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 (7 Aug 2020) 11:59 pm AEST
The quiz will be open from Monday 3rd August 2020 (at 0001 hrs) until Friday 7th August 2020 (at 2359 hrs)
Week 4 Friday (7 Aug 2020)
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 from Monday 3rd August 2020 (at 0001 hrs) until Friday 7th August 2020 (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
All tasks relate to the following scenario. The scenario is to be used as the stimulus for your short answer responses.
Scenario
You are a graduate registered nurse and are asked to cover the patient load for Registered Nurse X whilst she is on a meal break. You observe Patient B has intravenous fluids ordered and running at 125mls/hr with Dextrose Saline. You recognise immediately that the intravenous fluid order is for Normal Saline 125ml/hr. You cease the fluids and immediately advise Registered Nurse X what has happed and an incident report is required - but she states ‘that isn’t necessary, the fluid was only running for 10 minutes.’ You believe an incident report should be completed in response to this error but are not confident to escalate the issue to the supervising nurse as you don’t want to cause trouble with the more experienced and senior Registered Nurse X.
Task 1
· Explain how NSQHS Standard 4 Medication Safety applies to this scenario.
Your responses should be based upon the Australian Commission on NSQSH Standards.
Task 2
· Discuss organisational culture in a health care organisation and explore factors that would contribute to a positive organisational culture.
Task 3
The Australian Health Practitioner Regulation Agency (AHPRA) declares ‘all registered health practitioners have a professional and ethical obligation to protect and promote public health and safe healthcare.’ As such, it is the responsibility of practitioners to make notification of any competency concerns. As a graduate registered nurse, your responsibility is to familiarise yourself with mandatory reporting responsibilities.
· Should Registered Nurse X need to have a notification made to AHPRA in regards to this incident?
Your response should explore what is meant by mandatory reporting, notifiable conduct and reasonable belief in relation to the registered nurse.
Your responses should be based upon guidelines and legislative requirements as well as current journals for Australian health care practitioners.
Week 7 Monday (31 Aug 2020) 12:00 pm AEST
Online submission through NURS13135 Moodle
Week 10 Monday (21 Sept 2020)
Feedback available via Grademark
| HD 85 – 100% | D 75 – 84% | C 65 – 74% | P 50 - 64% | F <50% | Marks |
| Structure (15%) | |||||
| Clear and succinct task sections that address the topic as indicated by the task. | Clear and appropriate task sections that address the topic as indicated by the task. | Appropriate task sections that address the topic as indicated by the task. | Apparent task sections that address the topic as indicated by the task. | No recognisable task sections that address the topic as indicated by the task. | /5 |
| Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment, double spaced with 12-point Arial, Calibri or similar font. | Generally accurate (1-3 inaccuracies) with spelling, grammar, use of punctuation. Well-presented assignment, double spaced with 12-point Arial, Calibri or similar font. | Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. Well-presented assignment, double spaced with 12-point Arial, Calibri or similar font. | Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. Well-presented assignment, double spaced with 12-point Arial, Calibri or similar font. | Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, double spacing not used, 12-point Arial, Calibri or similar font not used. | /5 |
| Approach and Argument (75%) | |||||
| Comprehensive explanation and analysis of Australian standards in relation to medication safety and quality use of medicines | Detailed explanation and analysis of Australian standards in relation to medication safety and quality use of medicines | Adequate explanation and discussion of Australian standards in relation to medication safety and quality use of medicines | Basic explanation of Australian standards in relation to medication safety and quality use of medicines | Minimal explanation of Australian standards of medication safety and quality use of medicines | /30 |
| Comprehensive explanation and analysis of organisational culture in health care and factors that may contribute to a positive culture | Detailed explanation and analysis of organisational culture in health care and factors that may contribute to a positive culture | Adequate explanation and analysis of organisational culture in health care and factors that may contribute to a positive culture | Explanation of organisational culture in health care and factors that may contribute to a positive culture | Minimal explanation of organisational culture in health care and factors that may contribute to a positive culture | /25 |
| Comprehensive explanation and analysis of registered nursing guidelines for mandatory notifications including notifiable conduct and reasonable belief. | Detailed explanation and analysis of registered nursing guidelines for mandatory notifications including notifiable conduct and reasonable belief | Adequate explanation and discussion of registered nursing guidelines for mandatory notifications including notifiable conduct and reasonable belief | Basic explanation of registered nursing practice guidelines for mandatory notifications including notifiable conduct and reasonable belief | Minimal explanation of registered nursing guidelines for mandatory notifications including notifiable conduct and reasonable belief | /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 a ample number of refernences 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 a 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 | |||||
| Alpha Grade | |||||
| Marker Name Marker Comments | |||||
- 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
Details
Despite the years applied to 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 2020: I don't understand what is happening. I was so happy when I started work in Medical One in February. There was so much to learn and coming to work was fun - even on night duty. Now I feel like I don't even know what I need to know to get through the shift and I'm not sure my preceptor knows half the time. Sometimes she is so rude to me and doesn't tell me what she wants and then I get in trouble for not doing it. I'm not a mind-reader. I notice that broken equipment is not attended to and other staff only follow the policies they agree with. This isn't how nursing is supposed to be. I'm not sure I even want to be a nurse anymore.
Task
Examine the transitional challenges that Jane is experiencing on entering the workforce and using current literature explore the concept of reality shock. Identify positive coping strategies that Jane could use to address the issues she is experiencing. Consider resilience and resiliency development strategies in the workplace in your response.
Week 11 Monday (28 Sept 2020) 12:00 pm AEST
Online submission through NURS13135 Moodle
Exam Week Monday (19 Oct 2020)
Feedback via 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 |
- 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?
