Overview
This unit introduces you to the important role of communication in nursing practice and strategies to effectively communicate as a nurse. You will examine types of communication strategies that are relevant to different health contexts. In particular, you will explore your own strengths in communication and how you can best use these to manage future challenges when nursing. Throughout this unit you will have the opportunity to work in small teams to explore the many different facets of communication in nursing and to build a portfolio that documents your learning and your development of skills and strategies to use in future nursing practice.
Details
Pre-requisites or Co-requisites
Students need to be enrolled in CL91 or Start Unit Now in order 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 2 - 2024
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 Student feedback via emails, SUTE evaluations and coordinator observation.
Portfolio assessment due dates created challenges such as: • Many extension requests. • Students were completing the final activities for the portfolio the same week the portfolio was due. • Students did not receive any formal feedback on written assessments until the end of the term.
• Due date of Assessment 2 in term 2 pushed out a week to enable students to submit on time and complete the learning activities without the pressure of submitting in the same week. • Continue to review the due dates of the written assessments post term 2 offering.
Feedback from SUTE, emails to coordinators, zoom workshops.
Mixed feedback from students about groupwork. Some students felt that group work via distance/online was not desirable whereas other students commented that being pushed to meet other students and forming connections was a positive start to their university study.
• The unit is a communication unit offered to students in their first term of study. • Group work offers students the opportunity to meet fellow students, build relationships in their first term and enables the opportunity to practice skills. • Continue to review how the groups are formed.
Feedback from SUTE, emails to coordinators.
Rockhampton based students (on-campus) who attended the face-to-face workshops, reported the scheduling and structure of the workshops frustrating as these workshops were held in weeks 1-6 which meant that workshops from week 2 were ahead of the online content.
• The face-to-face workshops in term 2 have been rescheduled to weekly workshops (held in weeks 1-12) and will align with the Moodle content. • Continue to revise workshop material.
Feedback from SUTE, emails to coordinators, zoom workshops.
Weekly online zoom workshops had minimal attendance. Students who attended enjoyed connecting with coordinators and other students as well as breaking down the Moodle content and having an extra opportunity to practice the skills taught in the unit.
• Review online structure for future offerings to maximise student engagement.
- Examine the fundamental role of communication in in nursing practice as informed by professional standards
- Explain communication strategies that enable effective professional relationships
- Adapt communication strategies to facilitate effective communication in one-on-one and group contexts
- Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical practice.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Provides safe, appropriate and responsive quality nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Health and wellbeing
International Council of Nurses Code of Ethics for Nurses
Nurses and People
National Safety and Quality Health Service Standards
Partnering with consumers
Comprehensive care
Communicating for safety
Nurses and Practice
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Evidence-based practice
Preventing, minimising and responding to adverse events
Nurses and the Profession
Aged Care Quality Standards
Consumer dignity and choice
Nurses and co-workers
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 40% | ||||
| 2 - Portfolio - 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 | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to Microsoft Word or other word processing package
- Zoom
- MS Teams
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.
j.birt@cqu.edu.au
s.lee6@cqu.edu.au
Module/Topic
Being a Nurse - Being a person.
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Ensure you have completed the Unit introduction tile to have an understanding of the unit requirements.
Ensure that you have engaged in the groupwork forum and begun to form/join a group.
Module/Topic
"Choose your words"
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
"Are you hearing me?"
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Recognising this is hard Responding to a person experiencing distress
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Census Date Tuesday 30th July
Module/Topic
The power of non-verbal communication
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
break week
Chapter
Events and Submissions/Topic
There are no tutorials or workshops held over this week.
Module/Topic
The impact of the external environment.
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Appearances
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
What's in a word?
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
My patient is sick!
