Overview
In this capstone unit you will be required to integrate and apply knowledge, concepts and skills learnt throughout your undergraduate studies in the Bachelor of Nursing. This is the final clinical unit to be undertaken prior to entering the workforce. You will be required to complete 240 hours of clinical placement following a compulsory three (3) day residential school. These learning experiences will provide you with the opportunity to demonstrate your ability to practice at the level of a competent beginning Registered Nurse.
Details
Pre-requisites or Co-requisites
Pre-requisites NURS13133 Clinical Nursing Practice 4 or (NURS13126 Critical Care Nursing and NURS12146 Person Centred Approach to Chronic Illness) NURS13134 Community Nursing Perspectives or NURS13129 Mental Health and Mental Health Nursing Co-requisite: NURS13135 The Professional Nurse or NURS13120 Nursing Leadership and Management
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 Unit Evaluation Feedback Response
Residential School was great - loved the simulated patients - too much information into too short a time frame. Was overwhelming to learn new things (drains, conditions, treatment protocols).
Increase residential school time from 3 days to 4 days. Keep simulated patients in residential school. In CNP5 the focus needs to be on the role of the RN in varying clinical scenarios. Learning of new clinical equipment/techniques holds little benefit for scaffold learning at this late stage.
Feedback from Unit Evaluation Feedback Response and Peer Feedback
Inequality with regards to post-graduation interview preparation only at some campuses.
Include post-grad interview information, hints, tips, in residential school. Potential to record mock interview, critique of interview and upload for all students to watch. Practice interview simulation scenarios and critique with all students.
Feedback from Unit Evaluation Feedback Response
Ill-prepared for speciality/critical care clinical placements.
Clarify what the purpose of a Bachelor of Nursing is, what it provides and why the focus is not on speciality/critical care environments but rather on the basic foundational skills of nursing by way of information presented on Moodle page in video and written format.
Feedback from Unit Evaluation Feedback, Staff Feedback and Self Reflection
Real-world preparation for what to expect with regard to self-care both professionally and personally in preparation for working as a registered nurse.
Inclusion within unit content of self-care and the professional responsibilities of transitioning into the role of an RN. This can be role-played as well as discussed. Guest speakers or new graduates and their experiences would be of benefit.Suggestion of a member of HR team to attend with regards to workplace responsibilities/roles.
Feedback from Unit Evaluation Feedback Response Staff Feedback and Self Reflection
Residential School class sizes too big, not enough teachers resulting in feeling as though couldn't talk to teachers to ask questions.
Content taught within Residential School needs to be reviewed. Schedule in a "surgery hour" for students to come and ask questions face to face online via Zoom to ensure equitability across campuses. A location specific residential school chat board via Moodle will also enhance communication.
Feedback from Unit Evaluation Feedback Response, Staff Feedback, Self Reflection
Residential School clinical assessments too long, resulted in students sitting about waiting for hours to be assessed.
Assessments to be streamlined to allow multi-faceted assessment rather than the one on one. Increase number of staff to assist with student assessments.
- Integrate cultural competence and advanced communication skills to collaborate effectively with individuals, families, carers, communities and members of the multidisciplinary care team to facilitate positive health outcomes.
- Apply patient safety and quality principles inclusive of diagnostic and therapeutic procedures and the nursing process to deliver evidenced based, person centred nursing care to individuals, families, carers and communities.
- Priortise health promotion models at a local, national and international level that are used by nurses to support the health and wellness of individuals, families, carers and communities.
- Function within legal and ethical frameworks and scope of practice of a beginning registered nurse in accordance with Nursing Midwifery Board of Australia (NMBA) competencies.
