1 Written Assessment
Assessment 1 – Historical to Current Nursing Perspectives
Type: Written assessment
Due date: Monday 1 August 2022 (Week 4 of Term) at 11:59PM (AEST)
Weighting: 20%
Length: 750 words
Unit Coordinators: Stephen Yu
Aim
The aim of this assessment is for you to demonstrate your knowledge and understanding of the materials covered in Weeks 1 and 2.
Learning Outcomes Assessed
· LO1 – Discuss the historical and contemporary factors that influence the image, status and nature of nursing practice.
· LO2 – Explore the role of professional governing bodies in relation to professional nursing practice, patient safety and governance.
Instructions
There are 2 parts in this written assessment:
Part 1: The historical and contemporary nursing profession
1) Choose ONE nursing practice associated with nursing in the 19th century. Explain this practice and discuss how it influences the image, status and nature of contemporary nursing practice. (Suggested 250 words)
Hints: You may wish to explore some of the historical nursing jobs located in Appendix A to give you some ideas of what the nursing profession was like in the 19th century. Example of influences you could consider include (but not limited to), nursing as a caring profession; changes in healthcare team dynamic; media influences; technological advancements and so on.
Part 2: The professional governing bodies
1) Describe in your own words, the principles of the Code of Conduct, Code of Ethics and Standards for Practice. (Suggested 150 words)
2) Choose TWO specific codes or standards within any of the following documents: Code of Conduct, Code of Ethics or Standards for Practice. For each code or standard, describe what the specific code or standard is and then discuss how it contributes to nursing practice with an example. (Suggested 350 words)
An example of Part 2 [Please DO NOT copy and paste]: Over the years, the nursing profession has evolved into a regulated profession where behaviour such as the wellbeing of the nurses are being considered a critical domain. In the Code of Conduct (Nursing and Midwifery Board of Australia [NMBA], 2016), one of the domains focus on promoting the health and wellbeing of the nurses. It specifically highlights elements about the nurses’ health and the role of the nurses in advocating for health and wellbeing, not only to themselves, but also to patients, family members and the broader community. For example, in the Code of Conduct Section, 7.1.b, it is stated that nurses must: “act to reduce the effect of fatigue and stress on their health, and on their ability to provide safe care” (NMBA, 2016, p.15). In modern day nursing practice, nurses in practice have recreation leaves to help them manage their wellbeing…
Literature and references
In this assessment use at least three contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right of each page in the header.
· Include a title page (i.e., Unit name and number, unit coordinators, title of assessment piece and number, due date and any extension if granted, word count, student name and ID).
· You have the option of using the Word Doc template provided to you on the Moodle site.
· No introduction or conclusion required for this assessment.
· Use appropriate headings (i.e., Part 1 and Part 2).
· Write in the third-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the written assessment to the last word of the written assessment. The word count excludes the cover page, the reference list but includes in-text citations (paraphrases or direct quotes).
Resources
·You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website
· For information about getting started on your assignment task and building your academic writing skills, go to the ASK ALC NURS11165 Moodle site. The ASK ALC site also has other helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only. PDF will not be accepted.
Return Date to Students
Three weeks after the due date. In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
References
Nursing and Midwifery Board of Australia. (2016). Code of conduct for nurses. https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx
Appendix A: Nursing job description from 1887
Source: Kviklyte, G. (2016, March 6). A nurse’s job description from 1887. Advanced Medical Certification. https://advancedmedicalcertification.com/nursing-in-the-nineteenth-century/
Week 4 Monday (1 Aug 2022) 11:59 pm AEST
In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
ASSESSMENT 1 – Written Assessment
| 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% | Fail (content absent) 0% |
| Completion of required task. (5%) | Exemplary effort. Professional approach with no or very minor gaps that impact on presentation and understanding by the reader and/or audience. Attention to detail is without fault and all requirements of task have been met. (4.23-5.00) | Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps that impact on presentation and understanding by the reader and/or audience. (3.73-4.22) | Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (3.23-3.72) | Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (2.48-3.22) | Submission is missing aspects of task or task requirements have been misunderstood. (<2.48) | Submission is missing most aspects of task. Little evidence of task requirements. (0) |
