Overview
This course provides you with a comprehensive framework for planning, guiding and evaluating learning activities in the clinical setting. You will explore theories and concepts that underpin adult learning to support your teaching in the clinical environment. You will develop the skills and knowledge to foster a culture of learning that includes engagement with health professionals and others in the clinical setting, to share knowledge and practices that support person-centered care.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 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).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback survey qualitative section
"This unit was relevant to my position at work, and relevant for nursing/ nursing leaders in general." AND "I enjoyed developing and presenting a teaching session. This felt like a very practical learning experience that I can continue to use during the advancement of my career."
Content will be reviewed and updated to ensure that the links to clinical practice remain current.
Feedback from Student feedback survey qualitative section
"The teacher was awesome also, engaging with the students." AND "Adele is fantastic. She really helps us all to reach our goals. She is very understanding patient and a genuine person. Adele was always there for us by email and zoom and her support means so much"
Maintain communication with all students enrolled in the unit across the term.
Feedback from Student feedback survey qualitative section
"Enjoyed the unit. Everything well explained and easy to navigate." AND "I really enjoyed the readings"
Review and update unit profile as per policy and update the Moodle site, checking links work as well as provide links to updated resources.
Feedback from Student feedback survey qualitative section
"Clearer instructions, conflicting information in tasks."
Review all instructions, including assessment instructions in the unit, and through a process of peer review, ensure that instructions are clear in all areas of the unit profile, Moodle and other sections.
- Apply clinical education theoretical frameworks to your specialty
- Explain a philosophy for teaching practice relevant to the clinical context
- Construct an educational plan for a specific health/patient education context
- Conduct and evaluate a clinical educational session
- Examine the ethical and legal issues related to clinical teaching and learning.
NA
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Workplace Project - 50% | |||||
| 2 - Reflective Practice Assignment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - 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 | |
| 1 - Workplace Project - 50% | ||||||||
| 2 - Reflective Practice Assignment - 50% | ||||||||
Textbooks
There are no required textbooks.
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.
a.baldwin@cqu.edu.au
Module/Topic
Introduction to learning and teaching in the clinical setting
Clinical learning and teaching in the international and
national context
Chapter
Events and Submissions/Topic
- Readings related to the topic
- ZOOM tutorial - Introducing the unit of study, identifying
milestones, discussion on the assignments
- Discussion Forum – Tell us a little about yourself and what
you hope to learn from this unit of study.
Module/Topic
The teaching and learning cycle
Teaching principles
Gibbs cycle for reflective practice
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial - Planning your workplace project
Module/Topic
Teaching principles
Fundamentals of learning success
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- Discussion Forum - Reflection on practice
Module/Topic
Strategies for adult learning
Planning the learning experience
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- Discussion Forum - Reflection on practice
Module/Topic
The importance of communication in learning and teaching
Considering a personal model of teaching
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial – Knowing yourself
Module/Topic
Nil
Chapter
Events and Submissions/Topic
Module/Topic
Teaching methods in clinical practice
- Simulation
- Peer learning
- Mentoring in practice
- Problem based learning
- Reflections
- Case studies
- Ward rounds and hand over
- The teaching moment
Chapter
Nil
Events and Submissions/Topic
- Literature search on one teaching method
- Discussion Forum - Reflection on practice
ASSESSMENT 1 DUE: Wednesday 28th August 2019
Workplace Teaching Project Due: Week 6 Wednesday (28 Aug 2019) 11:55 pm AEST
Module/Topic
Developing a positive environment for teaching
·
Using learner strengths and abilities
·
Organisational space and place
·
Preparation
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial – Identifying learning strengths – avoiding the square peg in a round hole
Module/Topic
Using evidenced based practice in teaching
Testing learner knowledge
Setting learning goals
Teaching clinical skills
Chapter
Nil
Events and Submissions/Topic
- Discussion Forum - Reflection on practice
Module/Topic
Providing effective feedback
Planning next steps
Managing performance
Chapter
Nil
Events and Submissions/Topic
ZOOM Tutorial – Managing difficult situations
Assessment 2 Part A
Due Wednesday 18th September.
