Overview
This unit builds on the unit NURS20171 Nursing and Professional Practice 1 by extending your nursing knowledge and skills to further develop your professional confidence and competence in managing complex patient care. You will be able to validate your nursing judgements and clinical decisions through critical thinking and professional reflection. You will role model and implement professional attributes in the application of advanced clinical skills including assessment, planning, intervention, and evaluation of nursing and collaborative interventions; and effectively communicate with patients and the multidisciplinary healthcare team, patients and families to improve person-centred care and health outcomes. This unit will be directly applicable to the clinical setting where you are employed.
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. Pre-requisite: NURS20171 Nursing and Professional Practice 1.
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 Unit evaluation.
Students requested more meaningful assessment feedback.
Feedback will be provided using both written and oral formats. Teachers will provide instructions for learners on how to access recorded feedback during tutorials.
Feedback from Unit evaluation.
Clarity of course resources.
Course resources will be reviewed.
- Identify and demonstrate positive role modelling of professional attributes in your clinical specialty.
- Demonstrate advanced nursing skills in clinical assessment, planning and implementation of person-centred care, and the evaluation of evidence-informed nursing interventions in clinical settings.
- Demonstrate effective communication with patients, families, and the multidisciplinary healthcare team to facilitate safe, high-quality patient out.
- Reflect critically on your personal outputs and professionalism within your clinical setting and develop strategies aligning with professional standards to continue your professional development.
N/A.
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 - 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
- Endnote bibliographic software. This is optional for formatting references.
- Online access Australian Standards (through CQU Library)
- CQUniveristy Library Resources
- Zoom (both microphone and webcam capability)
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.
c.johnston-devin@cqu.edu.au
l.jack@cqu.edu.au
Module/Topic
Module 1. Specialty, Professionalism, and the Registered Nurse
Welcome to the Unit
Week 1 - Specialty Practice & Registered Nurses Standards in Specialty 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.
Module/Topic
Module 1. Specialty, Professionalism and the Registered Nurse
Week 2 - Representing Professionalism in Specialties & Issues Associated with Professional 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.
Module/Topic
Module 2. Communication in Specialty Practice
Week 3 - Reflection 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.
Module/Topic
Module 2. Communication in Specialty Practice
Week 4 - Communication 1 (basics, errors, non-verbal)
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.
Module/Topic
Module 2. Communication in Specialty Practice
Week 5 - Communication 2 (legal issues and specialist environments mental health, ATODS, consent – alternate decision makers, support mechanisms)
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.
Module/Topic
Relax or catch up on Assessments
Chapter
Events and Submissions/Topic
Module/Topic
Module 2. Communication in Specialty Practice
Week 6 - Nursing documentation (and documentation 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 2 is due this week
Reflective Practice Assignment (40%) Due: Week 6 Wednesday (23 Apr 2025) 5:00 pm AEST
Module/Topic
Module 2. Communication in Specialty Practice
Week 7 - Developing professional 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.
Commence Assessment 2
Module/Topic
Module 3. Specialty Nursing
Week 8 - Emergency Department/bariatric/cosmetic/diabetes
Introduction to specialties
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.
Module/Topic
Module 3. Specialty Nursing
Week 9 - Cardiac /paediatric/ICU
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.
Module/Topic
Module 3. Specialty Nursing
Week 10 - Respiratory/Rural and Remote 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.
Module/Topic
Module 3. Specialty Nursing
Week 11 - Renal/surgical/orthopaedic
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.
Module/Topic
Module 3. Specialty Nursing
Week 12 - Neurological/Pain management
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 – Specialty Standards assessment (60%) Due: Week 12 Wednesday (4 June 2025) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/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 critically reflect on the article ‘Shitty Nursing – The New Norm?” in the context of your professional practice and analyse how you demonstrate effective communication and role model professionalism within your clinical work setting.
Instructions
You are writing a written assessment that requires you to critically reflect on the implications of the article ‘Shitty Nursing – The New Normal’. Your reflection should identify examples of your personal contributions as evidence of your professionalism and positive impact on person-centred care and patient outcomes.
Please follow the steps below to complete the task:
1. Provide a brief introduction outlining the aim of your assessment and the approach your reflection will take (approximately 150 words).
