Overview
This unit provides you with a comprehensive framework for planning, guiding and evaluating clinical learning and teaching. You will explore theories and concepts that underpin adult learning to support clinical learning and teaching. You will develop the skills and knowledge to foster a culture of learning that includes engagement with others in the clinical setting, to share knowledge and practices that support person-centered care.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL22 Master of Clinical Nursing to undertake this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit 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 No data available for analysis.
No data available for analysis.
No data available for analysis.
- Analyse the application of learning and teaching theory and frameworks to create a personal education philosophy.
- Construct a lesson plan to improve professional practice using principles of adult learning and teaching in your clinical practice setting.
- Implement and evaluate a lesson plan and subsequent learning and teaching outcomes.
N/A.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 30% | |||
| 2 - Presentation - 20% | |||
| 3 - Written Assessment - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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
Creative Clinical Teaching in the Health Professions
First Edition (2021)
Authors: Melrose, S., Park, B., & Perry, B.
AU Press
Edmonton Edmonton , Alberta , Canada
ISBN: ISBN 9781771993333 (EPUB)
This book is available as an eBook through the CQU library.
This book is available as an eBook through the CQU library.
Additional Textbook Information
IT Resources
You will need access to the following IT resources:
CQUniversity Student Email
Internet
Unit Website (Moodle)
Academic Learning Centre services
Access to MIMS through the university library
CQU library search engines for research articles
CQUniversity library literature search tools
CQUniversity Library resources for research
Microsoft Word
Word processing, spreadsheeting and PowerPoint software
Zoom account (Free)
Zoom app on your smart phone or access to Zoom on your laptop
Endnote bibliographic software. This is optional for formatting references.
Online access Australian Standards (through CQU Library)
CQUniversity Library Nursing Resources
CQUniveristy Library Resources
Zoom (both microphone and webcam capability)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- CQ U library search engines for research articles
- CQUniversity library literature search tools
- Microsoft Word
- Wordprocessing, spreadsheeting and powerpoint software
- Zoom account (Free)
- Zoom app on your smart phone or access to Zoom on your laptop
- Endnote bibliographic software. This is optional for formatting references.
- CQUniversity Library Nursing Resources
- CQUniveristy Library Resources
- Zoom (both microphone and webcam capability)
- Zoom access
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.
l.m.thompson@cqu.edu.au
Module/Topic
Module 1 Understanding Learning.
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Recordings - Welcome and unit introduction. Located in the "Introduction Tile".
Overview of unit content and assessments.
Activity – Access the General Discussion page and introduce yourself to your colleagues by providing your:
1. Name
2. Where you work
3. Why you are studying MCN.
Activity - Review the assessment tasks and make a study plan.
Foundations of Academic Integrity Program - Complete your annual program.
Announcement and Discussion Boards - Check for posts and updates.
Student email - Check your student email at least twice per week for communication.
Module/Topic
Module 1 Understanding Learning
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Zoom - Unit content and assessment question and answer. Wednesday 11.30 am
Activity - Review and prepare for assessments
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Module 2 Designing Learning Experiences
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Module 2 Designing Learning Experiences
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Zoom - Unit content and assessment question and answer. Wednesday 11.30 am
Activity - Review and prepare for /submit assessment.
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Personal Education Philosophy Due: Week 4 Wednesday (2 Apr 2025) 4:00 pm AEST
Module/Topic
Module 3 Delivering Clinical Education
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Recordings - Unit content
Activity - Review and prepare for assessments
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Vacation week.
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
No timetabled learning activities.
Please use this week to progress your assessments.
Module/Topic
Module 3 Delivering Clinical Education
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Zoom - Unit content and assessment question and answer. Wednesday 11.30 am.
Activity - Review and prepare for assessments
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Module 4 Assessment and Feedback
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Recordings - Unit content
Activity - Review and prepare for /submit assessment.
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Lesson Plan and Lesson Due: Week 7 Wednesday (30 Apr 2025) 4:00 pm AEST
Module/Topic
Module 4 Assessment and Feedback
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Zoom - Unit content and assessment question and answer. Wednesday 11.30 am.
Activity - Review and prepare for assessments
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Module 5 Leadership in Clinical Education
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Recordings - Unit content
Activity - Review and prepare for assessments
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Module 5 Leadership in Clinical Education
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Zoom - Unit content and assessment question and answer. Wednesday 11.30 am.