Reflective Practice Assignment (50%) Due: Week 9 Wednesday (18 Sept 2019) 11:55 pm AEST
Module/Topic
Barriers to effective teaching and learning
Common challenges
Finding solutions
Workplace conflict
Chapter
Events and Submissions/Topic
Discussion
Forum - Reflection on practice
Module/Topic
Clinical leadership
Clinical governance
Chapter
Nil
Events and Submissions/Topic
ZOOM Tutorial – Continuing practice development for quality care
ASSESSMENT 2 Part B
Due: Wednesday 2nd October, 2019
Module/Topic
Monitoring and evaluating learning outcomes
Planning the annual learning cycle
Chapter
Nil
Events and Submissions/Topic
Discussion Forum - Reflection on practice
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Workplace Project
Assessment 1: Workplace Teaching Project Weighting: 50%
Due Date: Friday 28th August 2019 (Week 6)
Return Date to Students: Friday 11th September (Week 8)
This assessment addresses the following learning outcomes:
1. Apply clinical education theoretical frameworks to your specialty.
3. Construct an educational plan for a specific health/patient education context.
4. Conduct and evaluate a clinical educational session.
ASSESSMENT
This assessment has two parts and both Part A and Part B are must be submitted to complete the assessment.
PART A LESSON PLAN AND RECORDING OF EDUCATION SESSION: requires you to submit a lesson plan for an educational session on a topic related to your specialty. This lesson plan should use the provided Proforma (up to 300 words). You are also required to produce a 15 min video/zoom recorded education session presenting the planned topic. The lesson plan and the recording must be submitted to successfully complete this component of assessment.
Weight: 25% Word Length: 300 words
LESSON PLAN: Use the provided Lesson Plan Proforma
The lesson plan should:
Identify the topic from your specialty on which you will educate your learner.
Categorize the learner/audience characteristics to be considered in lesson delivery. The learner may be a colleague/student nurse/patient.
Identify the context of delivery
Identify the learning outcomes (maximum 5) of the education session using Bloom’s taxonomy (Adams, 2015; Su, 2011)
Outline the content of the education session
List the learning resources you will require to undertake the education session
Identify how you will assess the learning outcomes
Bloom’s Taxonomy references
Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152-153. doi: 10.3163/1536-5050.103.3.010
Su, W. M., & Osisek, P. J., (2011). The revised bloom's taxonomy: Implications for educating nurses. The Journal of Continuing Education in Nursing, 42(7), 321-7. http://dx.doi.org.ezproxy.cqu.edu.au/10.3928/00220124-20110621-05
RECORDED EDUCATION SESSION: The recording of your education session provides you with evidence of your skills to undertake a teaching session in the clinical setting.
After developing your lesson plan organise your venue and the necessary equipment to provide and record your education session – this may also include a learner.
Your recording may be a video or a Zoom recording.
Record the education session
Introduce yourself to the learner and provide the overall aim of the education session
Ensure that your learning outcomes and required content are addressed
Ensure that your learner is engaged in the session
Demonstrate assessment in the education
Provide feedback on learning
Conclude the learning session
Upload your recording for assessment.
Lesson Plan Proforma
Context
Venue:
Number of Learners:
Learner characteristics:
Time available:
Learning Outcomes
By the end of the lesson the student/learner/client will be able to:
Content
Explain here what you will include in the session to achieve your aims (outcomes)
Resources
Explain here the resources you will use to facilitate the learning & teaching in the session eg literature, media, white boards, group work, discussion, practical experience under supervision
Assessment
Explain here how you will assess whether or not your clients have met your session’s learning objectives e.g. written assessment, aural assessment, practical assessment or combination of all.
Explanation of Lesson Plan Proforma- please also refer to course readings
CONTEXT
The context informs the teacher about the situation of teaching, certain elements of which will affect the delivery of the lesson.
These include:
Venue: indicates to the teacher the resources available for the education session e.g. bedside has limited resources for teaching a patient/client how to manage their asthma.
Number of learners: indicates the formality of the teaching and required resources e.g. teaching 1 person to administer a puffer is different to providing a formal lecture to 150 persons on asthma and the use of puffers.
Learner characteristics: in particular age, level of education, technology literacy: this is important as it informs the teacher about the level of the information required and the resources that may be able to be used, e.g. in educating a 25 year old man on administering insulin you may provide links to YouTube to support the learning, whereas in educating a 65yr old man on the same phenomena, who is not computer literate, you may provide literature/drawings to support their learning.
Time available: this informs the teacher about the time for teaching, the depth of the information to be provided and extra resources needed to support the learning.
