Overview
This unit provides you with advanced knowledge of contemporary nursing practice in the Australian healthcare industry. You will examine current legislation, registration standards and scope of practice documents in order to organise and delegate safe and effective healthcare for individuals, families and groups. Ethical and legal considerations that arise from working in the nursing profession will be critically analysed and you will consider ethical, professional and self-management implications for practice. You will be encouraged to demonstrate sound judgement in applying legal and ethical frameworks in a simulated activity. You will critically evaluate the use of evidence-informed practice in nursing and will examine its significance in clinical leadership. This allows you to design and communicate a quality improvement plan in a simulated health setting.
Details
Pre-requisites or Co-requisites
Students must be enrolled in either: CH79 Graduate Certificate in Nursing (Re-Entry) orCL02 Graduate Certificate in Nursing (International Registered Nurse Entry)
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 Postgraduate 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 Survey on teams
66% of students strongly agreed the lecturer's teaching methods were effective with another 33% agreed the lecturer's teaching methods were effective.
Continue with current teaching methodology
Feedback from data smart
Another excellent unit. Content and teaching were relevant, well organised and effective. The weekly classes prepared us well for the quiz. I appreciate that it was referred to as a quiz and not an exam. It lightened the pressure. Having the time, we did for the quiz was excellent as it gave me the chance to actually think about the questions, refer to notes and references, and then answer. Thinking critically doesn't happen instantly so having that time is important.
Continue to discuss assessment pieces in class and develop strategies for learning.
Feedback from data smart
By not being able to attend the scheduled time for the lecture due work commitments I felt this to be a disadvantage to the ability to understand the content fully as the group members that did attend the lectures were able to discuss the content at hand.
Emphasise the relevance of creating groups among students in teams for those who cannot attend workshops.
- Apply legal and ethical frameworks and professional codes and guidelines to nursing practice
- Delegate nursing care in an appropriate manner, to optimise patient outcomes in simulated scenarios
- Evaluate sources of evidence in order to design an evidence-informed nursing care plan
- Apply the principles of clinical leadership to construct a best-practice change concept.
The unit learning outcomes are linked to the Nursing and Midwifery Board of Australia's "Registered Nurses Standards for Practice".
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Online Quiz(zes) - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Camera and microphone for attending Zoom tutorials
- Laptop/Computer
- Microsoft Teams (both microphone and webcam capability)
- Zoom access for weekly meetings
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.
s.ohlin@cqu.edu.au
Module/Topic
Over the next three weeks, we will comprehensively review and build upon your knowledge of evidence-informed practice and knowledge translation.
Chapter
- The person-centred care framework
- NSQHS Standard 2
- Essentials of care
Events and Submissions/Topic
Please see a detailed weekly schedule in Moodle
Module/Topic
This class will delve further into your research question and Person-centred/Inspirational motivation and coaching conceptual framework.
There is an ALC class timed for 1200.
Chapter
Events and Submissions/Topic
Team discussion: Person-centred/Inspirational motivation and coaching conceptual framework.
Module/Topic
This week we extend your knowledge of person-centered care, practice development, and Inspirational motivation and coaching conceptual framework.
Chapter
- Searching for the evidence
Events and Submissions/Topic
Assessment 1 feedback is due
Module/Topic
This week concentrate on your knowledge of evidence-informed practice and knowledge translation.
There is a combined ALC class in the afternoon
Chapter
- Analysing the Evidence
Events and Submissions/Topic
Census April 1st
Module/Topic
We continue to extend on your knowledge of evidence-informed practice and knowledge translation.
Chapter
Events and Submissions/Topic
Week 5 feedback due
Module/Topic
This is a designated vacation week. Enjoy a well-earned rest.
Chapter
There is no work this week.
Events and Submissions/Topic
There is no work this week.
Module/Topic
Over the next two weeks, we will comprehensively review and build upon your knowledge of the nursing scope of practice and delegation. This week will focus on the scope of practice of the healthcare team.
Chapter
- Healthcare team Scope of Practice
Events and Submissions/Topic
Module/Topic
Over the next weeks, we will build upon your knowledge of nursing law, professional guidelines and ethics.