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Communicating with children and families
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Diverse communication needs
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Module/Topic
Preparing for placement - the final frontier
Chapter
Resources are provided on the Moodle site and via your e-reading list
Events and Submissions/Topic
Portfolio Two Due: Week 12 Thursday (3 Oct 2024) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Type: Written Assessment - Portfolio
Length: One (1) A3 Poster Max 800 Words
Aim
The aim of this assessment is to demonstrate your understanding of the role of communication and how to enhance communication in nursing clinical practice. You will demonstrate this by creating an artifact to showcase your own knowledge to date.
Instructions
Create one (1) A3 poster showcasing your knowledge using content within modules 1-4. All four (4) questions must be answered and clearly displayed within your poster.
1. Choose ONE reason why nurses communicate and explain how this strengthens therapeutic and professional relationships between the patient and the nurse. Clearly link your information back to the Registered Nurse Standards of Practice, Standard 2.
2. Describe and discuss ONE strategy you can use to communicate effectively with a patient to create a professional relationship.
3. Choose a culture that is different from your own. Describe ONE adaptation that you will make when communicating with a patient from this culture and why.
4. Identify ONE communication strategy you find challenging and discuss ONE strategy you can implement to overcome this challenge.
Requirements
· Use a conventional and legible size font, such as Times New Roman, with 1.5 line spacing. The poster can be created using Microsoft PowerPoint, CANVA, Adobe or, Microsoft Word.
· The use of Generative Artificial Intelligence (GenAI) is not permitted for content. All content must be your own work. GenAI may be used for supplementary graphics only within your poster and must be referenced appropriately (as per the APA guidelines).
· Students ARE NOT required to include a cover sheet as part of their submission.
· Do not include an introduction or conclusion for this assessment.
· Include each question as subheadings on your poster.
· Use formal academic language. You may use first- or third-person perspective.
· Referencing is required using the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count excludes the reference list but includes in-text references and direct quotations.
· The poster must be submitted in a PDF format and reference list as a Microsoft Word document.
Resources
· The learning materials and readings provided within Modules 1-4 on Moodle will enable you to complete the portfolio tasks.
· You may use the external resources provided within the weekly modules, journal articles and credible websites as references. Do not reference Moodle itself.
· For students wanting information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· You may upload a draft to Turnitin before the due date to review the Similarity Score before making a final submission. Instructions are available here. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Submission
Students are to submit via the Assessment portal within Moodle. Late penalties of 5% of the available mark per day may be applied as per the assessment policy.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Minimum Pass Criteria
To achieve a passing grade for this unit, you are required to pass this assessment item (achieve a minimum of 50%). If you do not pass this assessment item, you may have an opportunity to reattempt. If you are required to reattempt, you can only achieve a maximum of 50% of the available marks for this assessment.
Re-Attempts
A re-attempt is where you are given a second opportunity to demonstrate your achievement of one or more of the unit’s learning outcomes before you can progress to new learning or participate in subsequent learning activities. If you fail, this assessment you may be given the opportunity to re-attempt this assessment but will only achieve a mark no greater than the minimum for a pass standard (50%). To be offered a reassessment you must:
· Have shown a reasonable attempt to complete the initial assessment (a reasonable attempt in this assessment is defined as fully completing at least 4 of the 5 tasks).
· Be granted a re-attempt by your unit lead/coordinator.
· Not have received a fail mark due to the application of late penalties.
If you are offered a re-attempt, you must make changes to the nominated assessment task which you have failed and resubmit the revised work for marking within seven consecutive days from notification, no extensions will be approved.
Week 5 Thursday (8 Aug 2024) 4:00 pm AEST
Week 7 Thursday (29 Aug 2024)
NURS11164 Term 2 2024 Portfolio ONE Assessment ONE Marking Rubric
|
HD |
D |
C |
P |
F |
Score |
|
Presentation (5%) |
|||||
|
Consistently accurate with spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
5.00-4.23 |
Minimal (2-3) errors in spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
4.22-3.73 |
Few (3-4) errors in spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
3.72-3.23 |
Multiple errors (4-6) with spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
3.22-2.48 |
Many (>6) errors with spelling and grammar. Fails to adhere to formatting instructions and word count and/or is not the student’s own work.