The learning outcomes are linked to the Australian Nursing and Midwifery Accreditation Standards for registered nurses and the Nursing and Midwifery Board of Australia competencies.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical and Written Assessment - 0% | ||||
| 2 - Professional Practice Placement - 0% | ||||
| 3 - Written Assessment - 0% | ||||
| 4 - Portfolio - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical and Written Assessment - 0% | ||||||||||
| 2 - Professional Practice Placement - 0% | ||||||||||
| 3 - Written Assessment - 0% | ||||||||||
| 4 - Portfolio - 0% | ||||||||||
Textbooks
Skills in Clinical Nursing
Edition: 1 (2017)
Authors: Berman, A. Snyder, S,J. Levett-Jones, T. Burton, Harvey, N.
Pearson
Melbourne Melbourne , VICTORIA , Australia
ISBN: 9781486011971
Binding: Spiral
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
r.euler@cqu.edu.au
b.jensen@cqu.edu.au
l.rogers@cqu.edu.au
s.stanton@cqu.edu.au
s.yu@cqu.edu.au
Module/Topic
Module One: Introduction to Unit and Preparation for Residential School
Chapter
- Introduction and learning outcomes
- Preparation for residential school
- Self-assessment
- Resources
Events and Submissions/Topic
Student preparation for residential school including assessment requirements,
Module/Topic
Module One: Introduction to Unit and Preparation for Residential School
Chapter
- Introduction and learning outcomes
- Preparation for residential school
- Self-assessment
- Resources
Events and Submissions/Topic
Student preparation for residential school including assessment requirements,
Module/Topic
MODULE TWO: Principles of Professional Practice
Chapter
- Introduction and learning outcomes
- Professional practice
- Mandatory reporting
- Cultural awareness
- Self-assessment
- Resources
Events and Submissions/Topic
Students who have commenced clinical placement and those awaiting clinical placement can refresh their knowledge of professional practice requirements.
Module/Topic
MODULE TWO: Principles of Professional Practice
Chapter
- Introduction and learning outcomes
- Professional practice
- Mandatory reporting
- Cultural awareness
- Self-assessment
- Resources
Events and Submissions/Topic
Students who have commenced clinical placement and those awaiting
clinical placement can refresh their knowledge of professional practice
requirements.
Module/Topic
MODULE THREE: Patient Assessment and Management
Chapter
- Introduction and learning outcomes
- Patient assessment vitals
- Recognising and responding to Patient Deterioration
- Respiratory assessment
- Managing a patient with breathing problems
- Cardiovascular assessment
- Abdominal assessment
- Neurovascular assessment
- Self-assessment
- Resources
Events and Submissions/Topic
Students who have commenced clinical placement and those awaiting clinical placement can refresh their knowledge of patient assessment and management.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
MODULE THREE: Patient Assessment and Management
Chapter
- Introduction and learning outcomes
- Patient assessment vitals
- Recognising and responding to Patient Deterioration
- Respiratory assessment
- Managing a patient with breathing problems
- Cardiovascular assessment
- Abdominal assessment
- Neurovascular assessment
- Self-assessment
- Resources
Events and Submissions/Topic
Students who have commenced clinical placement and those awaiting
clinical placement can refresh their knowledge of patient assessment and
management.
Module/Topic
MODULE FOUR: Communication and Documentation
Chapter
- Introduction and learning outcomes
- Professional communication
- Documentation requirements
- Self-assessment
- Resources
Events and Submissions/Topic
Students who have commenced clinical placement and those awaiting
clinical placement can refresh their knowledge of communication and documentation requirements.
Module/Topic
MODULE FOUR: Communication and Documentation
Chapter
- Introduction and learning outcomes
- Professional communication
- Documentation requirements
- Self-assessment
- Resources
Events and Submissions/Topic
Students who have commenced clinical placement and those awaiting
clinical placement can refresh their knowledge of communication and documentation requirements.
Module/Topic
MODULE FIVE: Continuing Professional Development and Work Readiness
Chapter
- Introduction and learning outcomes
- The CPD cycle
- Work readiness
- Self-assessment
- Resources
Events and Submissions/Topic
All students can gain knowledge regarding preparation for work readiness and continuing professional development requirements.
