Unit Profile Correction added on 24-06-19
The task description for Assignment One states that it is due on Monday in Week 6. However as per the due date down the bottom this is actually due Monday in Week 5 (12th of August) at 1155 pm.
The due date for Assignment Two is Monday in Week 10 (23rd of September) at 1155 pm.
Unit Profile Correction added on 11-09-19
Amended marking criteria for Assignment One
Assignment One NURS11163 Rubric –
| High Distinction 85 – 100% | Distinction 75 – 84.5% | Credit 65 – 74.5% | Pass 50 – 64.5% | Fail <50% | Marks |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. 4.2 – 5.0 | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. 3.7 – 4.2 | Appropriate introduction that introduces the topic and outlines the direction of the paper. 3.2 – 3.7 | Introduction is apparent and the topic is introduced but there is no clear direction to the paper. 2.5 – 3.2 | Introduction of the topic is not apparent and/or there is no direction offered in respect of the paper. <2.5 | /5 |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. 4.2 – 5.0 | Clear and appropriate conclusion that outlines the main points and brings the argument to a close. 3.7 – 4.2 | Conclusion outlines most of the main points and brings some sense of closure. 3.2 – 3.7 | Conclusion apparent – outlines most of the main points and endeavours to bring the argument to a close – some incongruity. 2.5 – 3.2 | No recognisable conclusion – little reference to the main points, does not offer a clear conclusion to the paper. <2.5 | /5 |
| Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment in keeping with APA formatting requirements. 4.2 – 5.0 | Generally accurate (1-3 inaccuracies) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements. 3.7 – 4.2 | Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements. 3.2 – 3.7 | Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements. 2.5 – 3.2 | Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, not in keeping with APA formatting requirements. <2.5 | /5 |
| Approach and Argument (70%) | |||||
| Comprehensive reflection on the topic focusing on the learning objectives. 29.6 – 35.0 | Detailed reflection on the topic focusing on the learning objectives. 26.1 – 29.6 | Adequate reflection on the topic focusing on the learning objectives. 22.6 – 29.6 | Basic reflection on the topic focusing on the learning objectives. 17.3 – 22.6 | Minimal reflection on the topic focusing on the learning objectives. <17.3 | /35 |
| Comprehensively includes a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. 29.6 – 35.0 | Extensively includes a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. 26.1 – 29.6 | Generally includes a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. 22.6 – 29.6 | Demonstrates a limited discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. 17.3 – 22.6 | Not able to provide a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. <17.3 | /35 |
| Referencing (15%) | |||||
| Accurate APA referencing. No errors. Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. 4.2 – 5.0 | Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times). In-text referencing identified to support and reflect all ideas, factual information and quotations. 3.7 – 4.2 | Somewhat accurate APA referencing. 3 or 4 consistent errors (may be made multiple times). In-text referencing identified to support and reflect all ideas, factual information and quotations. 3.2 – 3.7 | Occasionally accurate APA referencing. 4 or 5 consistent errors (made multiple times). In-text referencing identified to support and reflect all ideas, factual information and quotations. 2.5 – 3.2 | APA referencing not used, or more than 5 inaccuracies. Inadequate in-text referencing to support and reflect all ideas, factual information and quotations. <2.5 | /5 |
| A minimum of 10 up-to-date references used including 5 up-to-date journal articles as well as relevant books and websites. 4.2 – 5.0 | A minimum of 9 references used including 4 journal articles as well as relevant books and websites. 3.7 – 4.2 | A minimum of 8 references used including 4 journal articles as well as relevant books and websites. 3.2 – 3.7 | A minimum of 7 references used including 3 journal articles as well as relevant books and websites. 2.5 – 3.2 | The required number of 7 up-to-date credible references not used, less than 2 journal articles sourced. Relevant websites not used. <2.5 | /5 |
| Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines of APA style. 4.2 – 5.0 | Reference list is in alphabetical order. 1-2 consistent errors (may be made multiple times) to reference list and mostly adheres to reference list presentation guidelines of APA style. 3.7 – 4.2 | Reference list appears in alphabetical order. 3-4 consistent errors (may be made multiple times) and frequently adheres to reference list presentation guidelines of APA style. 3.2 – 3.7 | Reference list appears in alphabetical order. 4-5 consistent errors (may be made multiple times) and occasionally adheres to reference list presentation guidelines of APA style. 2.5 – 3.2 | Reference list does not appear in alphabetical order. More than 5 consistent errors (may be made multiple times) and does not adhere to reference list presentation guidelines of APA style. <2.5 | /5 |
| Total marks | /100 | ||||
Amended marking criteria for Assignment Two
Assignment Two NURS11163 Rubric –