2. Considering the experiences shared in the article, and your own experience, reflect on your professional attributes and technical skills and identify how you role model professionalism. How can role modelling professionalism influence your response to patients, families and the multidisciplinary healthcare teams who complain to you about “shitty nursing” they have received or witnessed? (approximately 550 words).
3. Provide examples from your own practice and discuss how effective communication between patients, families and the multidisciplinary healthcare team can improve the delivery of fundamental nursing care and address some of the issues (such as a social contract between nursing and society, lack of fundamental care provision, nursing shortages) raised in the article (approximately 550 words).
4. The article proposes three actions for improving nursing care, including the re-incentivisation of fundamental nursing care. Discuss professional development strategies you might use so that your personal contributions can play a pivotal role in enacting the proposed three actions for improving nursing care to facilitate safe, high-quality patient outcomes. (approximately 550 words).
5. Align your discussion with current professional standards including the NMBA Registered nurse standards for practice, and substantiate your discussion using current, relevant, peer-reviewed literature.
6. Provide a concise conclusion summarising the main concepts from your assessment (approximately 150 words).
Week 6 Wednesday (23 Apr 2025) 5:00 pm AEST
Submit your assessment via the unit Moodle site 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.
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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 <49.5% |
TOTAL |
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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.
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(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.
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(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.
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(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.
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Reflection and professional attributes, technical skills and professionalism (25%) |
(25–21.25) A concise, clear, and comprehensive reflection which is related to both the article and clinical practice. The discussion of role modelling, and literature within the reflection is comprehensively and clearly articulated. All work is conveyed using the student’s own words. |
(21.24–18.75) A concise and clear reflection which is related to both the article and clinical practice. The discussion of role modelling, and literature within the reflection is concisely articulated. All work is conveyed using the student’s own words. |
(18.74–15) A mostly concise reflection which is related to both the article and clinical practice. The discussion of role modelling, and literature within the reflection is clearly articulated. All work is conveyed using the student’s own words. |
(14.9- 12.5) A reflection which is related to both the article and clinical practice is evident. The discussion of role modelling, and literature within the reflection contains gaps and requires further detailed content. All work is conveyed using the student’s own words. |
(12.4–0) The reflection is not related to both the article and clinical practice. The discussion of role modelling, and literature within the reflection was inadequate and did not satisfactory address the assessment task or was not provided. All work is not conveyed using the student’s own words. |
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Reflection and Communication (25%) |
(25–21.25) A concise, clear, and comprehensive reflection which is related to both the article and clinical practice. Concise and comprehensive examples of communication frameworks, theories/models was presented. |
(21.24–18.75) A concise and clear reflection which is related to both the article and clinical practice. Concise examples of communication frameworks, theories/models was presented. |
(18.74–15) A mostly concise and clear reflection which is related to both the article and clinical practice. Mostly concise examples of communication frameworks, theories/models was presented. |
(14.9- 12.5) A reflection which is related to both the article and clinical practice is evident. The examples of communication frameworks, theories/models contains gaps and requires further detailed content. |
(12.4–0) The reflection is not related to both the article and clinical practice. The examples of communication was inadequate and did not satisfactory address the assessment task or was not provided. |
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Professional development strategies (25%) |
(25–21.25) A concise and comprehensive justification of professional development strategies to improve nursing care with no content omitted. Strategies are comprehensively and concisely aligned with professional standards including NMBA Registered nurse standards for practice Assignment is thoroughly supported by current relevant research. |
(21.24–18.75) A concise justification of professional development strategies to improve nursing care is discussed with one incident of content omission. Strategies are clearly aligned with professional standards including NMBA Registered nurse standards for practice. Assessment is well supported by current relevant research. |
(18.74–15) A clear justification of professional development strategies to improve nursing care is discussed with two incidents of content omission. Strategies are aligned with professional standards including NMBA Registered nurse standards for practice. Assessment is supported by relevant research. |
(14.9- 12.5) A basic justification of professional development strategies to improve nursing care is discussed with incidents of content omission. Attempts have been made to align the two strategies with professional standards including NMBA Registered nurse standards for practice but there are some omissions in content. Attempts have been made to support the assessment with valid research. |
(12.4–0) An inadequate justification of professional development strategies to improve nursing care is discussed with many incidents of content omitted. The strategies do not align with professional standards or NMBA Registered nurse standards for practice or, there are many omissions in content. A poor attempt to support the assessment with research. |
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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.
