Overview
This unit will provide you with the knowledge and skills to enhance your confidence and competence as a registered nurse. In this unit you will critically appraise your clinical environment, nursing decisions and professional practice. You will develop advanced clinical skills including assessment, planning, intervention implementation, and evaluation of nursing actions in the care of people in diverse clinical settings.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL22 Master of Clinical Nursing or CL16 Graduate Certificate in 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 analysis available.
No data analysis available.
No data analysis available.
- Demonstrate application of ethical, legal and professional practice concepts to the continued development of your professional identity.
- Analyse and apply psychosocial, ethical and legal considerations in clinical decision-making.
- Demonstrate advanced clinical skills in the evaluation and implementation of evidence-based nursing interventions in diverse clinical settings.
- Critically reflect on the application of your nursing knowledge, and ethical, legal and professional practice and identify strengths and areas for professional development.
Not applicable.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Reflective Practice Assignment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
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 - First Nations Knowledges | ||||
| 9 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- Access to MIMS through the university library
- Microsoft Word
- Wordprocessing, spreadsheeting and powerpoint software
- Online access Australian Standards (through CQU Library)
- CQUniveristy Library Resources
- Zoom access: microphone and webcam required
- Endnote. Optional for formatting references
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.
a.aitken@cqu.edu.au
a.j.hall@cqu.edu.au
Week 1- Professionalism and professional practice
Begin Date: 10 Mar 2025Module/Topic
Module 1 - Professionalism, Professional Practice and Professional Improvement
Welcome to the Unit. and self-directed learning
Professionalism and professional practice
Chapter
Familiarise yourself with Moodle
Review the online Zoom timetable and make roster requests as necessary.
Click on the link and learn about the Academic Learning Centre
Review the readings and activities as outlined on Moodle.
Events and Submissions/Topic
Activity – Access the General Discussion page and introduce yourself to your colleagues by providing your name and workplace and some information about yourself.
Assessments 1 and 2 - 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.
Set-up your CQU student emails so you receive current, up-to-date information.
Week 2- Professional Improvement and reflective practice
Begin Date: 17 Mar 2025Module/Topic
Module 1 - Professionalism, Professional Practice and Professional Improvement
Week 2 Professional Improvement and reflective practice
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Access the library to prepare for Assessment 1
Review Moodle and Academic Learning Centre information
Week 3 - Professional identity and career planning
Begin Date: 24 Mar 2025Module/Topic
Module 1 - Professionalism, Professional Practice and Professional Improvement
Week 3 - Professional identity and career planning
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Week 4 - Ethical, legal and professional practice concepts
Begin Date: 31 Mar 2025Module/Topic
Module 2. Important Nursing Considerations
Week 4 - Ethical, legal and professional practice concepts
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Week 5 - Psychosocial, ethical, and legal considerations in nursing
Begin Date: 07 Apr 2025Module/Topic
Module 2. Important Nursing Considerations
Week 5 - Psychosocial, ethical, and legal considerations in nursing
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Vacation Week
Begin Date: 14 Apr 2025Module/Topic
Catch up on assessments and then take a bit of time away from study!
Chapter
Events and Submissions/Topic
Week 6 - Meeting best practice standards
Begin Date: 21 Apr 2025Module/Topic
Module 2. Important Nursing Considerations
Week 6 - Meeting best practice standards
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Assessment 1 is due this week.
Reflective Practice Assignment (40%) Due: Week 6 Wednesday (23 Apr 2025) 5:00 pm AEST
Week 7 - Clinical decisions & clinical skill decision-making
Begin Date: 28 Apr 2025Module/Topic
Module 3. Clinical Decision-making and Advanced Nursing Skills
Week 7 - Clinical decisions & clinical skill decision-making
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Commence Assessment 2 tasks.