| High Distinction 85 – 100% | Distinction 75 – 84.5% | Credit 65 – 74.5% | Pass 50 – 64.5% | Fail <50% | Marks |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. 4.2 – 5.0 | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. 3.7 – 4.2 | Appropriate introduction that introduces the topic and outlines the direction of the paper. 3.2 – 3.7 | Introduction is apparent and the topic is introduced but there is no clear direction to the paper. 2.5 – 3.2 | Introduction of the topic is not apparent and/or there is no direction offered in respect of the paper. <2.5 | /5 |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. 4.2 – 5.0 | Clear and appropriate conclusion that outlines the main points and brings the argument to a close. 3.7 – 4.2 | Conclusion outlines most of the main points and brings some sense of closure. 3.2 – 3.7 | Conclusion apparent – outlines most of the main points and endeavours to bring the argument to a close – some incongruity. 2.5 – 3.2 | No recognisable conclusion – little reference to the main points, does not offer a clear conclusion to the paper. <2.5 | /5 |
| Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment in keeping with APA formatting requirements. 4.2 – 5.0 | Generally accurate (1-3 inaccuracies) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements. 3.7 – 4.2 | Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements. 3.2 – 3.7 | Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements. 2.5 – 3.2 | Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, not in keeping with APA formatting requirements. <2.5 | /5 |
| Approach and Argument (70%) | |||||
| Comprehensive reflection on the topic focusing on the learning objectives. 29.6 – 35.0 | Detailed reflection on the topic focusing on the learning objectives. 26.1 – 29.6 | Adequate reflection on the topic focusing on the learning objectives. 22.6 – 29.6 | Basic reflection on the topic focusing on the learning objectives. 17.3 – 22.6 | Minimal reflection on the topic focusing on the learning objectives. <17.3 | /35 |
| All nine points identified in Part B of the task description are discussed extensively 29.6 – 35.0 | All nine points identified in Part B of the task description are discussed thoroughly 26.1 – 29.6 | All nine points identified in Part B of the task description are discussed 22.6 – 29.6 | Basic discussion of all nine points identified in Part B of the task description 17.3 – 22.6 | Minimal to no discussion of all nine points identified in Part B of the task description <17.3 | /35 |
| Referencing (15%) | |||||
| Accurate APA referencing. No errors. Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. 4.2 – 5.0 | Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times). In-text referencing identified to support and reflect all ideas, factual information and quotations. 3.7 – 4.2 | Somewhat accurate APA referencing. 3 or 4 consistent errors (may be made multiple times). In-text referencing identified to support and reflect all ideas, factual information and quotations. 3.2 – 3.7 | Occasionally accurate APA referencing. 4 or 5 consistent errors (made multiple times). In-text referencing identified to support and reflect all ideas, factual information and quotations. 2.5 – 3.2 | APA referencing not used, or more than 5 inaccuracies. Inadequate in-text referencing to support and reflect all ideas, factual information and quotations. <2.5 | /5 |
| A minimum of 10 up-to-date references used including 5 up-to-date journal articles as well as relevant books and websites. 4.2 – 5.0 | A minimum of 9 references used including 4 journal articles as well as relevant books and websites. 3.7 – 4.2 | A minimum of 8 references used including 4 journal articles as well as relevant books and websites. 3.2 – 3.7 | A minimum of 7 references used including 3 journal articles as well as relevant books and websites. 2.5 – 3.2 | The required number of 7 up-to-date credible references not used, less than 2 journal articles sourced. Relevant websites not used. <2.5 | /5 |
| Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines of APA style. 4.2 – 5.0 | Reference list is in alphabetical order. 1-2 consistent errors (may be made multiple times) to reference list and mostly adheres to reference list presentation guidelines of APA style. 3.7 – 4.2 | Reference list appears in alphabetical order. 3-4 consistent errors (may be made multiple times) and frequently adheres to reference list presentation guidelines of APA style. 3.2 – 3.7 | Reference list appears in alphabetical order. 4-5 consistent errors (may be made multiple times) and occasionally adheres to reference list presentation guidelines of APA style. 2.5 – 3.2 | Reference list does not appear in alphabetical order. More than 5 consistent errors (may be made multiple times) and does not adhere to reference list presentation guidelines of APA style. <2.5 | /5 |
| Total marks | /100 | ||||
Overview
This unit is designed to introduce you to the innovative and contemporary Recovery approach to mental health care. The lived experience perspective brings a different viewpoint to the classroom and creates a dynamic, ‘real world’ learning environment. You will develop a comprehensive knowledge of the factors that promote Recovery within diverse populations, the importance of Recovery within mental health settings, the significance of collaborative relationships with consumers, families and other supports and the important leadership role of consumers in developing the Recovery approach. You will identify the skills required by nurses working within a Recovery system of care.