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(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.
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(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.
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(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.
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(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 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. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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No submission method provided.
- Identify and demonstrate positive role modelling of professional attributes in your clinical specialty.
- Demonstrate advanced nursing skills in clinical assessment, planning and implementation of person-centred care, and the evaluation of evidence-informed nursing interventions in clinical settings.
- Demonstrate effective communication with patients, families, and the multidisciplinary healthcare team to facilitate safe, high-quality patient out.
- Reflect critically on your personal outputs and professionalism within your clinical setting and develop strategies aligning with professional standards to continue your professional development.
2 Written Assessment
Aim
The aim of this assessment is for you to demonstrate how your professional practice meets the nursing standards of your chosen specialty.
Instructions
For this assessment, you are asked to use the scenario below and discuss how you would demonstrate professionalism in your practice in an ethically challenging situation.
Please read the case study and then follow the steps below to write your academic essay and complete the task.
Please be advised that the following case study contains potentially distressing content that may be upsetting. If you are triggered by the case study, please contact your Unit Coordinator for support.
Case study:
A group of three individuals stole a car. The driver is Andrew, a 23-year-old male and the two passengers are Axel a 10-year-old boy and Ann, a 21-year-old female, both related to the driver. While trying to evade police, the driver of the stolen vehicle was speeding down a poorly lit road with the headlights of the car turned off. The stolen vehicle was involved with a high-speed collision with another car. Four passengers were travelling in the second vehicle and included a grandmother (68 years), an aunt (37 years) and siblings (9 and 3 years). The grandmother, aunt and one sibling were deceased at the accident scene. The second sibling passed away in the emergency department (ED).
The three offenders in the stolen vehicle sustain life-threatening and non-life-threatening injuries and were transported to hospital for assessment and treatment of their injuries. All offenders were admitted to the local hospital’s ED and transferred to the relevant ward/unit or intensive care unit for treatment of their injuries.
· Andrew Smith 23 years. Unrestrained driver. Injuries include a traumatic subdural haematoma (SDH), multiple bilateral leg fractures, and a ruptured spleen. Immediate treatment for management of life-threatening injuries included burr hole surgery for the SDH, a splenectomy and open reduction and internal fixation of leg fractures. Unstable blood [LJ1] [CJ2] glucose levels. Initial drug and alcohol screening showed a cocktail of illicit drugs and blood alcohol levels above the legal limit.
· Ann Smith 21 years. Has a marijuana leaf tattoo on her left shoulder. Sustained a penetrating chest wound, and pneumothorax and she experienced a cardiac arrest in the ED and closely monitored now. Ann has a history of mental health issues and evidence of self-harm. Initial drug and alcohol screening showed a cocktail of illicit drugs and blood alcohol level above the legal limit.
· Axel Smith 10 years. Known to police and had a knife in his pocket. Alex was an unrestrained passenger and sustained cervical spine fractures (C4 and C5), right below elbow traumatic amputation, significant blood loss requiring activation of the massive transfusion protocol, and multiple bilateral upper and lower leg lacerations which require washout and surgical closure. Initial drug and alcohol screening showed TCH in the blood and high alcohol levels.
You are the team leader of the shift in your usual area of practice. One of the three offenders from the stolen vehicle is admitted to your ward/unit. Visitors, including family members, come to visit the patient you have chosen. You overhear what sounds like harassment of the patient for not successfully stealing the car.
1. Choose one of the offenders to focus your discussion on. Relate their care to your specialty area.
2. Provide a brief introduction outlining the aim of your assessment (approximately 150 words).
3. Briefly discuss the patient scenario you have chosen and the ward or specialty area you will focus on. Introduce the professional standards of your specialty and the Registered nurse standards for practice (approximately 200 words).
4. As the team leader, discuss how would you demonstrate professional communication in this scenario while ensuring that your team provides the necessary care for the patient, despite the challenges presented by their criminal background and the disruptions from visitors and family members? Provide an example of positive role modelling that would support the development of your team’s professional conduct and attitudes. In your discussion, include the values and ethical principles that would guide your actions in ensuring the patient receives equitable care in line with nursing professionalism? (approximately 750 words).