Week 8 - Evidence-based nursing, use of early warning tools and clinical judgement
Begin Date: 05 May 2025Module/Topic
Module 3. Clinical Decision-making and Advanced Nursing Skills
Week 8 - Evidence-based nursing, use of early warning tools and clinical judgement
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Week 9 -Advanced nursing skills
Begin Date: 12 May 2025Module/Topic
Module 3. Clinical Decision-making and Advanced Nursing Skills
Week 9 -Advanced nursing skills (including ECG, blood gas interpretation, cannulation, and suturing) for working at an advanced practice level
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Week 10 - Increasing responsibility in the clinical setting
Begin Date: 19 May 2025Module/Topic
Module 4. Advanced Nursing
Week 10 - Increasing responsibility in the clinical setting (shift work, how to be a preceptor and/or mentor, becoming a team leader, Level 2 positions and higher)
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Week 11 - Advancing knowledge and skills to improve your CV
Begin Date: 26 May 2025Module/Topic
Module 4. Advanced Nursing
Week 11 - Advancing knowledge and skills to improve your CV
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Week 12 - Review week
Begin Date: 02 Jun 2025Module/Topic
Module 4. Advanced Nursing
This week we review the Module and the entire Unit
Chapter
Complete the readings and activities as outlined on Moodle
Events and Submissions/Topic
Announcement and Discussion Boards - Check for posts and updates and check your CQU student emails.
Assessment 2 is due this week
Written Assessment (60%) Due: Week 12 Wednesday (4 June 2025) 5:00 pm AEST
Review/Exam Week
Begin Date: 09 Jun 2025Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 16 Jun 2025Module/Topic
Chapter
Events and Submissions/Topic
As this unit is offered online, students are asked to prepare their own individual study plan to undertake self-directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator. Please check the Announcements page and unit content at least twice a week - there will be regular announcements about assessments and unit resources posted throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies.
1 Reflective Practice Assignment
Aim
The aim of this assessment is for you to assess your clinical practice and clinical decision making to demonstrate your knowledge and understanding of ethical, legal, and professional practice concepts using written reflection.
Instructions
Reflect on your professional nursing practice and analyse how you demonstrate safe psychosocial, ethical, and legal practice in your clinical decision-making in your clinical work setting to meet best-practice standards. Identify a situation or incident that occurred in your clinical practice on which to base your reflection. Your reflection should identify example/s of your evidence-based advanced clinical skills, evaluation of care you provided, and the impact on patient outcomes. Use the ‘what, so what, now what’ framework (Rolfe et al., 2001) for this reflection. Substantiate your reflection using current literature.
Please follow the steps below using the following headings to write your reflection and complete the task
1. Introduction. Provide a brief introduction outlining the aim of your reflection assessment (approximately 100 words).
2. ‘What’. Identify a clinical situation or incident where the ethical and/or legal contexts of nursing practice were compromised or potentially compromised. Describe the experience explaining what occurred, who was involved, why it happened, when (e.g., public holiday, night shift), and where (e.g., at the bedside, shower, outpatients). Identify the ethical and legal considerations related to the care you provided (approximately 500 words).
3. ‘So What’ Did the care you provide meet the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice? Describe how the standards were or were not met and the consequences for the people involved. This might include for example, colleagues in your ward or another ward, patients and visitors. Include in this section information about any impact on you, what that impact was and why this is important. Also include what you have learnt from this experience (approximately 500 words).
4. ‘Now What’. Using the NMBA Registered nurse standards for practice and current literature, outline your actions because of because of your experience; for example, how will you apply what you have learnt in the future. To accomplish this, identify and justify two strategies to improve your nursing knowledge, and ethical, legal, and professional practice in relation to this experience (approximately 800 words).
5. Conclusion. Provide a succinct conclusion (approximately 100 words).
Week 6 Wednesday (23 Apr 2025) 5:00 pm AEST
Submit your assessment in Microsoft Word format only.
Week 8 Wednesday (7 May 2025)
Students will be advised of release of assessment marking 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.
|
Key Criteria |
High Distinction 100-85% |
Distinction 84.9-75% |
Credit 74.9- 65% |
Pass 64.9-50% |
Fail <49.9% |
TOTAL |
|
Introduction and conclusion (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. Comprehensive and succinct conclusion that summarises the main points and brings the discussion to a logical close.
|
(4.22–3.73) Clear and appropriate background that introduces the topic and outlines the aim/s and direction of the assessment. Clear and appropriate conclusion that summarises the main points and brings the discussion to a close.
|
(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. An adequate and appropriate conclusion that outlines most of the main points and brings some sense of closure.
|
(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. 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. |
(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. The conclusion has significant errors or omissions with minimal or no summarisation of the key points.