| Part 1: Explain and discuss one historical nursing practice (35%) | Comprehensive details in explaining and discussing one historical nursing practice that influence the image, status and nature of contemporary nursing practice. (29.58-35.00) | Clear details in explaining and discussing one historical nursing practice that influence the image, status and nature of contemporary nursing practice. (26.08-29.58) | Adequate details in explaining and discussing one historical nursing practice that influence the image, status and nature of contemporary nursing practice. (22.58-26.07) | Some details in explaining and discussing one historical nursing practice that influence the image, status and nature of contemporary nursing practice. (17.33-22.57) | Minimal or missing details in explaining and discussing historical nursing practice that influence the image, status and nature of contemporary nursing practice. (<17.33) | No details in explaining and discussing historical nursing practice that influence the image, status and nature of contemporary nursing practice. (0) |
| Part 2: Description of the Standards and Codes (15%) | Comprehensive description of the Standards and Codes. (12.68-15.00) | Clear description of the Standards and Codes. (11.18-12.67) | Adequate description of the Standards and Codes. (9.68-11.17) | Some description of the Standards and Codes. (7.43-9.67) | Minimal description of the Standards and Codes. (<7.43) | No description of the Standards and Codes. (0) |
| Part 2: Description and discussion of two specific Standards or Codes to nursing practice (40%) | Comprehensive description and discussion of two specific Code or Standards. Exemplary illustration of the Code or Standards with examples. (33.80-40.00) | Clear description and discussion of two specific Code or Standards. Excellent illustration of the Code or Standards with examples. (29.80-33.79) | Adequate description and discussion of two specific Code or Standards. Good effort in the illustration of the Code or Standards with examples. (25.58-29.79) | Some description and discussion of one or two specific Code or Standards. Satisfactory effort in the illustration of the Code or Standards with examples. (19.80-25.79) | Minimal or missing description and discussion of one or two specific Code or Standards. No illustration of the Code or Standards with examples. (<19.80) | No details the description and discussion of specific Code or Standards. No illustration of the Code or Standards with no example. (0) |
| Ability to write and present effectively (5%) | Exemplary academic writing standard. Correct grammar, spelling and punctuation. Uses appropriate headings and referencing styles. Writing supported by 3 or more references including in-text citations. No or very minor mistakes evident. (4.23-5.00) | Quality of academic writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. Uses appropriate headings and referencing style. Writing supported by 3 or less references. (3.73-4.22) | Quality of academic writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. Adequate use of headings and referencing style. Writing supported by 2 or more references. (3.23-3.72) | Quality of academic writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. Some uses of headings and referencing style. Writing supported by 2 or less references. (2.48-3.22) | Quality of academic writing and presentation is at a poor standard with many mistakes and lack of clarity evident. No references cited. (<2.48) | Little to no meaningful writing. (0) |
- Discuss historical and contemporary factors that influence the image, status and nature of nursing practice
- Explore the role of professional governing bodies in relation to professional nursing practice, patient safety and governance
2 Case Study
Assessment 2 - Case Study
Type: Case study
Due date: Monday 29 August 2022 (Week 7 of Term) at 11:59PM (AEST)
Weighting: 40%
Length: 1500 words
Unit Coordinators: Stephen Yu
Aim
The aim of this assessment is to develop your critical thinking skills in the context of analysing and evaluating a coroner’s case. This assessment addresses learning outcomes 2, 3 and 4.
Learning Outcomes Assessed
· LO2 - Explore the role of professional governing bodies in relation to professional nursing practice, patient safety and governance.
· LO3 - Explore the four major bioethical principles and how they are applied in health care.
· LO4 - Construct your own nursing philosophy as a basis for your professional portfolio.
Instructions
Read the attached coroner’s case on Michael James Calder:
https://www.courts.qld.gov.au/__data/assets/pdf_file/0008/483497/cif-calder-mj-20160902.pdf
Discuss the case using the following headings. Some prompts under the headings have also been provided to help you in your writing.
Introduction
· Introduce the structure of your case study i.e., identify what you will discuss within the case study. Use the headings to guide you. There is to be no description of the coroner’s case in the introduction.
Description of the Coroner’s Case
· What was the situation?
· How did it occur?
· Who were the key persons involved in the case?
Ethical Implications
· Were there any ethical issues present in this case? If so, what were they?
· Describe the bioethical principles and explain how they apply to this coroner’s case.
· How does the care delivered connect to the bioethical principles?
Implications To Nursing Practice
· Discuss how this incident could have been avoided.
· What could be done to improve our nursing practice?
· How could the nursing Standards for Practice, Code of Conduct and/or Code of Ethics have prevented this case from happening?
· Support the implications to nursing practice with the standards and/or codes.
