1 Online Quiz(zes)
The multiple-choice online quiz will test your understanding of fundamental concepts, perspectives, and facts covered over the first 3 weeks of term. There will be 20 multiple-choice questions to be answered in 60 minutes. There is only one correct or best answer to each question, and you need to select the option corresponding to this answer.
While you can refer to the textbook or other resources while you are taking the quiz, it is not possible to do this for every question because of the time limit. Therefore, you need to have a good understanding of the unit content, including the core readings, before taking the quiz. Each student will receive a customized quiz, where questions are randomly generated from a large test bank so that collusion will not be possible.
1
Other
Week 4 Friday (9 Aug 2019) 11:59 pm AEST
The quiz will be open for attempts from Monday 5th August 2019 (at 0001 hrs) until Friday 10th August 2019 (at 2359 hrs)
Week 4 Friday (9 Aug 2019)
Preview of result will be available on completion of the quiz.
Each question is worth one (1) mark. There are 20 questions in total.
You only have one (1) attempt at the quiz.
You have one (1) hour to complete the quiz.
The quiz will be open for attempts from Monday 5th August 2019 (at 0001 hrs) until Friday 10th August 2019 (at 2359 hrs).
- Analyse the professional, legal and ethical governance and their application to the leadership role of the registered nurse.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
|
Unit Name |
The Professional Nurse |
|
Course No. |
NURS13135 |
|
Coordinators |
Elspeth Wood, Colleen McGoldrick, Katrina Lane-Krebs and Jeanne Gillespie |
|
Due Date |
Monday 2nd September 2019 at 4pm (Week 7) |
|
Learning Objectives |
1 Analyse the professional, legal and ethical governance and their application to the leadership role of the registered nurse 2 Critique conflict and change management strategies within organisational cultures and the impact this may have on nursing and members of the multidisciplinary team 3 Consider the transitional challenges and coping strategies required by the graduate registered nurse entering the workforce |
|
Word Limit |
1750 +/-10% The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference list and appendices. It includes in-text references and direct quotations. |
|
Total Percentage |
30% |
|
Details
Task 1 (500 words)
Task 2 (500 words)
Task 3 (500 words)
|
All tasks relate to the following scenario. The scenario is to be used as the stimulus for your short answer responses. Scenario A graduate registered nurse (GRN) is working in specialist clinics at the hospital. A renal failure patient presents to the clinic for a follow-up appointment after having a urinary tract infection. The GRN places a blood pressure cuff on the patient’s arm, and at that moment detects the ‘thrill’ from a dialysis fistula. As the GRN is removing the cuff to measure the blood pressure on the other arm, a colleague abruptly states “The patient has a fistula in that arm. Don’t use it!” This happens in front of the patient and their family. The GRN is embarrassed and does not respond. Later in the shift the GRN avoids sharing information with the colleague about a patient’s vital signs as they are worried the colleague will be rude to them again. Reflection plays an important role in analysing events in the workplace and can be useful when you are faced with difficult working conditions or environments. Consider the situation outlined above: · discuss the involvement and feelings of the GRN; · discuss the involvement and role of others; · identify key issues; · discuss the implications for practice and · outline the potential personal learning for the GRN.
The National Safety and Quality Health Service Standards (2017) state that “communication is inherent to patient care” (p 49) and the above scenario could be considered as a situation where critical information about the patient is being communicated. · Describe how feelings of insecurity could affect communication with this colleague? · Discuss how being in a difficult situation like this scenario could be managed to avoid conflict? The culture of a health care organisation can powerfully influence its ability to manage human resources and serve patients, and ultimately has a strong impact on its economic performance (Day, 2016, p. 58). · Describe the features of organisational culture in health care. · Discuss the culture in the scenario above and the practical actions you could take to improve that culture. |
|
Notes to Students |
· Include a title page-student name, student number, unit code, term/year, name of unit coordinators, name of assignment and due date for submission · Write in third person (refer to the Graduate Registered Nurse) · Use the scenario provided to provide context for your responses · Refer to the marking criteria. · Essay format includes introduction, body paragraphs and conclusion. Use double line spacing, Times New Roman, size 12 font · Include header with student name and number and page numbers · Use headings to indicate the task you are responding to. · Include an introduction and conclusion · Use normal paragraph structure in your response to each task (2 or 3 paragraphs per task) · It is expected that you use academic, peer reviewed articles/journals. NB: Journal articles used must be less than 5 years old and textbooks less than 10 years old. Credible websites are acceptable (not .com sites) · A reference list that adheres to APA presentation guidelines and indicates that you have read widely must be included |
Week 7 Monday (2 Sept 2019) 4:00 pm AEST
Online submission - Monday 2nd September 2018 at 1600 hrs, through the assessment link within NURS13135 Moodle
Week 10 Monday (23 Sept 2019)
Feedback will be available in grademark
|
Structure (15%) |
|
||||
|
Clear and succinct introduction that introduces the topic and outlines the direction of the paper.