Details
Pre-requisites or Co-requisites
Pre-requisites (NURS11157 Lifespan Approach to Health and Wellness for Nursing or NURS11153 Health and Behaviour) and (NURS11158 Evidence Informed Nursing Practice or NHLT12001 Evidence Informed Practice)
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Feedback forum
Some students commented on how much they learned from the second assessment where students complete a self care plan. This is a quote from the forum - "I just wanted to say how much i am enjoying this second assignment, it is rare in this busy world that we take time to self-care and to be able to do it during study is a great bonus. I am so bad at prioritising myself and it took this assignment to make me do it. Not only have i worked on my goal for this assignment but i have gone on to make so many other positive changes in my life, and so have others in my family".
Consider the student self care plan in future assessments. Consider other activities to enhance student learning in the area of self care.
Feedback from Feedback forum
Some students felt that the use of a Zoom recording to explain Blooms Taxonomy was useful in improving their understanding of assessment objectives.
Continue to offer the Zoom on Blooms Taxonomy to enhance learning.
Feedback from Emails
Some students felt that the feedback they received from markers was not adequate.
Ensure markers provide sound feedback to students on their assessments.
Feedback from Forums and emails.
Students discussed that Zoom sessions focusing specifically on assessment tasks leading up to assessments were beneficial.
Continue to offer Zoom sessions and recorded Zoom sessions on assessment specific content leading up to assessment tasks.
- Discuss factors that promote Recovery in diverse cultural and socio-economic populations
- Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
- Relate the importance of family and other supports in Recovery planning and service delivery
- Review the attributes required by registered nurses to promote and facilitate Recovery including the need for effective self-care.
The learning outcomes meet the requirements for mental health consumer participation as per the accrediting authority requirements. These are linked to the Australian Nursing and Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 40% | ||||||||||
| 2 - Written Assessment - 60% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.connor@cqu.edu.au
Module/Topic
Introduction to Recovery
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
The role of consumers and others in Recovery
Chapter
Events and Submissions/Topic
Module/Topic
Components and principles of Recovery
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Trauma informed practice
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Nurses as Recovery partners
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Recovery as a diversity of cultural contexts
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Facilitating relationships = networking and other support structures
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Self-care
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Support systems
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Recovery plans and outcomes
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Providing a therapeutic environment
Chapter
Please see Moodle
Events and Submissions/Topic
Module/Topic
Recovery Partnership and other developing developments
Chapter
Please see Moodle
Events and Submissions/Topic
Please send all concerns or queries to the unit email address (NURS11163@cqu.edu.au).
1 Written Assessment
Written Assessment Due Week 6 – Monday at 1155 PM
This assignment is weighted as 40% of your mark.
This assessment relates to the following Learning Objectives:
1 – Discuss factors that promote Recovery in diverse cultural and socio-economic populations.
2 – Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of Recovery approach.
3 – Relate the importance of family and other supports in Recovery planning and service delivery.
4 – Review the attributes required by a registered nurse to promote and facilitate Recovery including the need for effective self-care.
Assignment details
The National Framework for Recovery Oriented Mental Health Services: Guide for Practitioners and Providers outlines expected capabilities of health care workers. After a discussion surrounding the historical perspective you must then discuss specific skills nurses will need to prove these capabilities.
Word limit: 1,500 words (+/- 10%).
Assignment Requirements
Assignment should be presented in one document as one essay.