- Code of conduct
- scope of practice and focus on delegation.
Chapter
- Delegation
Events and Submissions/Topic
Module/Topic
This is a combined ALC class. Please check the schedule.
Chapter
Events and Submissions/Topic
Module/Topic
No class.
Chapter
Events and Submissions/Topic
Module/Topic
We finish our review and ethical and legal frameworks by focusing on nursing and the law.
Chapter
3. Working Legally
4. Consolidation activity
Events and Submissions/Topic
Module/Topic
Please fill in the "have your say" email evaluations for this unit.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Aim
The aim of this assessment is for you to demonstrate your understanding of evidence evaluation and apply the principles of clinical leadership to construct a best practice change concept.
Instructions
Please follow the steps below to complete your assessment task:
Step 1: Produce a drawing utilising the concept of transformational leadership, then combine them within the person-centred care framework (conceptual framework).
Step 2: Create a research question and conduct a small literature review to explore “best practice” for a patient in an aspect of ONE of the following topics:
A. Paper-based documentation over electronic record
B. Negative pressure wound therapy compared to moist wound care
C. Communicating pain from the patient to the nursing staff
Step 3: Explain how you would use your conceptual framework to integrate your research findings into a clinical environment.
Using the template provided to you in Moodle, complete a small (5-article) literature review project on nursing care from your choice of topic from above. You will learn how to perform the review during your studies. The lecturer will support you through tutorials and you will submit sections of your assessment periodically. In this process, you will use the template to undertake the following steps:
1. Create a diagram of a person-centred/Transformational conceptual framework.
2. Create a research question from ONE of the topics. Using PEO/PICO.
3. Undertake a database search.
4. Select 5 articles and evaluate the articles.
5. Applying the principles of clinical leadership and best practice in change management, utilise the evidence gained from your research to create and record a 5–8-minute in-service for your nursing colleagues to help them design an evidence-informed nursing care plan. You must upload a reference list.
Literature and references
In this assessment use at least 10 contemporary references (<7 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Academic Integrity
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 permitted for the following purposes:
Gen AI content is used to generate ideas and general structures.
Gen AI content editing.
Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines.
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.
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 academic writing and referencing information, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
You may wish to submit a draft to Studiosity.
Submit at least one draft of your assignment before the due date to review your Turnitin Similarity Score before uploading your final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Upload your video using the instructions in Moodle.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
Phone toll-free 1300 666 620
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is available for this Assessment task.
To pass this unit, you must achieve a minimum of 50% for each assessment.
To achieve a passing grade for this unit you are required to pass this assessment item. If you do not receive a passing grade, you may be eligible for a re-attempt. A re-attempt is where you are given a second opportunity to demonstrate your achievement of one or more of the unit’s learning outcomes before you can progress to new learning or participate in subsequent learning activities. You may be given the opportunity to re-attempt an assessment but will only achieve a mark no greater than the minimum for a pass standard for the assessment. You must:
have shown a reasonable attempt to complete the initial assessment task
be granted a re-attempt by your Unit Lead/Coordinator
make changes to the nominated assessment task which you have failed and resubmit the revised work for marking within seven consecutive days, no assessment extensions will be approved.
Please note: Only one opportunity for a re-attempt is allowed.
Minimum Pass Criteria
You must achieve a minimum grade of 50% to pass this assessment.