|
Clear and appropriate introduction that introduces the topic and outlines the direction of the paper.
|
Appropriate introduction that introduces the topic and outlines the direction of the paper
|
Introduction is apparent and the topic is introduced but there is no clear direction to the paper.
|
No recognisable – introduction of the topic is not apparent and/or there is no direction offered in respect of the paper |
/5 |
|
Clear and succinct conclusion that outlines the main points and brings the argument to a logical close
|
Clear and appropriate conclusion that outlines the main points and brings the argument to a close.
|
Conclusion outlines most of the main points and brings some sense of closure.
|
Conclusion apparent – outlines most of the main points and endeavours to bring the argument to a close –some incongruity |
No recognisable conclusion – little reference to the main points, does not offer a clear conclusion to the paper |
/5 |
|
Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment, double spaced with 12 point Arial font. |
Generally accurate (1-3 inaccuracies) with spelling, grammar, use of punctuation. Well-presented assignment, double spaced with 12 point Arial font. |
Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. Well-presented assignment, double spaced with 12 point Arial font.
|
Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. Well-presented assignment, double spaced with 12 point Arial font.
|
Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, double spacing not used, 12 point Arial font not used |
/5 |
|
Approach and Argument (75%) |
|
||||
|
Comprehensive reflection on the scenario focusing on involvement of self and colleague. Key issues identified, implications for practice and own learning discussed extensively
|
Detailed reflection on the scenario focusing on involvement of self and colleague. Key issues identified, implications for practice and own learning discussed thoroughly
|
Adequate reflection on the scenario focusing on involvement of self and colleague. Key issues identified, implications for practice and own learning discussed |
Basic reflection on the scenario focusing on involvement of self and colleague. Key issues identified, limited implications for practice and own learning discussed |
Minimal reflection on the scenario focusing on involvement of self and colleague. Key issues identified, implications for practice and own learning discussed poorly |
/25 |
|
Comprehensive explanation and analysis of communication with colleagues and management to avoid conflict arising from scenario |
Detailed explanation and analysis of communication with colleagues and management to avoid conflict arising from scenario
|
Adequate explanation and analysis of communication with colleagues and management to avoid conflict arising from scenario
|
Basic explanation of communication with colleagues and management to avoid conflict arising from scenario |
Minimal explanation of communication with colleagues and management to avoid conflict arising from scenario |
/25 |
|
Comprehensive explanation and analysis of organisational culture in health care and practical actions to improve organisational culture. |
Detailed explanation and analysis of organisational culture in health care and practical actions to improve organisational culture
|
Adequate explanation and discussion of organisational culture in health care and practical actions to improve organisational culture
|
Basic explanation of organisational culture in health care and practical actions to improve organisational culture |
Minimal explanation of organisational culture in health care and practical actions to improve organisational culture |
/25 |
|
Referencing (10%) |
|
||||
|
Consistently integrates up to date references to support and reflect all ideas, factual information and quotations.
|
Generally integrates up to date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions
|
Frequently integrates up to date references to support and reflect ideas, factual information and quotations, with 3 to 5 exceptions.
|
Occasionally integrates up to date references to support and reflect ideas, factual information and quotations with 6-10 exceptions
|
Fails to or infrequent attempts to integrate up to date references to support and reflect ideas, factual information and quotations (>10). |
/5 |
|
Consistently accurate with referencing. Reference list adheres to APA presentation guidelines. Evidence of reading widely on the topic through an extensive reference list. All of which are used in the body of the text. (>/= 15 relevant sources)
|
Frequently accurate with referencing. Reference list adheres to APA presentation guidelines. Evidence of reading widely on the topic through an ample number of references included on the reference list. All of which are used in the body of the text. (>/= 12 relevant sources)
|
Mostly accurate with referencing. Reference list adheres to APA presentation guidelines. Evidence of reading widely on the topic through an adequate number of references included on the reference list. All of which are used in the body of the text. (>/= 9 relevant sources)
|
Occasional inaccuracies with referencing. Reference list adheres to APA presentation guidelines. Evidence of reading widely on the topic through a passable number of references included in the reference list. All of which are used in the body of the text. (>/= 7 relevant sources)
|
Many inaccuracies with referencing. Reference list does not adhere to APA presentation guidelines. No evidence of reading widely on the topic through brevity of references on the reference list. Not all of which are used in the body of the text. (< 7 relevant sources) |
/5 |
|
Mark/100 |
|
|
|
|
|
- Critique conflict and change management strategies within organisational cultures and the impact this may have on nursing and members of the multidisciplinary team.