Assignment should be presented in keeping with APA requirements: Times New Roman, size 12 font, double line spaced.
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page and reference list. It includes in-text references and direct quotations.
Citations and references must be in keeping with CQU’s Term 1, 2019, APA referencing guide.
Please note that the spelling and grammar will be marked using Australian English. Other forms such as American English will be counted as mistakes with spelling. Word is automatically set with American English as the language for proof reading but this can easily be changed in the settings. If your computer does not have Australian English as a choice please use UK English.
Week 5 Monday (12 Aug 2019) 10:55 pm AEST
Week 8 Monday (9 Sept 2019)
|
HD 85 – 100% |
D 75 – 84% |
C 65 – 74% |
P 50 - 64% |
F <50% |
Marks |
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Structure (15%) |
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Clear and succinct introduction that introduces the topic and outlines the direction of the paper.5 |
Clear and appropriate introduction that introduces the topic and outlines the direction of the paper.4 |
Appropriate introduction that introduces the topic and outlines the direction of the paper 3 |
Introduction is apparent and the topic is introduced but there is no clear direction to the paper.2.5 |
No recognisable – introduction of the topic is not apparent and/or there is no direction offered in respect of the paper.<2.5 |
/5 |
|
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Clear and succinct conclusion that outlines the main points and brings the argument to a logical close.5 |
Clear and appropriate conclusion that outlines the main points and brings the argument to a close.4 |
Conclusion outlines most of the main points and brings some sense of closure.3 |
Conclusion apparent – outlines most of the main points and endeavours to bring the argument to a close –some incongruity.2.5 |
No recognisable conclusion – little reference to the main points, does not offer a clear conclusion to the paper<2.5 |
/5 |
|
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Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment in keeping with APA formatting requirements.5 |
Generally accurate (1-3 inaccuracies) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements.4 |
Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements 3 |
Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements.2.5 |
Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, not in keeping with APA formatting requirements <2.5 |
/5 |
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Approach and Argument (70%) |
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Comprehensive reflection on the topic focusing on the learning objectives 30.1-35 |
Detailed reflection on the topic focusing on the learning objectives. 25.1-30 |
Adequate reflection on the topic focusing on the learning objectives. 20.1-25 |
Basic reflection on the topic focusing on the learning objectives. 17.5-20 |
Minimal reflection on the topic focusing on the learning objectives 0-17.4 |
/35 |
|
|
Comprehensively includes a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. 30.1- 35 |
Extensively includes a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. 25.1-30 |
Generally includes a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities. 20.1-25 |
Demonstrates a limited discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities 17.5-20 |
Not able to provide a discussion of historical factors, implications for learning, and specific skills nurses will need to have to prove these capabilities>0-17.4 |
/35 |
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Referencing (15%) |
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Accurate APA referencing. No errors. Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. 5 |
Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times) in-text referencing identified to support and reflect all ideas, factual information and quotations. 4 |
Somewhat accurate APA referencing. 3 or 4 consistent errors (may be made multiple times) in-text identified to support and reflect all ideas, factual information and quotations.3 |
Occasionally accurate APA referencing. 4 or 5 consistent errors (made multiple times). In-text identified to support and reflect all ideas, factual information and quotations. 2.5 |
APA referencing not used, or more than 5 inaccuracies. In-text referencing to support and reflect all ideas, factual information and quotations. .<2.5 |
/5 |
|
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A minimum of 10 up-to-date references used including 5 up-to-date journal articles as well as relevant books and web sites. 5 |
A minimum of 9 references used including 4 journal articles as well as relevant books and web sites. 4 |
A minimum of 8 references used including 4 journal articles as well as relevant books and web sites. 3 |
A minimum of 7 references used including 3 journal articles as well as relevant books and web sites. 2.5 |
The required number of 7 up-to-date credible references not used, less than 2 journal articles sourced. Relevant web sites not used. .<2.5 |
/5 |
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Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. 5 |
Reference list is in alphabetical order. 1-2 consistent errors (may be made multiple times) to reference list and mostly adheres to reference list presentation guidelines of APA style 4 |
Reference list appears in alphabetical order. 3-4 consistent errors (may be made multiple times) and frequently adheres to reference list presentation guidelines APA style. 3 |
Reference list appears in alphabetical order. 4-5 consistent errors (may be made multiple times) and occasionally adheres to reference list presentation guidelines APA style. 2.5 |
Reference list appears in no alphabetical order. More than 5 consistent errors (may be made multiple times) and does not adhere to reference list presentation guidelines APA style. .<2.5 |
/5 |
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Mark/100 |
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- Discuss factors that promote Recovery in diverse cultural and socio-economic populations
- Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
- Relate the importance of family and other supports in Recovery planning and service delivery
- Review the attributes required by registered nurses to promote and facilitate Recovery including the need for effective self-care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Reflective Essay Due Week 10 – Monday at 1155 PM
This assignment is weighted as 60% of your overall mark.