How The Coroner’s Findings Shape My Nursing Philosophy
· How has understanding the coroner’s case helped developed and/or shaped your own nursing philosophy? (Consider how this case has influenced your perception of becoming a nurse.) How will this philosophy impact upon your practice?
Conclusion
· Summarise key points from your discussion.
· Ensure there is no new information in the conclusion.
References
· Remember this is an academic writing. You are therefore required to support your writing with in-text citations and a reference list.
· Ensure the reference list starts on a new page.
Literature and references
In this assessment use at least 8 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right or each page in the header.
· Include a title page (i.e. Unit name and number, unit coordinators, title of assessment piece and number, due date and any extension if granted, word count, student name and ID).
· You have the option of using the Word Doc template provided to you on the Moodle site.
· Include an Introduction and a Conclusion.
· Use appropriate headings for your analysis (minimum of 3 and no more than 5).
· Write in the third-person perspective. You may write in first-person perspective when you present your nursing philosophy.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction heading to the last word of the conclusion. The word count excludes the cover page, the reference list but includes in-text citations (paraphrasing or direct quotes).
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information about getting started on your assignment task and building your academic writing skills, go to the ASK ALC NURS11165 Moodle site. The ASK ALC site also has other helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only. PDF will not be accepted.
Return Date to Students
Three weeks after the due date. In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Assessment task re-attempt
If students receive a Fail grade for this assessment, the Unit Coordinator may allow them an opportunity to reattempt the assessment. In order for the Unit Coordinator to allow a reattempt, they will need to be satisfied that the student has made a reasonable attempt in the assessment item. If a reattempt is offered, students will have only 7 consecutive days to resubmit their assessment and can only receive 50% of the available grades. Only one reattempt will be allowed.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
References
Office of the State Coroner. (2016). Inquest into the death of Michael James Calder (2014/2468). Queensland Courts. https://www.courts.qld.gov.au/__data/assets/pdf_file/0008/483497/cif-calder-mj-20160902.pdf
Week 7 Monday (29 Aug 2022) 11:59 pm AEST
In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
ASSESSMENT 2 – Case Study
| 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% | Fail (content absent) 0% |
| Completion of required task (5%) | Exemplary effort. Professional approach with no or very minor gaps that impact on presentation and understanding by the reader and/or audience. Attention to detail is without fault and all requirements of task have been met. (4.23-5.00) | Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps that impact on presentation and understanding by the reader and/or audience. (3.73-4.22) | Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (3.23-3.72) | Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (2.48-3.22) | Submission is missing aspects of task or task requirements have been misunderstood. (<2.48) | Submission is missing most aspects of task. Little evidence of task requirements. (0) |
| Introduction and conclusion (10%) | Introduction and conclusion clearly connect all aspects of the discussion. (8.45-10) | Introduction and conclusion mostly connect all aspects of the discussion. (7.45-8.44) | Introduction and conclusion connect some (but misses others) aspects of the discussion. (6.45-7.44) | Although there are gaps, there are sufficient introduction and conclusion that connect to aspects of the discussion. (4.95-6.44) | There is little or no connection between introduction and conclusion to aspects of discussion. (<4.95) | No introduction and conclusion. (0) |
| Description of the coroner’s case (15%) | Succinct description of the case. (12.68-15.00) | Mostly succinct description of the case. (11.18-12.67) | Adequate description of the case. (9.68-11.17) | Some description of the case. (7.43-9.67) | Minimal description of the case. (<7.43) | No description of the case. (0) |
| Ethical implications (20%) | Comprehensive description and applications of bioethical principles. (16.90-20.00) | Clear description and applications of bioethical principles. (14.90-16.89) | Adequate description and applications of bioethical principles. (12.90-14.89) | Some description and applications of bioethical principles. (9.90-12.89) | Minimal description and applications of bioethical principles. (<9.9) | No description and applications of bioethical principles. (0) |
| Implications to nursing practice (25%) | Exemplary insight to the implications of nursing practice with excellent support from the Codes and/or Standards. (21.13-25.00) | Clear insight to the implications of nursing practice with good support from the Codes and/or Standards. (18.63-21.12) | Adequate insight to the implications of nursing practice with some support from the Codes and/or Standards. (16.13-18.62) | Some insight to the implications of nursing practice with minimal support from the Codes and/or Standards. (12.38-16.12) | Minimal insight to the implications of nursing practice with no support from the Codes and/or Standards. (<12.38) | No insight or explanations. (0) |