- Consider the transitional challenges and coping strategies required by the graduate registered nurse entering the workforce.
- Define the scope of practice and the delegation roles of the registered nurse and integrate these into nursing practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
|
Unit Name |
The Professional Nurse |
|
Course No. |
NURS13135 |
|
Coordinators |
Elspeth Wood, Colleen McGoldrick, Katrina Lane-Krebs and Jeanne Gillespie |
|
Due Date |
Friday 4th October 2019 at 4pm (Week 11) |
|
Learning Objectives |
2 Critique conflict and change management strategies within organisational cultures and the impact this may have on nursing and members of the multidisciplinary team 3 Consider the transitional challenges and coping strategies required by the graduate registered nurse entering the workforce 4 Define the scope of practice and the delegation roles of the registered nurse and integrate these into nursing practice. |
|
Word Limit |
2000 +/-10% The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference list and appendices. It includes in-text references and direct quotations |
|
Total Percentage |
50% |
|
Details
Task
|
Despite completing their degree and gaining registration, newly graduated registered nurses often describe a feeling of being unprepared for their new profession. This feeling can range from somewhat uncomfortable to highly shocking and it can have a significant impact on staff retention in the workplace. The following case study shows the reaction of one graduate when she begins her new job in a busy medical ward. Journal Entry 8th May 2018: Today during my shift I had to use the hoist to lift Mr B from his bed to a chair. I thought I should be able to do this by myself. Mr B has had major abdominal surgery and now he has intravenous therapy, an indwelling catheter, a wound drain and a large wound from his incision site. While I was trying to get Mr B up in the hoist, I ended up getting all his drips and drains in quite a tangle. Mr B seemed to find it quite painful and he struggled against being lifted in the hoist. I found that the reality of lifting a patient in a clinical setting compared to what we practiced in the learning space at university is quite different. I should have asked for help, but I didn’t want my buddy to think that I could not do my job. Consider the transitional challenges that Karen is experiencing on entering the workforce. Identify and discuss the occupational health and safety issues involved in this example for both Mr B and Karen. Identify why Karen may have reacted to completing a task in this way. Use current literature to discuss how you think this situation could have been prevented. |
|
Notes to Students |
· Include a title page-student name, student number, unit code, term/year, name of unit coordinators, name of assignment and due date for submission · You may refer to Karen and Mr B in your essay, otherwise write in third person · Refer to the marking criteria. · Essay format includes introduction, body paragraphs and conclusion. Use double line spacing, Times New Roman, size 12 font · Include header with student name and number and page numbers · Do not use headings. The essay must flow with good paragraph structure · It is expected that you use academic, peer reviewed articles/journals. NB: Journal articles used must be less than 5 years old and textbooks less than 10 years old. Credible websites are acceptable (not .com sites) · A Reference list that adheres to APA presentation guidelines and indicates that you have read widely must be included |
Week 11 Friday (4 Oct 2019) 4:00 pm AEST
Online submission - Friday 4th October 2019 at 1600 hrs, through the assessment link within NURS13135 Moodle
Exam Week Friday (25 Oct 2019)
Feedback will be given in grademark
|
HD 85-100% |
D 75-84% |
C 65-74% |
P 50-64% |
F <50% |
Marks |
|
Structure -15% |
|
|
|
|
|
|
Excellent presentation of assignment with inclusion of all correct components, double line spaced, 12 point font, page numbers. Consistently accurate with spelling, grammar and paragraph structure.
|
Well-presented assignment, double line spaced, 12 point font, page numbers, 1 or 2 errors in spelling, grammar or paragraph structure.
|
Well-presented assignment, double line spaced, 12 point font, page numbers, 3 or 4 consistent errors with spelling, grammar or paragraph structure.
|
Adequate assignment presentation, double line spaced with 12 point font. No page numbers, 4 to 7 consistent errors with spelling, grammar or paragraph structure. |
Poorly presented assignment. Double spacing not used, 12 point font not used. No page numbers included. Many inaccuracies in spelling, grammar or paragraph structure. |
/5 |
|
Clear and succinct introduction that introduces the topic and outlines the direction of the paper. Clear and succinct conclusion that outlines the major elements identified to bring the paper to a close.