Activity - Review and prepare for assessments
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Module 6 Evaluating Educational Impact
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Recordings - Unit content
Activity - Review and prepare for assessments
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Module/Topic
Module 6 Evaluating Educational Impact
Chapter
Complete the readings and activities in Moodle.
Events and Submissions/Topic
Zoom - Unit content and assessment question and answer. Wednesday 11.30 am.
Activity - Review and prepare for / submit assessment.
Student email - Check your student email at least twice per week for communication.
Announcements and Discussion Boards - check for posts and updates.
Written Assessment Due: Week 12 Wednesday (4 June 2025) 4:00 pm AEST
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
1 Written Assessment
Aim
The aim of this assessment is for you to demonstrate your reflections on your teaching philosophy and the theoretical frameworks that underpin your approach to teaching in clinical practice.
Instructions
You are writing an academic essay that requires you to reflect on your teaching philosophy and a theoretical teaching framework that underpins it. You should identify and explain how the components of the selected teaching framework guide your clinical teaching and support your teaching philosophy. Your discussion is to be substantiated by contemporary literature.
Please follow the steps below to complete your assessment task:
1. Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
2. Reflect on your approach to teaching and describe your teaching philosophy with reference to relevant literature (approximately 500 words).
3. Critically review the relevant literature to identify a theoretical teaching framework that underpins your teaching philosophy. Analyse one of the frameworks most relevant to your practice (approximately 300 words).
4. Analyse the educational theoretical framework you selected and justify how it supports your approach to teaching in the clinical setting (approximately 500 words).
5. Summarise your discussion to provide a succinct overview of your teaching philosophy and conclude your essay (approximately 100 words).
Week 4 Wednesday (2 Apr 2025) 4:00 pm AEST
Submit your assessment in Microsoft Word format only.
Week 6 Wednesday (23 Apr 2025)
Students will be advised of release of assessment marking completion via an announcement posted to the Announcement's Board on the Unit Moodle site. Please note, the 'Return to Students Information" is an approximate date.
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Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
|
Introduction (5%) |
(5–4.3) Comprehensive and succinct introduction that provides excellent background information that introduces the topic and outlines aim/s and direction of the assessment. |
(4.22–3.73) Clear and appropriate background that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.72–3.23) An adequate and appropriate introduction that provides some background information that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.22–2.48) An introduction has been attempted, however provides limited background information and the outline of the assessment’s aim/s and direction of the assessment is not clear. |
(2.47–0) The introduction has significant errors or omissions of background and the aim/s or the introduction is not evident or provided. The logical direction of the assessment is not evident.
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Conclusion (5%) |
(5–4.3) Comprehensive and succinct conclusion that summarises the main points and brings the discussion to a logical close. |
(4.22–3.73) Clear and appropriate conclusion that summarises the main points and brings the discussion to a close. |
(3.72–3.23) An adequate and appropriate conclusion that outlines most of the main points and brings some sense of closure. |
(3.22–2.48) A conclusion has been attempted, summarises some of the main points and endeavours to bring the discussion to a close-there may be some incongruity.
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(2.47–0) The conclusion has significant errors or omissions with minimal or no summarisation of the key points. |
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Chosen Educational Theoretical Frameworks (20%) |
(20–16.9) Provides a comprehensive and succinct analysis which demonstrates an excellent understanding of the chosen educational theoretical frameworks.
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(16.8–14.9 Provides a concise analysis which demonstrates a very good understanding of chosen educational theoretical frameworks. |
(14.8–12.9) Provides an adequate analysis which demonstrates a good understanding of chosen educational theoretical frameworks. |
(12.8–9.9) An analysis is attempted on chosen educational theoretical frameworks; however, information is limited and there are gaps in the discussion. |
(9.8–0) Limited or no information provided and/or lack of relevance in discussion, demonstrating a very poor or no understanding of chosen educational theoretical frameworks.
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Application of Theoretical Frameworks in own Teaching (30%) |
(30–-25.5) Provides a comprehensive and succinct discussion of how the chosen educational frameworks support / are applied in their teaching in practice.
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(25.4–22.4) Provides a concise discussion of how the chosen educational frameworks support / are applied to their teaching in practice.
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(22.3–19.4) Provides an adequate discussion of how the chosen educational frameworks support / are applied to their teaching in practice. |
(19.3–15) Attempts a discussion of how the chosen educational frameworks support / are applied to their teaching in practice, however information is limited and there are gaps in the discussion.