2.47-0.00 |
/5 |
|
Nurses Communication (22.5%) |
|||||
|
Clearly identifies one (1) reason why nurses communicate. Provides comprehensive explanation of importance and links to NMBA standard 2 and is the student’s own work.
22.5 – 19.01 |
Clearly identifies one (1) reason why nurses communicate. Provides clear and logical explanation of importance and links to NMBA standard 2 and is the student’s own work.
19.00 - 16.76 |
Clearly identifies one (1) reason why nurses communicate. Provides adequate and logical explanation of importance and links to NMBA standard 2 and is the student’s own work.
16.75-14.51 |
Clearly identifies one (1) reason why nurses communicate. Provides limited and mostly logical explanation of importance and links to NMBA standard 2 and is the student’s own work.
14.50-11.14 |
One (1) reason not clearly identified. Content provides no or inadequate written discussion around why nurses communicate. Does not link back to the Registered Nurse Standards of Practice, Standard 2. Is not the student’s own work. 11.13-0.00 |
/22.5 |
|
Communication Strategy (22.5%) |
|||||
|
Clearly describes one (1) strategy to communicate effectively. Comprehensively discusses how this strategy can create a professional relationship with a patient and is the student’s own work.
22.5 – 19.01 |
Clearly describes one (1) strategy to communicate effectively. Provides a clear and logical discussion on how this strategy can create a professional relationship with a patient and is the student’s own work.
19.00 - 16.76 |
Clearly describes one (1) strategy to communicate effectively. Provides an adequate and logical discussion on how this strategy can create a professional relationship with a patient and is the student’s own work. 16.75-14.51 |
Clearly describes one (1) strategy to communicate effectively. Provides a limited and mostly logical discussion on how this strategy can create a professional relationship with a patient and is the student’s own work. 14.50-11.14 |
One (1) strategy not clearly identified. Content provides no or inadequate written discussion around a strategy to communicate effectively creating a professional relationship with a patient. Is not the student’s own work. 11.13-0.00 |
/22.5 |
|
Cultural communication consideration (22.5%) |
|||||
|
Culture is clearly identified. Comprehensively describes one (1) strategy for communicating with patient from this culture and is in the student’s own words.
22.5 – 19.01 |
Culture is clearly identified. Clearly describes one (1) strategy for communicating with patient from this culture and is in the student’s own words.
19.00 - 16.76 |
Culture is clearly identified. Adequately describes one (1) strategy for communicating with patient from this culture and is in the student’s own words.
16.75-14.51 |
Culture is clearly identified. Limited description of one (1) strategy for communicating with patient from this culture and is in the student’s own words.
14.50-11.14 |
Culture and one (1) cultural consideration not clearly identified. Content provides no or inadequate written discussion around what needs to be adapted when communicating. Is not the student’s own work. 11.13-0.00 |
/22.5 |
|
Communication challenge (22.5%) |
|||||
|
One (1) communication challenge clearly identified and comprehensively discussed in the student’s own words.
22.5 – 19.01 |
One (1) communication challenge clearly identified and is clearly discussed in the student’s own words.
19.00 – 16.76 |
One (1) communication challenge clearly identified and adequately discussed in the student’s own words.
16.75-14.51 |
One (1) communication challenge clearly identified with limited discussion and is in the student’s own words.
14.50-11.14 |
One (1) communication challenge not clearly identified. Content provides no or inadequate written discussion. Is not the student’s own work. 11.13-0.00 |
/22.5 |
|
Referencing (5%) |
|||||
|
Consistently accurate with in-text referencing. Reference list is in alphabetical order and follows APA 7th guidelines.
5.00-4.23 |
One-two consistent referencing errors identified. Reference list is in alphabetical order and follows APA 7th guidelines with minimal errors.
4.22-3.73 |
Three-four consistent referencing errors identified. Reference list is in alphabetical order and follows APA 7th guidelines with some consistent errors.