This assessment relates to Learning Objectives:
1 – Discuss factors that promote Recovery in diverse cultural and socio-economic populations.
2 – Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of Recovery approach.
3 – Relate the importance of family and other supports in Recovery planning and service delivery.
4 – Review the attributes required by a registered nurse to promote and facilitate Recovery including the need for effective self-care.
Recognising areas in their life where they would like to make a positive change and engaging in good self-care are key components of Recovery. The experience of identifying a goal, planning how to achieve it, implementing the plan, and receiving support to achieve the goal will assist you to better understand the experience for people accessing mental health services.
Assignment details
Written Assessment on a self-care Recovery Journey
Summarise your experience planning, implementing, and reviewing a self-directed, self-care plan.
This will have two components.
A copy of the support plan created.
A reflective essay summarising the experience. Word limit 1,500 words (+/- 10%).
Additional information
The goal of this assessment is to demonstrate your understanding of:
- Factors that help and/or hinder effective self-care
- Factors that help and/or hinder effective support
- The role of plans and strategies in relation to self-care
- The role of family and other social supports in putting a plan into action
Your task is to:
1. Identify a self-care goal using the S.M.A.R.T. goal principles.
2. Identify and recruit people to support you to meet your goal.
3. Collaborate with your support people to develop a support plan. Refer to Part A for more information.
4. Begin the journey of implementing your plan.
5. Regularly review how the plan is going
6. Present a written overview of the process and your overall reflection
Part A:
Your support plan should identify:
o What area of your life you want to work on.
o What your goal(s) are.
o How you propose to achieve your goal.
o Who is in your support network and what role will they play?
o Possible challenges you may encounter and strategies to address them.
When developing your plan remember you are modelling a Recovery type journey to experience and learn what it might be like for people with a lived experience of mental illness to do this process. In keeping with the principles of Recovery it should focus on and utilise your strengths and while you have a support network this journey is to be self-directed.
The plan must also utilise references to support and guide your self-care goal. In text citations to be included in the support plan. References are to be included at the end of the overall assignment.
The plan does not have to be presented in an essay format. Remember it is the plan you are going to have throughout so it might be something in a format you would put up on the fridge or other obvious places. The use of pictures, images, and drawings is acceptable. The plan is not graded. It is to be included to provide context for your written essay.
Part B:
Write a reflective essay that summarises your experience of this process.
It should include consideration of the following:
o What did it feel like to identify a goal?
o What did it feel like to identify a support network?
o How did it feel to recruit your support network?
o What did it feel like when you started your journey?
o How did you feel about the support you received from the support network?
o How did your journey progress?
o What helped or hindered you along the way and how did you deal with any obstacles?
o What did you learn from this experience?
o How might your experience be similar or different to those with a lived experience of mental illness?
Assignment Requirements
The assignment should be presented in one document as one essay. The assignment should include a cover page, the reflective essay, and a reference list, and the support plan attached as an appendix.
The assignment should be presented in keeping with APA requirements: Times New Roman, size 12 font, double line spaced.
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, reference list, and appendices. It includes in-text references and direct quotations
Citations and references must be in keeping with CQU’s Term 1, 2019, APA referencing guide.
Please note that the spelling and grammar will
be marked using Australian English. The use of other forms such as American
English will be counted as mistakes with spelling. Word is automatically set
with American English as the language for proof reading however this can easily
be changed in the settings. If your computer does not have Australian English
as an option please use UK English.