|
|
|
Reflection on the situation/incident (40%) |
(40–34) Highly developed reflection that is comprehensively and clearly articulated to describe each component of the situation/incident using the ‘the ‘what’, ‘so what’ and ‘now what’ reflective framework (Rolfe et al., 2001). Ethical and legal considerations are comprehensive and clear and appropriate to the situation. |
(33.5–30) Well-developed reflection that is clearly articulated to describe each component of the situation/incident using the ‘the ‘what’, ‘so what’ and ‘now what’ reflective framework (Rolfe et al., 2001). Ethical and legal considerations are clear and appropriate to the situation. |
(29.5–26) Adequately developed reflection that is articulated to describe each component of the situation/incident using the ‘the ‘what’, ‘so what’ and ‘now what’ reflective framework (Rolfe et al., 2001). Ethical and legal considerations are appropriate to the situation.
|
(25.5–20) Somewhat developed reflection that is articulated to describe most components of the situation/incident using the ‘the ‘what’, ‘so what’ and ‘now what’ reflective framework (Rolfe et al., 2001) Ethical and legal considerations are mostly appropriate to the situation. |
(19.5–0) Limited, unclear or omitted reflection that does not describe most components of the situation/incident using the ‘the ‘what’, ‘so what’ and ‘now what’ reflective framework (Rolfe et al., 2001). Ethical and legal considerations are omitted or are not appropriate to the situation. |
|
|
Content – application of ethical, legal, and professional practice concepts to continued professional development (35%) |
(35–30) A concise and comprehensive justification of two strategies to improve nursing knowledge and ethical, legal, and professional practice is discussed with no content omitted. Strategies are comprehensively and concisely aligned with NMBA Registered nurse standards for practice using the ‘now what’ in the ‘what, ‘so what’ and ‘now what’ framework. Assignment is thoroughly supported by current relevant research. |
(29.5–26.5) A concise justification of two strategies to improve nursing knowledge and ethical, legal, and professional practice and to improve nursing practice is discussed with one incident of content omission. Strategies are clearly aligned with NMBA Registered nurse standards for practice. Assessment is well supported by current relevant research. |
(26–23) A clear justification of two strategies to improve nursing knowledge and ethical, legal, and professional practice and to improve nursing practice is discussed with two incidents of content omission. Strategies are aligned with NMBA Registered nurse standards for practice. Assessment is supported by relevant research. |
(22.5–17.5) A basic justification of two strategies to improve nursing knowledge and ethical, legal, and professional practice and to improve nursing practice is discussed with incidents of content omission. Attempts have been made to align the two strategies with NMBA Registered nurse standards for practice but there are some omissions in content. Attempts have been made to support the assessment with valid research. |
(17.4–0) An inadequate justification of two strategies to improve nursing knowledge and ethical, legal, and professional practice and to improve nursing practice is discussed with many incidents of content omitted. The strategies are not aligned with NMBA Registered nurse standards for practice or, there are many omissions in content. A poor attempt to support the assessment with research. |
|
|
Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
|
|
Referencing (10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 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 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 13, 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 10-12, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤ 10 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
|
|
TOTAL: |
MARKER: |
|||||
|
Marker’s feedback:
|
||||||
No submission method provided.
- Demonstrate application of ethical, legal and professional practice concepts to the continued development of your professional identity.
- Analyse and apply psychosocial, ethical and legal considerations in clinical decision-making.
- Demonstrate advanced clinical skills in the evaluation and implementation of evidence-based nursing interventions in diverse clinical settings.
- Critically reflect on the application of your nursing knowledge, and ethical, legal and professional practice and identify strengths and areas for professional development.
2 Written Assessment
Aim
The aim of this assessment is for you to critically appraise and demonstrate how you are improving your clinical knowledge, decision-making, and professional practice to develop your confidence, competence and further your career using the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice (2016).
Instructions
Please follow the steps below to write your academic essay and complete the task:
You may use your most recent postgraduate Australian Nursing and Midwifery Accreditation Council (ANMAC) assessment or the workplace self-assessment available on the Unit Moodle site to assist you with understanding your theoretical and/or professional performance including strengths in your clinical practice, and areas you would like to develop further. You are not required to submit this self-assessment for this assessment task.
