |
Many reoccurring inaccuracies (9-15) with spelling, grammar, and/or use of punctuation. Incomplete or inadequately presented assignment, double spacing not used, 12-point Times New Roman, Arial, or Calibri font not used, and unclear identification of each question and chosen response. Not within 10% of the allocated wordcount. 0.23-2.47 |
Very frequent reoccurring inaccuracies (<15) with spelling, grammar, and use of punctuation. Incomplete assignment. Not within 10% of the allocated wordcount. 0.00-0.22 |
/5 |
|
Mark |
/100 |
|||||
- Identify transitional challenges that you may experience in your transition from student to registered nurse and explain the skills and strategies you may require to manage this transition.
- Explore power differentials that can exist within healthcare organisations and the tensions that may arise from these.
- Identify leadership roles undertaken by graduate registered nurses and discuss the skills required to undertake these roles.
- Analyse how the knowledge of governance systems can support the graduate registered nurse to provide safe patient care.
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?