| How the case shapes your nursing philosophy (20%) | Comprehensive and logical construct of how the case shapes your nursing philosophy. (16.90-20.00) | Clear and logical construct of how the case shapes your nursing philosophy. (14.90-16.89) | Adequate and mostly logical construct of how the case shapes your nursing philosophy. (12.90-14.89) | Some construct and somewhat logical description to how the case shapes your nursing philosophy. (9.90-12.89) | Minimal construct and illogical description to how the case shapes your nursing philosophy. (<9.9) | No description to how the case shapes your nursing philosophy. (0) |
| Ability to write and present effectively (5%) | Exemplary academic writing standard. Correct grammar, spelling and punctuation. Uses appropriate headings and referencing styles. Writing supported by 8 or more references including in-text citations. (4.23-5.00) | Quality of academic writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. Uses appropriate headings and referencing style. Writing supported by 8 or less references. (3.73-4.22) | Quality of academic writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. Adequate use of headings and referencing style. Writing supported by 6 or more references. (3.23-3.72) | Quality of academic writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. Some uses of headings and referencing style. Writing supported by 6 or less references. (2.48-3.22) | Quality of academic writing and presentation is at a poor standard with many mistakes and lack of clarity evident. No references cited. (<2.48) | Little to no meaningful writing. (0) |
- Explore the role of professional governing bodies in relation to professional nursing practice, patient safety and governance
- Explore the four major bioethical principles and how they are applied in health care
- Construct your own nursing philosophy as a basis for your professional portfolio.
3 Reflective Practice Assignment
Assessment 3 – Reflective Practice
Type: Reflective Practice
Due date: Monday 26 September, 2022 (Week 11 of Term) at 11:59PM (AEST)
Weighting: 40%
Length: 1500 words
Unit Coordinator: Stephen Yu
Aim
The aim of this assessment is to introduce you to reflective practice through exploring your decision to become a nurse. You will demonstrate reflective skills through consolidating your learnings from Assessments 1 and 2.
Learning Outcomes Assessed
· LO1 – Discuss historical and contemporary factors that influence the image, status and nature of nursing practice.
· LO3 – Explore the four major bioethical principles and how they are applied in health care.
· LO4 – Construct your own nursing philosophy as a basis for your professional portfolio.
Instructions
In this assessment, you are required to use the Gibbs’ Reflective Cycle (see Appendix A for a summary of Gibbs’ Reflective Cycle) to reflect on your decision to pursue the nursing profession. Write your reflection using the headings below. Some prompts under each of the headings have been provided to help you with your reflective practice.
Description and Feelings:
· Set the context for this reflective practice by providing a brief description of the experience about your decision to pursue the nursing profession. Remember this assessment is to help you consolidate your understanding about the nursing profession through an exploration of the history of nursing (e.g. Assessment 1) and nursing practice through the experience of working with a coroner’s case (e.g. Assessment 2).
· Describe how your experience of understanding aspects of the history of nursing helped you consolidate, impact or influence your decision to become a nurse?
Evaluation and Analysis:
· Evaluate the four major bioethical principles and how they are applied in health care.
· In what way do you see the role of bioethical principles helping you to shape you as a nurse and your future nursing practice? Are there any challenges? (Hint: Refer back to the bioethical principles from the previous assessments. You may also consider giving examples to illustrate your discussion points.)
Conclusion and Action Plan:
· What have you learned from this reflective exercise? How has this reflective experience shaped your nursing philosophy? Construct your own nursing philosophy as a basis for your professional portfolio. Some additional prompts to consider: What are your core values? How you want others to see you as a nurse? What kind of nurse do I want to be?
· What do you plan to do now? How will you use this reflective exercise to transform into action the type of nurse you intend to become? Some additional prompts to consider: Where do you see yourself in five years? How do you think you can contribute to the nursing profession?
Remember this is an academic writing. You are therefore, required to support your writing with references.
Note: You are not required to create a professional portfolio in this Unit. Howevever, your input in this assessment will contribute to your own development of a professional portfolio which also plays an important part in your nursing journey.
Literature and references
In this assessment use at least 8 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right of each page in a header.
· Include a title page (i.e. Unit name and number, unit coordinators, title of assessment piece and number, due date and any extension if granted, word count, student name and ID).
· You have the option of using the Word Doc template provided to you on the Moodle site.
· Use appropriate headings for your writing.
· Introduction is not required.
· You may write in the first-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the heading, i.e. Description, to the last word of the Action plan. The word count excludes the cover page, the reference list but includes in-text citations (paraphrases or direct quotations).