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(14.9–0) Limited or no information provided and/or lack of relevance in discussion on how chosen educational frameworks support / or are applied to their teaching in practice. |
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Reflection (20%) |
(20 – 16.9) Highly developed reflection on the teaching philosophy. Comprehensive and consistent reflection throughout the essay. Applies a framework to guide the reflection. |
(16.8–14.9) Well-developed reflection on the teaching philosophy. Concise reflections throughout the essay. Applies a framework to guide the reflection. |
(14.8–12.9) Adequately developed reflection on the teaching philosophy. Adequate attempts at reflection throughout the essay. Applies a framework to guide the reflection. |
(12.8–9.9) Somewhat developed reflection on the teaching philosophy. Reflections attempted but are inconsistent throughout the essay. Limited or no use of a framework to guide the reflection. |
(9.8–0) Limited, unclear or omitted reflection on the teaching philosophy. Reflections are limited, unclear or are lacking throughout the essay. Does not apply a framework to guide the reflection.
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Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work.
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Referencing (10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 10 appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 9, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 8, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 7, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list.
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(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤6 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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- Analyse the application of learning and teaching theory and frameworks to create a personal education philosophy.
2 Presentation
Aim
The aim of this assessment is for you to demonstrate your planning and implementation of a clinical education session, to improve practice in your clinical area.
Instructions
This assessment has two parts. Both Part A and Part B must be submitted to complete the assessment.
Part A: Lesson Plan
You are to design a 200-word lesson plan for a clinical education session on a topic related to your specialty or practice area.
Please follow the steps below to complete Part A of your assessment task:
1. Use the Lesson Plan Proforma on Moodle to complete your lesson plan. The Lesson Plan Proforma has instructions to guide you in presenting your lesson plan.
2. Identify the topic from your clinical area/specialty on which you will educate your learner.
3. Categorise the learner/audience characteristics to be considered in your lesson delivery. The learner may be a simulated colleague/student nurse.
4. Identify the context of delivery.
5. Identify the learning outcomes (minimum 3 and maximum 5) of the education session using Bloom’s Taxonomy (see references below).
6. Outline the content of the education session.
7. List the learning resources you will require to undertake the education session.
8. Identify how you will assess the learning outcomes.
Part B: Recorded Education Session (implemented lesson plan)
The recording of your education session provides you with evidence of your skills to undertake a teaching session in the clinical setting.
Please follow the steps below to complete Part B of your assessment task:
1. Organise your venue and the necessary equipment to provide and record your clinical teaching session. You may use you phone or other video equipment to create the video recording of your session. You should ensure you have an MP4 file to upload to Moodle along with your lesson plan (Part A).
2. The recording of your teaching session should include you teaching some learners, but their faces may be off screen if preferred.
3. Introduce yourself to the learner and provide the overall aim of the education session.
4. Ensure that your learning outcomes and required content are addressed.
5. Ensure that your learner/audience is engaged in the session using active learning.
6. Demonstrate how you will assess the student’s learning and provide feedback.
7. Conclude the clinical teaching session.
Week 7 Wednesday (30 Apr 2025) 4:00 pm AEST
Submit Part A and Part B of your assessment to the unit Moodle site.
Week 10 Wednesday (21 May 2025)
Students will be advised when marking is complete via an announcement posted on the Unit Moodle site. Please note, the 'Return to Students Information" is an approximate date.
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
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PART A – Lesson Plan 40% |
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Lesson plan (10%) |
(10-8.5) Comprehensive and succinct lesson plan. All elements of the lesson plan are highly developed, and the topic is clearly identified. |
(8.4-7.5) Clear and appropriate lesson plan. All elements of the lesson plan are well developed, and the topic is clearly identified. |
(7.4-6.5) An adequate lesson plan. Most elements of the lesson plan are adequately developed, and the topic is clearly identified. |
(6.4-5) A lesson plan has been attempted. Elements of the lesson plan are somewhat developed, and or the topic is stated / or not stated but implied.
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(4.9-0) Elements of the lesson plan are limited, unclear or omitted and/or the topic is incorrectly or not identified. |
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Learner/audience characteristics and learning resources (10%) |
(10-8.5) Learner/audience characteristics to be considered are comprehensively identified. |
(8.4-7.5) Learner/audience characteristics to be considered are well identified. |
(7.4-6.5) Learner/audience characteristics to be considered are identified. |
(6.4-5) Learner/audience characteristics to be considered are mostly identified. |
(4.9-0) Learner/audience characteristics are not well identified. Resources listed do not meet the lesson requirements. |
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Teaching strategies (10%) |
(10-8.5) Teaching strategies and all necessary resources are comprehensively outlined, align with the objectives, and are highly relevant to the topic, context and audience. |
(8.4-7.5) Teaching strategies and all necessary resources are concisely outlined, align with the objectives, and are clearly relevant to the topic, context and the audience. |
(7.4-6.5) Teaching strategies are adequately outlined, mostly align with the objectives, and are relevant to the topic, context and the audience. Most of the necessary resources are listed |
(6.4-5) Teaching strategies are somewhat outlined, somewhat align with the objectives, and are somewhat relevant for the topic, context and the audience. Some of the necessary resources are listed.