1. Provide an introduction outlining the aim of your assessment (approximately 150 – 200 words).
2. Discuss the following:
a. Discuss how you have implemented the two strategies identified in Assessment 1 to improve your nursing knowledge, and ethical, legal, and professional practice (approximately 1,100 – 1,200 words).
b. Discuss one professional development activity you have participated in over the past year (e.g. conference, courses, hospital orientation). Analyse how the activity has impacted your clinical decision-making, and professional practice. Discuss how you will continue to enhance your decision-making skills and professional practice in the future (approximately 1,100 – 1,200 words).
3. Use the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice (2016) and current literature to support all aspects of this assessment task.
4. Provide a concise conclusion summarising the main concepts from your assessment (approximately 150 – 200 words).
Week 12 Wednesday (4 June 2025) 5:00 pm AEST
Submit your assessment via the unit Moodle site in Microsoft Word format only
Exam Week Wednesday (18 June 2025)
Students will be advised of release of assessment marking 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.
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail <49.5% |
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. |
|
|
(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. |
(2.47–0) The conclusion has significant errors or omissions with minimal or no summarisation of the key points. |
|
|
Improvement to nursing knowledge, and ethical, legal, and professional practice (35%) |
(35–30) Provides an excellent comprehensive and concise analysis of how two strategies were implemented to improve own nursing knowledge, and ethical, legal, and professional practice and is conveyed in the student’s own words. Comprehensively and clearly articulated. Consistently and comprehensively integrates quality references to support and reflect all ideas, factual information, and quotations. |
(29.5–26.5) Provides an appropriately concise analysis of how two strategies were implemented to improve own nursing knowledge, and ethical, legal, and professional practice and is conveyed in the student’s own words. Clearly and concisely articulated. Consistently integrates quality references to support and reflect ideas, factual information, and quotations with 1 exception. |
(26–23) Provides some analysis of how two strategies were implemented to improve own nursing knowledge, and ethical, legal, and professional practice and is conveyed in the student’s own words. Adequately articulated. Frequently integrates quality references to support and reflect ideas, factual information, and quotations, with 2 exceptions. |
(22.5–17.5) An analysis is attempted of how two strategies were implemented to improve own nursing knowledge, and ethical, legal, and professional practice however, there are gaps in the discussion. Satisfactorily articulated and is conveyed in the student’s own words. Occasionally integrates references to support and reflect ideas, factual information, and quotations, with 3 exceptions. |
(17.4–0) Limited or no information provided and/or lack of relevance in discussion about how two strategies were implemented to improve own nursing knowledge, and ethical, legal, and professional practice Inadequate articulation and/or content is not conveyed in the student’s own words. Minimal or no appropriate references integrated to support arguments and factual ideas and/or cited excessive quotations reflecting the knowledge of others. |
|
|
Clinical decision making and professional development (35%)
|
(35–30) A concise and comprehensive discussion of a professional development activity to improve clinical decision making is presented. Strategies to enhance skills are comprehensively and concisely aligned with NMBA Registered nurse standards for practice. |
(29.5–26.5) A concise discussion of a professional development activity to improve clinical decision making is presented. Strategies to enhance skills are clearly aligned with NMBA Registered nurse standards for practice. |
(26–23) A clear discussion of a professional development activity to improve clinical decision making is presented Strategies to enhance skills are aligned with NMBA Registered nurse standards for practice. |
(22.5–17.5) A basic discussion of a professional development activity to improve clinical decision making is presented Attempts have been made to align the two strategies to enhance skills with NMBA Registered nurse standards for practice. |
(17.4–0) An inadequate discussion of a professional development activity to improve clinical decision making is presented. The strategies to enhance skills are poorly or not aligned with NMBA Registered nurse standards for practice. |
|
|
Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work.
|
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
|
|
Referencing (10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 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 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 13, 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 11-12, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤10 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
|
|
TOTAL: |
MARKER: |
|||||
|
Marker’s feedback:
|
||||||
No submission method provided.
- Demonstrate application of ethical, legal and professional practice concepts to the continued development of your professional identity.
- Analyse and apply psychosocial, ethical and legal considerations in clinical decision-making.
- Demonstrate advanced clinical skills in the evaluation and implementation of evidence-based nursing interventions in diverse clinical settings.
- Critically reflect on the application of your nursing knowledge, and ethical, legal and professional practice and identify strengths and areas for professional development.
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?