In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 6 Wednesday (23 Apr 2025) 4:00 am AEST
Week 9 Wednesday (14 May 2025)
|
ASSESSMENT CRITERIA |
||||
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail <50% |
|
Organisation 5% |
||||
|
2.11-2.5 |
1.86-2.10 |
1.61-1.85 |
1.25-1.60 |
0-1.24 |
|
An engaging and well-planned submission. It is logical, clear, concise, and persuasive. |
A well-planned submission. It is logical and clear. At times it is not concise or persuasive and is mostly clear and comprehensive. |
Appropriately planned submission. It mostly proceeds logically and is somewhat clear and comprehensive. |
Adequately planned submission. At times, it is repetitive or lacks cohesion. It is not clear or comprehensive. |
The submission does not follow a logical sequence. |
|
Presentation (10%) |
||||
|
4.23-5 |
3.73-4.22 |
3.23-3.72 |
2.49-3.22 |
0-2.48 |
|
The written material is very well-presented and free from spelling, grammar, and structural errors. The assessment is within the set word count and the student's work is original. |
There are minor errors (in spelling, grammar, and paragraph structure) that do not affect the meaning and flow of the submission. The assessment is within the set word count and the student’s work is original. |
Some errors (in spelling, grammar, and paragraph structure) do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count and the students' work is mostly original. |
There are errors (in spelling, grammar, and paragraph structure) that impede the meaning and flow of the submission. The assessment is within the set word count and the students' work is mostly original. |
A poorly presented assessment. There are many spelling, grammar, and paragraph structure errors which significantly reduce the document's readability. The word count has not been adhered to OR a substantial part of the work is not original |
|
Informed argument (10%) |
||||
|
4.23-5 |
3.73-4.22 |
3.23-3.72 |
2.49-3.22 |
0-2.48 |
|
Consistent and judicious integration of appropriate references to support and reflect all ideas, information, and quotations. A minimum of 7 references are used. These may be peer-reviewed or grey literature. |
Consistent integration of appropriate references to support and reflect ideas, information, and quotations, with 1 exception. A minimum of 6 references are used. These may be peer-reviewed or grey literature. |
Integrates appropriate references to support and reflect ideas, information, and quotations, with 2 or 3 exceptions. A minimum of 5 references are used. These may be peer-reviewed or grey literature. |
Integrates appropriate references to support and reflect ideas, information, and quotations, with 4 or 5 exceptions. A minimum of 4 references are used. These may be peer-reviewed or grey literature. |
Fails to, or infrequently attempts (>5 errors) to integrate appropriate references to support and reflect ideas, information, and quotations. Less than 4 references have been cited. |
|
Referencing (5%) |
||||
|
2.11-2.5 |
1.86-2.10 |
1.61-1.85 |
1.25-1.60 |
0-1.24 |
|
Accurate APA referencing. No errors. |
1-2 consistent punctuation/formatting errors (may be made multiple times) |
Somewhat accurate APA referencing. 3 consistent punctuation/formatting errors (may be made multiple times) OR 1-2 content errors. |
Occasionally accurate APA referencing. 4 consistent punctuation/formatting errors (may be made multiple times) or 3-4 content errors. |
APA referencing not used, or more than 4 inconsistent inaccuracies in content or punctuation/formatting |
|
Process (10%) |
||||
|
4.23-5 |
3.73-4.22 |
3.23-3.72 |
2.49-3.22 |
0-2.48 |
|
Mastery of the literature review process is demonstrated. Well-substantiated literature review methods are employed. |
A thorough understanding of the literature review process is demonstrated. |
An understanding of the literature review process is demonstrated. |
An understanding of the literature review process is somewhat demonstrated |
Minimal/no understanding of the literature review process is demonstrated. |
|
Question (10%) |
||||
|
4.23-5 |
3.73-4.22 |
3.23-3.72 |
2.49-3.22 |
0-2.48 |
|
Insightful research question that is relevant to patient care, and clearly articulated (using PICO/PEO). |
The research question is relevant to patient care, and appropriately articulated (using PICO/PEO). |
The research question is mostly relevant to patient care and well-articulated (using PICO/PEO). |
The research question is somewhat relevant to patient care but lacks cohesion (using PICO/PEO). |
The research question is not relevant to patient care, OR non-cohesive (using PICO/PEO). |
|
Analysis (10%) |
||||
|
4.23-5 |
3.73-4.22 |
3.23-3.72 |
2.49-3.22 |
0-2.48 |
|
Thorough and analytical understanding of the 5 journal articles. The critical analysis extends beyond the individual journal articles to incorporate the context of the review. |
Thorough and analytical understanding of the 5 journal articles. Critical analysis sometimes extends beyond the individual journal article to incorporate the context of the review. |
Thorough understanding of the 5 journal articles. The critical analysis does not extend beyond the journal articles. |
An understanding of the 5 journal articles with limited critical analysis. |