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(4.9-0) Teaching strategies are not well outlined, unclear or omitted and/or do not align with the objectives, and/or not relevant for the topic, context and/or the audience. Resources are unclear or omitted and/or do not meet the lesson requirements.
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Learning Outcomes (10%) |
(10-8.5) Lesson plan has comprehensive and highly developed learning outcomes using Bloom’s Taxonomy. All learning outcomes are aligned to the content of the lesson. Assessment of learning outcomes is very well articulated. |
(8.4-7.5) Lesson plan has concise and well-developed learning outcomes using Bloom’s Taxonomy. All learning outcomes are aligned with the content of the lesson. Assessment of learning outcomes is clearly articulated. |
(7.4-6.5) The learning outcomes are adequately developed using Bloom’s Taxonomy. Most learning outcomes are aligned with the content of the lesson. Assessment of learning outcomes is adequately articulated. |
(6.4-5) The learning outcomes are somewhat developed using Bloom’s Taxonomy. Learning outcomes are somewhat aligned with the content of the lesson. Assessment of learning outcomes is somewhat articulated. |
(4.9-0) The learning outcomes are limited, unclear or omitted and/or do not use Blooms Taxonomy. Learning outcomes are not aligned with the content of the lesson. Assessment of learning outcomes is limited, unclear or missing.
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Recorded Education Session 60% |
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Presentation Delivery skills (20%) |
(20-16.9) The presenter consistently engages the audience. The presenter speaks very clearly, demonstrating enthusiasm for the topic. The topic is very clearly presented. Highly effective use of voice, eye contact and body language. The presenter comprehensively addresses audience questions. Does not use notes. Adhered to time. |
(16.8-14.9) The presenter readily engages the audience. The presenter speaks clearly, demonstrating enthusiasm for the topic. The topic is clearly presented. Consistently effective use of voice, eye contact and body language. The presenter clearly addresses audience questions. Rarely uses notes. Adhered to time. |
(14.8-12.9) The presenter engages the audience. The presenter speaks well and demonstrates some enthusiasm for the topic. The topic is presented. Mostly effective use of voice, eye contact and body language. The presenter effectively addresses audience questions. Sometimes refers to notes. Adhered to time but a rushed presentation. |
(12.8-9.9) The presenter occasionally engages the audience. The presenter speaks well at times and attempts to demonstrate enthusiasm for the topic. The topic is presented but lacks clarity. Occasionally effective use of voice, eye contact and body language. The presenter mostly addresses the audience's questions. Often refers to notes. Almost adhered to time (1 minute under or 1 minute over time). |
(9.8-0) The presenter minimally or does not engage the audience in the presentation. The presenter does not speak clearly and/or demonstrate enthusiasm for the topic. The topic is not clearly presented. Ineffective use of voice, eye contact and body language. Audience questions are not adequately addressed. Always refers to notes. Did not adhere to time (more than 2 minutes over or 2 minutes under time).
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Teaching Session Content (20%)
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(20-16.9) Content includes current and comprehensive contextual information on the topic and is supported by valid and relevant research and is conveyed using the student’s own words. Aims and / or learning outcomes were addressed comprehensively and seamlessly. Comprehensive links made between theory and practice. Active learning strategies and /or a student-centred approach were consistently used in the session. |
(16.8-14.9) Content mostly includes current and comprehensive contextual information on the topic and is supported by valid and relevant research and is conveyed in the student’s own words. Aims and / or learning outcomes were addressed concisely. Concise links made between theory and practice. Active learning strategies and /or a student-centred approach were mostly used in the session. |
(14.8-12.9) Content includes some current contextual information on the topic and is supported by relevant research and is conveyed in the student’s own words. Aims and / or learning outcomes were mostly addressed. Adequate links made between theory and practice. Active learning strategies and /or a student-centred approach were sometimes used in the session. |
(12.8-9.9) Content lacks the most current and comprehensive contextual information on the topic and is supported by non-research literature and is conveyed in the student’s own words. Aims and / or learning outcomes were minimally addressed. Minimal links made between theory and practice. Active learning strategies and /or a student-centred approach were minimally used in the session.