|
Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. Appropriate conclusion that outlines the major elements identified to bring the paper to a close.
|
Appropriate introduction that introduces the topic and outlines the direction of the paper. The conclusion provides some outlines of the major elements identified and brings some sense of closure to the paper.
|
Introduction is apparent although consists only of a list of the contents of the paper. Topic not clearly introduced. Conclusion provides cursory outline of the major elements identified and endeavours to bring the paper to a close – there may be some incongruity. |
No recognisable introduction— the topic is not introduced and/or there is no direction offered in respect of the paper. No recognisable conclusion or summary – little reference to the main elements identified and does not offer a clear sense of closure to the paper. |
/5 |
|
Organisation and structure is clear and easy to follow. Content is clearly relevant to the topic, the approach clearly and comprehensively addresses the topic and the argument proceeds logically. Well linked to supporting literature.
|
Organisation and structure is clear. Content is relevant to the topic, the approach clearly addresses the topic and the argument proceeds logically. Supporting literature is used appropriately.
|
Organisation and structure is appropriate. Content is appropriate and addresses the topic and the argument for the most part proceeds logically. Minimal omissions in links to supporting literature.
|
Organisation and structure allows misinterpretation of the meaning of the content. Content addresses the topic the argument is at times repetitive or lacks cohesion. Frequent omissions in links to supporting literature. |
Organisation and structure detract from the meaning of the content. Content is irrelevant and or does not address the topic. There is a lack of cohesion. Little to no links to supporting literature. |
/5 |
|
Approach and Argument (75%) |
|
|
|
|
|
|
Content is clearly relevant to the topic. The approach comprehensively answers the question and the argument proceeds logically. Content provides comprehensive and clear definition and discussion of reality shock, including exploration of its impact in response to entering the workforce. |
Content is relevant to the topic, the approach clearly answers the question and the argument proceeds logically. Content provides strong definition and discussion of reality shock including exploration of its impact in response to entering the workforce. |
Content is appropriate and answers the question and the argument for the most part proceeds logically. Content provides adequate definition and discussion of reality shock including exploration of its impact in response to entering the workforce. |
Content answers the question although the argument is at times repetitive or lacks cohesion. Content provides some definition and discussion of reality shock including exploration of its impact in response to entering the workforce. |
Content does not address all aspects of the assessment task. Inadequate description of required content. Little or no discernible critical thought. No or minimal definition and discussion of reality shock including exploration of its impact in response to entering the workforce. |
/35 |
|
Comprehensively includes a detailed discussion and examination of positive coping strategies and resiliency development strategies in the workplace to overcome reality shock with succinct, coherent and convincing critical thought displayed. |
Extensively includes a sound discussion and examination of positive coping strategies and resiliency development strategies in the workplace to overcome reality shock with well-developed critical thought evident |
Generally includes a reasonable discussion and examination of positive coping strategies and resiliency development strategies in the workplace to overcome reality shock with critical thought developed and presented. |
Demonstrates a limited discussion and examination of positive coping strategies and resiliency development strategies in the workplace to overcome reality shock with some critical thought presented. |
No or minimal discussion or examination of positive coping strategies and resiliency development strategies in the workplace to overcome reality shock with no critical thought evident. |
/40 |
|
Referencing - 10% |
|
|
|
|
|
|
Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. |
1 or 2 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations.
|
3 or 4 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. |
5 or 6 inconsistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. |
Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support and reflect all ideas, factual information and quotations. |
/5 |
|
A minimum of 20 up-to-date references used including 10 up-to-date journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style.
|
A minimum of 15 references used including 10 up-to-date journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and consistently adheres to reference list presentation Guidelines APA style.
|
A minimum of 10 references used including 5 journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and mostly adheres to reference list presentation guidelines APA style. |
A minimum of 7 references used including 4 journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. |
Fails to or infrequent attempts to integrate up-to-date references to support and reflect ideas, factual information and quotations. Less than 10 journal articles not sourced. Relevant web sites not used. Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style.
|
|
|
/5 |
|||||
|
Mark/100 |
|
|
|
|
|
- Critique conflict and change management strategies within organisational cultures and the impact this may have on nursing and members of the multidisciplinary team.
- Consider the transitional challenges and coping strategies required by the graduate registered nurse entering the workforce.
- Define the scope of practice and the delegation roles of the registered nurse and integrate these into nursing practice.
- 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?