Module/Topic
MODULE FIVE: Continuing Professional Development and Work Readiness
Chapter
- Introduction and learning outcomes
- The CPD cycle
- Work readiness
- Self-assessment
- Resources
Events and Submissions/Topic
All students can gain knowledge regarding preparation for work readiness and continuing professional development requirements.
Module/Topic
MODULE SIX: Care of Self
Chapter
- Introduction and learning outcomes
- Lessons from the nursing world
- Blame
- Incivility and bullying
- Nurse and Midwife support
- Professional representation
- Self-care resources
Events and Submissions/Topic
To introduce students to the important concepts of care of self for themselves, the profession and patients/clients.
Module/Topic
MODULE SIX: Care of Self
Chapter
- Introduction and learning outcomes
- Lessons from the nursing world
- Blame
- Incivility and bullying
- Nurse and Midwife support
- Professional representation
- Self-care resources
Events and Submissions/Topic
To introduce students to the important concepts of care of self for themselves, the profession and patients/clients.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Registration, Graduation and Commencement of Graduate Positions
It is important to understand that you do not have to attend a graduation ceremony in order to apply for registration as a nurse (Division 1) with the Australian Health Practitioner Agency (AHPRA).
Registration as a nurse (Division 1) with AHPRA - An online graduate service is available on the AHPRA website for final year students in approved programs of study. You can apply for registration four to six weeks before completing your Bachelor of Nursing. Once you have completed all requirements that deem you eligible for registration as a nurse (Division 1), your name will be forwarded by the School to AHPRA to enable you to be registered as quickly as possible.
Graduation ceremonies are a formal celebration of completion of your Bachelor of Nursing with your family and friends, NB: graduation is not a requirement to be eligible to register as a nurse.
Please note that some students may not be eligible to attend a graduation until next year due to potential delayed assessment items, such as outstanding clinical placement due to illness or other unavoidable situations however please understand that this will not impact on your ability to apply for registration as a nurse (Division 1) once your grades have been certified.
So that your student group can graduate and celebrate together, we strongly suggest that you apply for graduation ceremonies scheduled in the middle of the next year when all students will have had the chance to receive their results and you are able to celebrate together.
Recency of Practice
Please note that if you are a Recency of Practice student returning to the Bachelor of Nursing after a break of more than 23 months you may be required to attend further clinical learning sessions prior to commencement of NURS13136.
1 Practical and Written Assessment
This assessment consists of a clinical simulation, debrief and completion of progress notes.
You are required to attend a 3-day on-campus residential school prior to commencing your clinical placment.
This residential school provides the opportunity for you to refine your theoretical knowledge and clinical skills in the clinical learning space.
During the residential school you ill undertake a clinical simulation assessment within a simulation environment.
The simulation consist of the folllowing stages:
- You will be allocated to a team. As part of this team you will care for a Simulated Patient (SP) in a clinical scenario.
- After participating in the clinical scenario you will be provided with an opportunity to debrief and identify areas that require further learning for yourself and others in your team.
- You will document a set of progress notes based on the clinical scenario you participated in. These should be from the student nurse perspective, not as an observer.
Please see the NURS13136 Clinical Nursing Practice 5 Moodle site for further details about this assessment.
Important - Point 4.21 of the CQUniversity Assessment Policy and Procedure (Higher Education Coursework) states: "In a pass/fail unit, students who fail a single assessment or who fail a pass/fail component of a graded unit will be deemed to have failed that unit."
The original clinical simulation assessment marking criteria is to remain with the CQUniveristy Academic. Progress notes are to be submitted via Moodle within 3 business days of Residential School completion.
The clinical simulation and the debrief result, will be determined at the end of the Residential School session/s. Confidential feedback will be given to students post simulation and debrief. The progress notes will be marked within 21 business days of submission to Moodle, in conjunction with the scanned clinical simulation assessment marking sheet.