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(9.8-0) The content is irrelevant and/or minimally or does not address information on the topic and/or is not supported by valid and relevant research and/or is not conveyed in the student’s own words. Aims and /or learning outcomes were not addressed appropriately or were omitted. Links between theory and practice were unclear or omitted. Active learning strategies and / or a student-centred approach were omitted from the session. |
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Feedback and Evaluation (10%) |
(10–8.5) Presenter comprehensively assesses for learner understanding and provides feedback. Presenter comprehensively promotes future learning and seeks feedback on the teaching session. |
(8.4–7.5) Presenter mostly assesses for learner understanding and provides feedback. Presenter concisely promotes future learning and seeks feedback on the teaching session. |
(7.4–6.5) The presenter adequately assesses for learner understanding and provides feedback. Presenter adequately promotes future learning and seeks feedback on the teaching session |
(6.4–5) The presenter minimally assesses for learner understanding and provides feedback. Presenter minimally promotes future learning and seeks feedback on the teaching session |
(4.9–0) The presenter does not assess for learner understanding and / or does not provide feedback. Presenter omits to promote future learning and /or seeks feedback on the teaching session
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Use of evidence (5%) |
(5–4.25) Expertly integrates quality, relevant, and valid references to support and reflect all ideas, and factual information, with all content supported by evidence. |
(4.2–3.8) Consistently integrates quality, relevant, and valid references to support and reflect ideas, and factual information, with 1 exception. |
(3.75–3.55) Frequently integrates quality, relevant, and valid references to support and reflect ideas, and factual information, with 2 exceptions. |
(3.50–2.5) Occasionally integrates relevant and valid references to support and reflect ideas, and factual information, with 3 exceptions. |
(2.47–0) Infrequent or fails to attempt (≥ 4 errors) to integrate relevant and valid references to support and reflect ideas, and factual information.
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Referencing (5%) |
(5–4.25) Referencing fully adheres to APA 7th style guidelines and is sourced from the CQUniversity Library. Literature cited is published in the last 7 years. |
(4.2–3.8) Referencing generally adheres to APA 7th style guidelines with 1 consistent error. References are sourced from the CQUniversity Library. The majority of literature cited is published in the last 7 years. |
(3.75–3.55) Referencing mostly adheres to APA 7th style guidelines with 2 consistent errors. References are sourced from the CQUniversity Library. Most of the literature cited is published in the last 7 years. |
(3.50–2.5) Referencing occasionally adheres to APA 7th style guidelines with 3 consistent errors. References are sourced from the CQUniversity Library. Some of the literature cited is published in the last 7 years.
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(2.45–0) Referencing does not adhere to APA 7th style guidelines with ≥4 consistent errors. Some references may not be sourced from the CQUniversity Library. The majority of literature cited is published ≥7 years. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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- Construct a lesson plan to improve professional practice using principles of adult learning and teaching in your clinical practice setting.
- Implement and evaluate a lesson plan and subsequent learning and teaching outcomes.
3 Written Assessment
Aim
The aim of this assessment is for you to review your lesson plan and its implementation.
Instructions
You are to review your lesson plan and justify its content in regard to the context of the planned lesson. Follow this with an evaluation of your recorded education session that includes an appraisal of the associated learning and teaching outcomes.
Please follow the steps below to complete your assessment task:
1. Introduce your clinical lesson plan and recorded lesson to provide context for your essay. Explain how you will justify the content of your lesson plan and evaluate your given lesson (approximately 250 words).
2. Examine the educational frameworks/theories/models in the literature to support the justification of your lesson plan (approximately 500 words).
3. Using the educational framework literature, justify each component of your lesson plan (approximately 500 words).
4. Once you have justified your lesson plan you can follow this with the evaluation of your recorded lesson. Use the selected educational theoretical frameworks/theories/models to evaluate your approach to teaching in the clinical setting (approximately 500 words).
5. Evaluate the effectiveness of your clinical education session by discussing the lesson delivery, content, resources used and outcomes (approximately 500 words).
6. Using any Reflective Framework (e.g. Gibb’s Model of Reflection, John’s Model of Reflection or any other reflection model), reflect on what you have learned from the experience and what you would do differently if anything, next time (approximately 500 words).
7. The essay should conclude with a succinct summary of your lesson plan justification and education session evaluation (approximately 250 words).