Minimal/no understanding of the 5 journal articles or critical analysis |
|
Findings (10%) |
||||
|
4.23-5 |
3.73-4.22 |
3.23-3.72 |
2.49-3.22 |
0-2.48 |
|
Research findings clearly address the research question. The direction regarding best practices related to a patient is relevant and well-articulated. |
Research findings clearly address the research question. Direction regarding best practices related to a patient is relevant. |
Research findings address the research question. Direction regarding best practice related to a patient is mostly relevant. |
Research findings somewhat address the research question. Direction regarding best Practice related to a patient is somewhat relevant. |
Research findings do not address the research question. The direction regarding best practices does not relate to a patient and is not relevant. |
|
Synthesis (30%) |
||||
|
12.67-15 |
11.18-12.66 |
9.68-11.17 |
7.49-9.67 |
0-7.48 |
|
Unique, and well-reasoned alignment of research findings related to patient care best practices, Person-centred Care, and transformational leadership (conceptual framework). That applied the principles of clinical leadership and best practice in change management, utilising the evidence gained from the research to create and record a 5-8 minute in-service for your nursing colleagues to help them design an evidence-informed nursing care plan. |
Well-reasoned alignment of research findings related to patient care best practices, Person-Centred Care, and transformational leadership (conceptual framework). That applied the principles of clinical leadership and best practice in change management, utilising the evidence gained from the research to create and record a 5-8 minute in-service for your nursing colleagues to help them design an evidence-informed nursing care plan. |
The alignment of research findings related to patient care best practice, Person-Centred Care, and transformational leadership (conceptual framework)is present and consistently correctly applied the principles of clinical leadership and best practice in change management, utilising the evidence gained from the research to create and record a 5-8 minute in-service for your nursing colleagues to help them design an evidence-informed nursing care plan. |
Alignment of research findings related to patient care best practice, Person-Centred Care, and transformational leadership (conceptual framework) is mostly present and mostly applied the principles of clinical leadership and best practice in change management, utilising the evidence gained from the research to create and record a 5-8 minute in-service for your nursing colleagues to help them design an evidence-informed nursing care plan. |
Minimal/no alignment of research findings related to patient care best practice, Person-Centred Care, and transformational leadership (conceptual framework). Minimal or no application of the principles of clinical leadership and best practice in change management, utilising the evidence gained from the research to create and record a 5-8 minute in-service for your nursing colleagues to help them design an evidence-informed nursing care plan. |
- Evaluate sources of evidence in order to design an evidence-informed nursing care plan
- Apply the principles of clinical leadership to construct a best-practice change concept.
2 Online Quiz(zes)
Aim
The aim of this assessment is to test your knowledge, application of knowledge to practice and critical thinking concerning:
· The Code of Conduct for Nurses
· The ICN Code of Ethics
· The Registered Nurse Standards for Practice
· The NMBA Decision-making Framework for Nursing and Midwifery
· Mandatory reporting
Instructions:
· You will be completing an online quiz
· The quiz contains 5 scenarios. Each scenario has 5 multiple-choice quiz questions. Therefore, there are 25 multiple choice quiz questions. Each question is worth 1 point. Marks are not deducted for incorrect answers.
· Access the quiz via the Assessment tile portal on the Unit Moodle site.
· 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 have a maximum of one (1) attempt.
· 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.
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%
· In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
1
Other
Week 10 Wednesday (21 May 2025) 11:55 pm AEST
Quiz opens at 0900 and closes at 1155pm
Week 10 Wednesday (21 May 2025)
Marking Criteria
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail <50% |
| The student achieves between 22-25, demonstrating excellent understanding, application and critical reasoning. | The student achieves 19-21, demonstrating a strong understanding, application and clinical reasoning. | The student achieves 17-18, demonstrating sound understanding, application and clinical reasoning | The student achieves between 13-16, demonstrating adequate understanding, application and clinical reasoning. | The student achieves 12 or below, demonstrated insufficient understanding, application or clinical reasoning. |
- Apply legal and ethical frameworks and professional codes and guidelines to nursing practice
- Delegate nursing care in an appropriate manner, to optimise patient outcomes in simulated scenarios
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?