3.72-3.23 |
Five-six inconsistent referencing errors identified. Reference list is in alphabetical order and follows APA 7th guidelines with many errors.
3.22-2.48 |
Greater than six inaccuracies with referencing and is inconsistent with APA style. Reference list is not in alphabetical order and does not follow APA 7th guidelines OR reference list is not included. 2.47-0.00 |
/5 |
|
Total Score |
/100 |
||||
- Examine the fundamental role of communication in in nursing practice as informed by professional standards
- Explain communication strategies that enable effective professional relationships
- Adapt communication strategies to facilitate effective communication in one-on-one and group contexts
- Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical practice.
2 Portfolio
Type: Short answer responses to a video stimulus
Length: 1200 words (+/-10%)
Aim
The aim of this assessment is to demonstrate your understanding of the role of communication and how to enhance communication in nursing clinical practice. You will respond to four short answer questions regarding a video to showcase your own knowledge to date.
Instructions
Watch the following video:
Interacting with a patient video (the bad nurse):
After watching the video, answer the following questions. Link your responses to the video by using examples in your discussion:
· Identify and define a communication technique used in the video (200 words).
· Evaluating the communication between the nurse and the patient, provide an overview of the type of relationship the nurse has with the patient. Include a clear rationale and link it back to the NMBA standards (400 words).
· Using PACE as a framework, how would you escalate and provide feedback to this nurse on their communication with the patient (200 words).
· Reflect on this experience (using Borton’s reflective model) and share how you felt watching the video. Discuss how you will use this experience to shape your nursing practice when you begin placement (400 words).
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word)
The use of Generative Artificial Intelligence (GenAI) is not permitted for content. All content must be your own work.
· Students ARE NOT required to include a cover sheet as part of their submission.
· Do not include an introduction or conclusion for this assessment.
· Use formal academic language. You may write in first person or third person perspective.
· Referencing is required using the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count excludes the reference list but includes in-text references and direct quotations.
· Submit as (1) Microsoft word document.
Resources
· The learning materials and readings provided within Modules 1-12 on Moodle will enable you to complete the portfolio tasks.
· You may use the external resources provided within the weekly modules, journal articles and credible websites as references. Do not reference Moodle itself.
· For students wanting information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· You may upload a draft to Turnitin before the due date to review the Similarity Score before making a final submission. Instructions are available here. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Submission
Students are to submit via the Assessment portal within Moodle. Late penalties of 5% of the available mark per day may be applied as per the assessment policy.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 12 Thursday (3 Oct 2024) 4:00 pm AEST
Assessments will be returned to students prior to certification of grades.
NURS11164 Term 2 2024 Portfolio Assessment TWO Marking Rubric
|
HD |
D |
C |
P |
F |
Score |
|
Presentation (5%) |
|||||
|
Consistently accurate with spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
5.00-4.23 |
Minimal (2-3) errors in spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
4.22-3.73 |
Few (3-4) errors in spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
3.72-3.23 |
Multiple errors (4-6) with spelling and grammar. Adheres to formatting instructions and word count. Submission is the student’s own work.
3.22-2.48 |
Many (>6) errors with spelling and grammar. Fails to adhere to formatting instructions and word count and/or is not the student’s own work.
2.47-0.00 |
/5 |
|
Communication Technique (22.5%) |
|||||
|
Clearly identifies and comprehensively defines a communication technique evident in the video and is conveyed in the student’s own words.
22.5 – 19.01 |
Clearly identifies and defines a communication technique evident in the video and is conveyed in the student’s own words.
19.00 - 16.76 |
Clearly identifies and provides an adequate definition of a communication technique evident in the video and is conveyed in the student’s own words.
16.75-14.51 |
Clearly identifies and provides a limited and mostly logical definition of a communication technique evident in the video and is conveyed in the student’s own words.