Week 10 Monday (23 Sept 2019) 11:55 pm AEST
Exam Week Monday (21 Oct 2019)
|
HD 85 – 100% |
D 75 – 84% |
C 65 – 74% |
P 50 - 64% |
F <50% |
Marks |
|
Structure (15%) |
|
||||
|
Clear and succinct introduction that introduces the topic and outlines the direction of the paper.5 |
Clear and appropriate introduction that introduces the topic and outlines the direction of the paper.4 |
Appropriate introduction that introduces the topic and outlines the direction of the paper 3 |
Introduction is apparent and the topic is introduced but there is no clear direction to the paper.2.5 |
No recognisable – introduction of the topic is not apparent and/or there is no direction offered in respect of the paper.<2.5 |
/5 |
|
Clear and succinct conclusion that outlines the main points and brings the argument to a logical close.5 |
Clear and appropriate conclusion that outlines the main points and brings the argument to a close.4 |
Conclusion outlines most of the main points and brings some sense of closure.3 |
Conclusion apparent – outlines most of the main points and endeavours to bring the argument to a close –some incongruity.2.5 |
No recognisable conclusion – little reference to the main points, does not offer a clear conclusion to the paper<2.5 |
/5 |
|
Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment in keeping with APA formatting requirements.5 |
Generally accurate (1-3 inaccuracies) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements.4 |
Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements 3 |
Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. Well-presented assignment in keeping with APA formatting requirements.2.5 |
Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, not in keeping with APA formatting requirements <2.5 |
/5 |
|
Approach and Argument (70%) |
|
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|
Comprehensive reflection on the journey focusing on the learning objectives. 30.1-35 |
Detailed reflection on the journey focusing on the learning objectives. 25.1-30 |
Adequate reflection on the journey focusing on the learning objectives. 20.1-25 |
Basic reflection on the journey focusing on the learning objectives. 17.5-20 |
Minimal reflection on the journey focusing on the learning objectives. <17.5 |
/35 |
|
All nine points identified in Part B of the task description are discussed extensively 30.1-35 |
All nine points identified in Part B of the task description are discussed thoroughly 25.1-30 |
All nine points identified in Part B of the task description are discussed 20.1-25 |
Basic discussion of all nine points identified in Part B of the task description 17.5-20 |
Minimal to no discussion of all nine points identified in Part B of the task description <17.5 |
/35 |
|
Referencing (15%) |
|
||||
|
Accurate APA referencing. No errors. Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. 5 |
Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times) in-text referencing identified to support and reflect all ideas, factual information and quotations. 4 |
Somewhat accurate APA referencing. 3 or 4 consistent errors (may be made multiple times) in-text identified to support and reflect all ideas, factual information and quotations.3 |
Occasionally accurate APA referencing. 4 or 5 consistent errors (made multiple times). In-text identified to support and reflect all ideas, factual information and quotations. 2.5 |
APA referencing not used, or more than 5 inaccuracies. In-text referencing to support and reflect all ideas, factual information and quotations. .<2.5 |
/5 |
|
A minimum of 10 up-to-date references used including 5 up-to-date journal articles as well as relevant books and web sites. 5 |
A minimum of 9 references used including 4 journal articles as well as relevant books and web sites. 4 |
A minimum of 8 references used including 4 journal articles as well as relevant books and web sites. 3 |
A minimum of 7 references used including 3 journal articles as well as relevant books and web sites. 2.5 |
The required number of 7 up-to-date credible references not used, less than 2 journal articles sourced. Relevant web sites not used. .<2.5 |
/5 |
|
Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. 5 |
Reference list is in alphabetical order. 1-2 consistent errors (may be made multiple times) to reference list and mostly adheres to reference list presentation guidelines of APA style 4 |
Reference list appears in alphabetical order. 3-4 consistent errors (may be made multiple times) and frequently adheres to reference list presentation guidelines APA style. 3 |
Reference list appears in alphabetical order. 4-5 consistent errors (may be made multiple times) and occasionally adheres to reference list presentation guidelines APA style. 2.5 |
Reference list appears in no alphabetical order. More than 5 consistent errors (may be made multiple times) and does not adhere to reference list presentation guidelines APA style. .<2.5 |
/5 |
|
Total Marks |
/100 |
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- Discuss factors that promote Recovery in diverse cultural and socio-economic populations
- Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
- Relate the importance of family and other supports in Recovery planning and service delivery
- Review the attributes required by registered nurses to promote and facilitate Recovery including the need for effective self-care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