The practical assessment is in the form of a clinical simulation and debrief:
The clinical simulation will involve scenarios on simulated patients who have a deteriorating event. There must be participation in BOTH the clinical simulation and debrief to PASS the assessment.
'The Patient Safety Competency Framework for Nursing Students' forms the basis of the marking criteria. You will be required to meet each criteria of these standards. These criteria will be particular to each specific clinical scenario.
The written assessment is in the form of completion of progress notes relating to the clinical scenario you were actively involved with i.e. role as the student nurse not the observer.
While the clinical skill assessment marking criteria tool is provided to students prior to their clinical learning session to assist in learning, the marking criteria tool cannot be taken into the assessment by the student.
All assessments in this unit are assessed as per the Assessment Policy and Procedure (Higher Education Coursework).
Further details about the assessment and marking criteria are available on the NURS13136 Clinical Nursing Practice 5 Moodle site.
Marking Criteria for Progress Notes
|
Progress
Notes Marking Criteria – Marker to Complete |
||
|
Pass Criteria
Please note: Failure to achieve all pass criteria for Progress Notes will
result in a fail grade for this assessment |
Achieved (Pass) |
Not Achieved (Fail) |
|
1. Entry has nursing as title with date and time
is clearly recorded |
|
|
|
2. Subjective data clear identification of
nursing entry |
|
|
|
3. Objective data clear identification in progress
notes |
|
|
|
4. Assessment data/information able to be
identified in nursing progress notes |
|
|
|
5. Plan of action clear in the nursing progress
notes |
|
|
|
6. Implementation of patient care identified and
explained in nursing progress notes |
|
|
|
7. Evaluation clearly articulated in nursing
progress notes |
|
|
|
8. Nursing progress notes correctly signed with
printed name and designation |
|
|
|
9. Spelling correct and any error correctly
identified with a single line, word error, and initial |
|
|
- Integrate cultural competence and advanced communication skills to collaborate effectively with individuals, families, carers, communities and members of the multidisciplinary care team to facilitate positive health outcomes.
- Apply patient safety and quality principles inclusive of diagnostic and therapeutic procedures and the nursing process to deliver evidenced based, person centred nursing care to individuals, families, carers and communities.
- Priortise health promotion models at a local, national and international level that are used by nurses to support the health and wellness of individuals, families, carers and communities.
- Function within legal and ethical frameworks and scope of practice of a beginning registered nurse in accordance with Nursing Midwifery Board of Australia (NMBA) competencies.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Professional Practice Placement
You will be required to complete the ANSAT during your clinical placement
Download a copy of the ANSAT from WIL Moodle site.
The ANSAT Tool requires the completion of clinical components. A total of 240 hours of clinical placement is required for this unit where you will demonstrate your ability to perform the nursing role within your scope of practice as measured against the NMBA Registered Nurse Standards for Practice.
You must meet both academic and professional requirements at all times while undertaking nursing studies.
If your progress is deemed to be unsatisfactory at any time during this clinical placement unit as per the Assessment Policy and Procedure (Higher Education Coursework) and Work Integrated Learning Student Placement Policy and Procedure, you will not be eligible for a supplementary assessment and may receive a fail grade for NURS13136 Clinical Nursing Practice 5.
Please note the following clause from the CQU WIL Policy and Procedure 4.51:
Students who do not formally withdraw or notify their Unit Coordinator and who do not participate in an allocated WIL activity may receive a Fail grade. Students may also be required to pay a WIL activity forfeiture fee as specified in the unit profile or other pre-enrolment course/unit information made available to the student.
You are required to submit your completed ANSAT documentation to the unit Moodle site within 3 Business days of completing your clinical placement.
Results will be uploaded to the unit Moodle site within 21 Business days of submission of the documentation.
The ANSAT Tool has been designed to enable you to demonstrate the development of professional attributes required by the registered nurse.
The criteria in the ANSAT Document are based on the NMBA Registered Nurse Standards for Practice. These criteria will be used to evaluate your ability to perform your nursing role within your scope of practice and to determine your ability to meet the NMBA Registered Nurse Standards for Practice as per your current year level.