Week 12 Wednesday (4 June 2025) 4:00 pm AEST
Submit your assessment in Microsoft Word format only.
Exam Week Wednesday (18 June 2025)
Students will be advised when marking is complete via an announcement posted on the Unit Moodle site. Please note, the 'Return to Students Information" is an approximate date.
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Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
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Introduction (5%) |
(5–4.3) Comprehensive and succinct introduction that provides excellent background information that introduces the topic and outlines aim/s and direction of the assessment. |
(4.22–3.73) Clear and appropriate background that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.72–3.23) An adequate and appropriate introduction that provides some background information that introduces the topic and outlines the aim/s and direction of the assessment. |
(3.22–2.48) An introduction has been attempted, however provides limited background information and the outline of the assessment’s aim/s and direction of the assessment is not clear. |
(2.47–0) The introduction has significant errors or omissions of background and the aim/s, or the introduction is not evident or provided. The logical direction of the assessment is not evident.
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Conclusion (5%) |
(5–4.3) Comprehensive and succinct conclusion that summarises the main points and brings the discussion to a logical close. |
(4.22–3.73) Clear and appropriate conclusion that summarises the main points and brings the discussion to a close. |
(3.72–3.23) An adequate and appropriate conclusion that outlines most of the main points and brings some sense of closure. |
(3.22–2.48) A conclusion has been attempted, summarises some of the main points and endeavours to bring the discussion to a close-there may be some incongruity.
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(2.47–0) The conclusion has significant errors or omissions with minimal or no summarisation of the key points. |
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Justifies the lesson plan using educational framework/theories / models (30%) |
(30–25.5) Provides a comprehensive and concise justification to support the lesson plan using educational frameworks/ theories / models. |
(25.4–22.4) Provides a concise justification to support the lesson plan using educational frameworks/ theories / models. |
(22.3–19.4) Provides an adequate justification to support the lesson plan using educational frameworks/ theories / models. |
(19.3–15) Provides a basic justification to support the lesson plan using some educational frameworks/ theories / models. |
(14.9–0) Minimal or no justification provided to support the lesson plan. Limited or no information provided and/or lack of relevance in discussion on educational frameworks/ theories / models
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Evaluates recorded teaching session (30%) |
(30–25.5) Provides an excellent clear analysis of approach used to teach in clinical setting. Succinctly and comprehensively examines the effectiveness of lesson delivery, content, resources used and outcomes. |
(25.4–22.4) Provides an appropriately concise analysis of approach used to teach in clinical setting. Concisely examines the effectiveness of lesson delivery, content, resources used and outcomes. |
(22.3–19.4) Provides an adequate analysis of the approach used to teach in the clinical setting. Provides adequate examination of the effectiveness of lesson delivery, content, resources used and outcomes. |
(19.3–15) A basic analysis is attempted of the approach used to teach in the clinical setting; however, there are gaps in the discussion. Provides a basic examination of the effectiveness of lesson delivery, content, resources used and outcomes. |
(14.9–0) Limited or no information provided and/or lack of relevance in discussion on the approach used to teach in the clinical setting. Provides limited and/or a lack of relevance or no examination of the effectiveness of lesson delivery, content, resources used and outcomes.
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Reflections on effectiveness of teaching and changes for future sessions (10%) |
(10–8.5) Highly developed reflections on effectiveness of the teaching session. Comprehensive and consistent reflection throughout the essay. Applies a framework to guide the reflection. |
(8.4–7.5) Well-developed reflections on the effectiveness of the teaching session. Concise reflections throughout the essay. Applies a framework to guide the reflection. |
(7.4–6.5) Adequately developed reflections on the effectiveness of the teaching session. Adequate attempts at reflection throughout the essay. Applies a framework to guide the reflection. |
(6.4–5) Somewhat developed reflections on the effectiveness of the teaching session. Reflections attempted but are inconsistent throughout the essay. Limited or no use of a framework to guide the reflection. |
(4.9–0) Limited, unclear or omitted reflections on the effectiveness of the teaching session. Reflections are limited, unclear or are lacking throughout the essay. Does not apply a framework to guide the reflection.
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Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work.
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Referencing (10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 15 appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 13 or 14, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 11 or 12, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 9 or 10, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list.
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(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤8 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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- Construct a lesson plan to improve professional practice using principles of adult learning and teaching in your clinical practice setting.
- Implement and evaluate a lesson plan and subsequent learning and teaching outcomes.
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?