14.50-11.14 |
Communication technique not clearly identified or is absent in video. Content provides no or inadequate definition of a communication technique evident in the video. Is not the student’s own work. 11.13-0.00 |
/22.5 |
|
Communication Strategy (22.5%) |
|||||
|
Comprehensive overview of the type of relationship between the nurse and the patient in the video. A comprehensive and logical rationale for choice. Provides clear links to NMBA standards and is the student’s own work.
22.5 – 19.01 |
Clear overview of the type of relationship between the nurse and the patient in the video. A clear and logical rationale for choice. Provides clear links to NMBA standards and is the student’s own work.
19.00 - 16.76 |
Adequate overview of the type of relationship between the nurse and the patient in the video. An adequate and logical rationale for choice. Provides clear links to NMBA standards and is the student’s own work. 16.75-14.51 |
Limited overview of the type of relationship between the nurse and the patient in the video. A limited and mostly logical rationale for choice. Provides clear links to NMBA standards and is the student’s own work. 14.50-11.14 |
Illogical or absent overview of the type of relationship between the nurse and the patient in the video. Limited, illogical, or absent rationale for choice. Provides no clear links to NMBA standards and is not the student’s own work. 11.13-0.00 |
/22.5 |
|
Escalation and Feedback (22.5%) |
|||||
|
Uses the PACE or CUSS framework to provide clear and comprehensive feedback on the nurses’ communication with the patient and is in the student’s own words.
22.5 – 19.01 |
Uses the PACE or CUSS framework to provide clear feedback on the nurses’ communication with the patient and is in the student’s own words.
19.00 - 16.76 |
Uses the PACE or CUSS framework to provide adequate feedback on the nurses’ communication with the patient and is in the student’s own words.
16.75-14.51 |
Uses the PACE or CUSS framework to provide limited and mostly logical feedback on the nurses’ communication with the patient and is in the student’s own words. 14.50-11.14 |
Limited or absent use of the PACE or CUSS framework. Limited, illogical or absent feedback on the nurses’ communication with the patient and is not in the student’s own words. 11.13-0.00 |
/22.5 |
|
Reflection (22.5%) |
|||||
|
Provides a comprehensive reflection and provides an insightful outline of impacts to future nursing practice and is in the student’s own words. 22.5 – 19.01 |
Provides a clear and logical reflection and provides a clear and logical outline of impacts to future nursing practice and is in the student’s own words. 19.00 – 16.76 |
Provides an adequate reflection and provides an adequate outline of impacts to future nursing practice and is in the student’s own words. 16.75-14.51 |
Provides a limited and logical reflection. Provides a limited and mostly logical outline of the impact to future nursing practice and is in the student’s own words. 14.50-11.14 |
Limited or absent reflection. Limited or absent outline of impacts to future nursing practice and is not in the student’s own words. 11.13-0.00 |
/22.5 |
|
Referencing (5%) |
|||||
|
Consistently accurate with in-text referencing. Reference list is in alphabetical order and follows APA 7th guidelines.
5.00-4.23 |
One-two consistent referencing errors identified. Reference list is in alphabetical order and follows APA 7th guidelines with minimal errors.
4.22-3.73 |
Three-four consistent referencing errors identified. Reference list is in alphabetical order and follows APA 7th guidelines with some consistent errors.
3.72-3.23 |
Five-six inconsistent referencing errors identified. Reference list is in alphabetical order and follows APA 7th guidelines with many errors.
3.22-2.48 |
Greater than six inaccuracies with referencing and is inconsistent with APA style. Reference list is not in alphabetical order and does not follow APA 7th guidelines OR reference list is not included. 2.47-0.00 |
/5 |
|
Total Score |
/100 |
||||
- Examine the fundamental role of communication in in nursing practice as informed by professional standards
- Explain communication strategies that enable effective professional relationships
- Adapt communication strategies to facilitate effective communication in one-on-one and group contexts
- Analyse and evaluate your communication strengths and identify communication challenges you may encounter in future clinical 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?