5. Discuss the advanced nursing skills in clinical assessment, planning and implementation of person-centred care that might be utilised in the care of the patient. Consider their medical and psychological needs and adjustments to the care plan that may be necessary for the implementation of person-centred care. Justify the discussion with current literature (approximately 750 words).
6. Reflecting on your leadership role in this situation, how would you evaluate your own performance in this scenario and ensure that your actions align with professional nursing standards? Discuss strategies that you might implement to support your professional development in managing your own personal biases in ethically challenging situations such as in the scenario? (approximately 500 words).
7. Provide a concise conclusion summarising the main concepts from your assessment (approximately 150 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.
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High Distinction 100 - 85% |
Distinction 84.9- 75% |
Credit 74.9-65% |
Pass 64.5-50% |
Fail <49.9% |
TOTAL |
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Introduction and conclusion (10%) |
(10–8.5) 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.
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(8.4–7.5) 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.
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(7.4–6.5) 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.
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(6.4-5) 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. |
(4.9–0) 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.
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Professionalism, communication and role modelling (25%) |
(25–21.25) Highly developed demonstration of professional communication and role modelling. Nursing values and ethical principles are comprehensively and clearly articulated. The discussion is thoroughly supported by valid and relevant nursing standards. |
(21.24–18.75) Well-developed demonstration of professional communication and role modelling. Nursing values and ethical principles are clearly articulated. The discussion is consistently supported by valid and relevant nursing standards. |
(18.74–15) Adequately developed demonstration of professional communication and role modelling. Nursing values and ethical principles are mostly clearly articulated. The discussion is mostly supported by valid and relevant nursing standards. |
(14.9- 12.5) A demonstration of professional communication and role modelling is attempted. Nursing values and ethical principles are articulated. The discussion is supported by valid and relevant nursing standards. |
(12.4–0) Professional communication and role modelling is not demonstrated. Nursing values and ethical principles are not articulated or are missing. The discussion is not supported by valid and relevant nursing standards. |
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Advanced nursing skills (25%) |
(25–21.25)
A comprehensive, clear analysis of advanced nursing skills in clinical assessment of the chosen patient A comprehensive discussion of ensuring person-centred care and evaluation of evidence-informed interventions is included. |
(21.24–18.75) A concise and clear analysis of advanced nursing skills in clinical assessment of the chosen patient. A clear discussion of ensuring person-centred care and evaluation of evidence-informed interventions is included |
(18.74–15) A mostly concise and clear analysis of advanced nursing skills in clinical assessment of the chosen patient. A mostly clear discussion of ensuring person-centred care and evaluation of evidence-informed interventions is included. |
(14.9- 12.5) An analysis of advanced nursing skills in clinical assessment of the chosen patient. A discussion of ensuring person-centred care and evaluation of evidence-informed interventions is included. |
(12.4–0) Poor or missing analysis of advanced nursing skills in clinical assessment of the chosen patient. A discussion of ensuring person-centred care and evaluation of evidence-informed interventions is poor or not included. |
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Professional nursing standards and professional development strategies (20%) |
(20–17) Succinctly and comprehensively reflects and evaluates performance and provides a concise and comprehensive justification of professional development strategies. Discussion is comprehensively and concisely aligned with professional nursing standards. |
(16.9–15) Comprehensively reflects and evaluates performance and provides a concise justification of professional development strategies. Discussion is consistently aligned with professional nursing standards. |
(14.9–13) Clearly reflects and evaluates performance and provides a clear justification of professional development strategies. Discussion is clearly aligned with professional nursing standards. |
(12.9- 10) Reflects and evaluates performance and provides a justification of professional development strategies. Discussion is aligned with professional nursing standards. |
(9.9–0) Limited or unclear reflection and evaluation of performance. Professional development strategies are not justified or are missing. Discussion is not aligned with professional nursing standards. |
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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.
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(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.
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(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.
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(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.
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(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 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. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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No submission method provided.
- Identify and demonstrate positive role modelling of professional attributes in your clinical specialty.
- Demonstrate advanced nursing skills in clinical assessment, planning and implementation of person-centred care, and the evaluation of evidence-informed nursing interventions in clinical settings.
- Demonstrate effective communication with patients, families, and the multidisciplinary healthcare team to facilitate safe, high-quality patient out.
- Reflect critically on your personal outputs and professionalism within your clinical setting and develop strategies aligning with professional standards to continue your 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?