For example, as you are a final year 3 student it is expected that you will perform within the scope of practice of a final year 3 student and demonstrate critical thinking, problem-solving and clinical skills applicable to a final year 3 student.
Assessment criteria and performance standards for the ANSAT Document includes:
Successful completion of the required hours of clinical placement as set out in the unit profile and Bachelor of Nursing Handbook.
A self-assessment of your own clinical performance against the NMBA Registered Nurse Standards for Practice at both formative and summative stages of the clinical placement. You are required to submit your formative self-assessment and your assessor's formative assessment at the midway point of your clinical placement - within 24 hours of completion. At the end of your clinical placement you are required to submit your assessor's summative assessment, your signed record of attendance and if applicable, your completed and signed support plan within 3 business days of completion of placement.
Assessment and recording of your performance by the identified preceptor/clinical facilitator at both formative and summative stages of the clinical placement.
Further information on the assessment criteria is outlined on the Clinical Moodle site.
If you are identified as not achieving the required standards or competency for your year level you may be required to complete further learning as outlined in an individual support plan.
The unit coordinator in consultation with the student and clinical facilitator/preceptor will prepare the individual support plan. If you are still not able to achieve the required standards or competency level with the assistance and direction of the support plan a fail grade will be awarded.
Please see the CQUniversity Suitability for Clinical Placement policy on the Clinical Placement Moodle site for further information.
Students who fail to meet the Student Code of Conduct as outlined in the ANSAT Document may be withdrawn from the clinical setting and a fail grade awarded.
IMPORTANT: It is important you refer to the ANSAT Document prior to and throughout your clinical placement.
- Integrate cultural competence and advanced communication skills to collaborate effectively with individuals, families, carers, communities and members of the multidisciplinary care team to facilitate positive health outcomes.
- Apply patient safety and quality principles inclusive of diagnostic and therapeutic procedures and the nursing process to deliver evidenced based, person centred nursing care to individuals, families, carers and communities.
- Priortise health promotion models at a local, national and international level that are used by nurses to support the health and wellness of individuals, families, carers and communities.
- Function within legal and ethical frameworks and scope of practice of a beginning registered nurse in accordance with Nursing Midwifery Board of Australia (NMBA) competencies.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
This assessment is a medication safety assessment to be completed through MedSafe IntelliLearn.
You will complete an invigilated medication safety assessment during the first day of Residential School.
You may be assessed on any level of medication safety that you have previously covered throughout your course.
Important - Point 4.21 of the CQUniversity Assessment Policy and Procedure (Higher Education Coursework) states:
"In a pass/fail unit, students who fail a single assessment or who fail a pass/fail component of a graded unit will be deemed to have failed that unit."
The medication safety assessment will occur on the first day of your residential school. If you do not achieve 100% you will be allowed a further attempt during Day 2 of the Residential School. If you do not achieve 100% on Day 2 you will be allowed a final attempt on Day 3 of Residential School.
Advice will be given immediately following the completion of the medication safety assessment.
You are required to achieve 100% in the medication safety assessment in order to demonstrate safe nursing practice. You are allowed up to a total of three attempts to achieve 100%.
Should you not achieve the required standard by the third attempt, you will not be eligible to complete the clinical placement component of NURS13136 and the CQUniversity Work-Integrated Learning/Student Placement policy and procedures will be enacted.
- Integrate cultural competence and advanced communication skills to collaborate effectively with individuals, families, carers, communities and members of the multidisciplinary care team to facilitate positive health outcomes.
- Apply patient safety and quality principles inclusive of diagnostic and therapeutic procedures and the nursing process to deliver evidenced based, person centred nursing care to individuals, families, carers and communities.
- Priortise health promotion models at a local, national and international level that are used by nurses to support the health and wellness of individuals, families, carers and communities.