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information about getting started on your assignment task and building your academic writing skills, go to the ASK ALC NURS11165 Moodle site. The ASK ALC site also has other helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Return Date to Students
Three weeks after the due date. In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Assessment task re-attempt
If students receive a Fail grade for this assessment, the Unit Coordinator may allow them an opportunity to reattempt the assessment. In order for the Unit Coordinator to allow a re-attempt, they will need to be satisfied that the student has made a reasonable attempt in the assessment item. If a reattempt is offered, students will have only 7 consecutive days to resubmit their assessment and can only receive 50% of the available grades. Only one reattempt will be allowed.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
References
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit.
Appendix A: Gibbs’ Reflective Cycle
You may want to refresh your understanding of reflective practice by going through Week 8 materials again. Remember that Gibbs’ Reflective Cycle offers a framework for examining experiences (Gibbs, 1988). It covers the following 6 stages:
- Description (brief description of the experience or event to set the scene and give context)
- Feelings (consider what you were thinking and how you felt before and after the experience)
- Evaluation (looking objectively at both positive and negative aspects of the experience)
- Analysis (making sense of the experience)
- Conclusion (focus on what you have learned)
- Action plan (what can you now take to build on your knowledge or skills)
Week 11 Monday (26 Sept 2022) 11:59 pm AEST
In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
ASSESSMENT 3 – Reflective Practice
| 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% | Fail (content absent) 0% |
| Completion of required task (5%) | Exemplary effort. Professional approach with no or very minor gaps that impact on presentation and understanding by the reader and/or audience. Attention to detail is without fault and all requirements of task have been met. (4.23-5.00) | Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps that impact on presentation and understanding by the reader and/or audience. (3.73-4.22) | Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (3.23-3.72) | Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (2.48-3.22) | Submission is missing aspects of task or task requirements have been misunderstood. (<2.48) | Submission is missing most aspects of task. Little evidence of task requirements. (0) |
| Description and feelings (30%) | Comprehensive discussion of relevance of historical nursing in your decision to become a nurse. (25.35-30) | Clear discussion of relevance of historical nursing in your decision to become a nurse. (22.35-25.34) | Adequate discussion of relevance of historical nursing in your decision to become a nurse. (19.35-22.34) | Some discussion of relevance of historical nursing in your decision to become a nurse. (14.85-19.34) | Minimal discussion of relevance of historical nursing in your decision to become a nurse. (<14.85) | No discussion of relevance of historical nursing in your decision to become a nurse. (0) |
| Evaluation and analysis (30%) | Exemplary evaluation and analysis of the bioethical principles and how it influences your nursing practice. (25.35-30) | Clear evaluation and analysis of the bioethical principles and how it influences your nursing practice. (22.35-25.34) | Adequate evaluation and analysis of the bioethical principles and how it influences your nursing practice. (19.35-22.34) | Some evaluation and analysis of the bioethical principles and how it influences your nursing practice. (14.85-19.34) | Minimal evaluation and analysis of the bioethical principles and how it influences your nursing practice. (<14.85) | No evaluation and analysis of the bioethical principles and how it influences your nursing practice. (0) |
| Conclusion and action plan (30%) | Comprehensive and logical construct of nursing philosophy and action plan. (25.35-30) | Clear and logical construct of nursing philosophy and action plan. (22.35-25.34) | Adequate and mostly logical construct of nursing philosophy and action plan. (19.35-22.34) | Some construct of nursing philosophy and action plan. (14.85-19.34) | Minimal construct of nursing philosophy and illogical action plan. (<14.85) | No nursing philosophy or action plan. (0) |
| Ability to write and present effectively (5%) | Exemplary academic writing standard. Correct grammar, spelling and punctuation. Uses appropriate headings and referencing styles. Writing supported by 8 or more references including in-text citations. (4.23-5.00) | Quality of academic writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. Uses appropriate headings and referencing style. Writing supported by 8 or less references. (3.73-4.22) | Quality of academic writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. Adequate use of headings and referencing style. Writing supported by 6 or more references. (3.23-3.72) | Quality of academic writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. Some uses of headings and referencing style. Writing supported by 6 or less references. (2.48-3.22) | Quality of academic writing and presentation is at a poor standard with many mistakes and lack of clarity evident. No references cited. (<2.48) | Little to no meaningful writing. (0) |
- Discuss historical and contemporary factors that influence the image, status and nature of nursing practice
- Explore the four major bioethical principles and how they are applied in health care
- Construct your own nursing philosophy as a basis for your professional portfolio.
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?