- Function within legal and ethical frameworks and scope of practice of a beginning registered nurse in accordance with Nursing Midwifery Board of Australia (NMBA) competencies.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 Portfolio
"Medication safety refers to the safe use of medicines to achieve therapeutic outcomes and improves people's quality of life while minimising risks and responding to errors. Medication Safety is dependent on the nurses' ability to manage the human and systems factors that have the potential to adversely impact the accuracy of medication prescribing, dispensing and administration, and to educate patients to self-manage medication appropriately."
(Patient Safety Competency Framework 2017)
From your clinical placement reflect upon a medication safety knowledge interaction with a patient, patient's family or a staff member, a clinical skill or a patient outcome where you were directly involved.
Please submit online within 3 business days after completing your clinical placement. Please refer to the Unit Moodle site for specific upload requirements.
Results will be uploaded to the unit Moodle site within 21 working days of submission of the documentation.
One (1) Medication Safety knowledge area must be chosen from the following Patient Safety Competency Framework (PSCF) Standards (2017) as the subject of your reflection:
- Outlines key principles of safe medication management
- Identifies factors that have the potential to compromise safe medication practices
- Defines and differentiates between a medication error, adverse drug reactions, drug sensitivity, side effects and drug allergy
- Describes the roles and responsibilities of members of the medication team responsible for prescribing, dispensing and administering medications
- Outlines legislative and organisation requirements for medication prescription, storage, use and administration
- Describes how to report medication incidents including adverse drug reactions, medication errors and near misses
You will write a critical self-reflection on your interaction utilising the Johns' Model (described below).
Write to the headings and subheadings answering the questions as prompts to assist you to reflect (see below for assessment layout).
Johns Model Reflection (Modified by Euler, 2019)
Description of the Experience
- Describe the experience and significant factors.
Reflection
- What was I trying to achieve and what were the consequences?
Influencing Factors
- What factors (internal/external/knowledge) affected my decision making?
Could I have dealt with it better?
- What other choices did I have and what were the consequences of those choices?
Learning
- Empirics
- What knowledge did or could have informed me?
- Ethics
- Did I act for the best?
- What factors were influencing me?
- Personal
- Why did I feel the way I did in this situation?
- Aesthetics
- What was I trying to achieve?
- Why did I respond/react as I did?
- Reflexivity
- Does it connect with past experiences?
- How could I handle this situation better?
- What will change because of this experience?
- How did I feel about this experience?
- How has this experience changed by ways of knowing?
Word Limit: 750 words +/-10%
Marking Guide
Marking Criteria (Please note – failure to achieve all pass criteria will result in a fail grade for this assessment) | Marker to complete with feedback | ||
PASS (Present) | FAIL (Not present) | ||
Presentation of the assignment. Cover page, discussion and reference list included. 750 words +/- 10% | |||
One (1) Medication Safety knowledge area for reflection, clearly identified from the Patient Safety Competency Framework (PSCF) Standards (2017). | |||
Johns Model Reflection (Modified by Euler, 2019) | Description of the experience. | ||
Reflection on what was trying to be achieved and the consequences. | |||
Factors affecting decision making are identified and discussed | |||
Other choices and consequences identified and discussed. | |||
Discussion of the learning that occurred in relation to Empirics, Ethics, Personal, Aesthetics and Reflexivity
| |||
Use of APA referencing style evident. | |||
- Integrate cultural competence and advanced communication skills to collaborate effectively with individuals, families, carers, communities and members of the multidisciplinary care team to facilitate positive health outcomes.
- Apply patient safety and quality principles inclusive of diagnostic and therapeutic procedures and the nursing process to deliver evidenced based, person centred nursing care to individuals, families, carers and communities.
- Priortise health promotion models at a local, national and international level that are used by nurses to support the health and wellness of individuals, families, carers and communities.
- Function within legal and ethical frameworks and scope of practice of a beginning registered nurse in accordance with Nursing Midwifery Board of Australia (NMBA) competencies.
- 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?