LEARNING OUTCOMES
The outcomes are the knowledge and skills to be gained by the learner. Bloom’s taxonomy is a useful resource for developing outcomes
Outcomes are described as behavior, for example:
By the end of the session the learner will be able to:
Explain what physiological changes occur with pulmonary oedema
Identify triggers for their asthma
Demonstrate how to self-administer insulin subcutaneously
Justify the assessment undertaken of a person with chest pain in the emergency department
CONTENT
The content is the information that you will cover to ensure that your learners meet the learning outcomes i.e. they reflect the learning outcomes. These can be dot point listed in your lesson plan.
RESOURCES
Those items that the teacher or learner may use to facilitate teaching and/or learning.
For example: discussion, literature handouts, lecture notes, DVDs, music.
Equipment: lecture theatre, DVD player & TV, recordings, whiteboards, x-rays, pathology reports, wound care equipment, IV therapy equipment, role play, incentives.
ASSESSMENT
Assessment and evaluation are undertaken to determine the effectiveness of the learning and teaching and may include such things as answering questions, demonstrating skills, tests/quizzes, and feedback from learners.
PART B ESSAY: requires you to evaluate your education session, including an explanation and justification of the educational theoretical framework used and how this framework underpinned your planned teaching session.
Weight: 25% Word length: 1500 words
Your essay should introduce the reader to your educational theoretical framework and explain how the components of your framework have guided your education session.
The content of the essay should:
identify your topic and the context of the clinical education
describe your educational theoretical framework and justify how it supports the way in which you approach teaching in the clinical setting.
evaluate the effectiveness of your clinical education session.
critically review the literature relevant to your educational theoretical framework. The discussion should be substantiated with reference to the contemporary literature (last 10 years), with no less than 12 peer reviewed journals cited to support the discussion.
The essay should conclude with a summary of how your educational theoretical framework will be reflected in your lesson plan and teaching session.
Essay Format
The assessment should be written in essay format and include a title page, a content page, be set out with appropriate headings, and be page numbered.
Font size is Calibri 11 or Times New Roman 12 and double spaced
The report should include an introduction, body and conclusion.
Your report should be substantiated with reference to the contemporary literature (last 10 years), with no less than 10 peer reviewed journals cited.
You should use the American Psychological Association (APA) abridged guide Term 1 2019 referencing style
Refer to the marking rubric prior to writing the essay.
Week 6 Wednesday (28 Aug 2019) 11:55 pm AEST
Please upload your Project here
Week 8 Wednesday (11 Sept 2019)
Results will be uploaded with feedback.
Assessment 1, Part A
Rubric
|
High Distinction 85-100% |
Distinction 75-85% |
Credit 65-75% |
Pass 50-65% |
Fail Below 50% |
|
Lesson Plan
10/25 |
||||
|
The lesson plan
is presented concisely and logically
|
There is clear
evidence that the lesson plan is presented clearly and concisely |
There is evidence
that there has been some attempt to present the lesson plan concisely and
logically |
There is little evidence
that the lesson plan is either concise or logical in presentation |
Neither
concise or logically presented
|
|
All 5 sections of
the lesson plan have been clearly addressed |
There is clear
evidence that all five sections of the lesson plan have been addressed |
There is evidence
that there has been some attempt to address all five sections of the lesson
plan |
There
is little evidence that all 5 sections of the lesson plan have been addressed |
There
is no evidence that the 5 sections of the lesson plan have been addressed |
|
Education Session |
||||
|
Content
10/25 |
||||
|
The education
session clearly follows the lesson plan with the content being very clearly
appropriate to the topic and the audience. There has very clearly been
appropriate use of relevant resources for the context of the session.
Assessment of learning was clearly evident |
The education
session follows the lesson plan with the content being clearly appropriate to
the topic and the audience. There has clearly been appropriate use of
relevant resources for the context of the session. Assessment of learning was
clearly evident |
There is evidence
that the education session follows the lesson plan with aspects of the
content being appropriate to the topic and the audience. There has been some
appropriate use of relevant resources for the context of the session. There
was limited evidence of assessment of learning |
There is little
evidence that the education session follows the lesson plan or that the
content is appropriate to the topic or the audience. There has been little appropriate
use of relevant resources for the context of the session. There was limited
evidence of assessment of learning |
There is no
evidence that the presentation follows the lesson plan. |
|
Presentation style 5/25 |
||||
|
The
presenter very clearly engaged with the learner/s in a respectful and safe
manner effectively communicating both verbally and non-verbally. The presentation
very clearly flowed logically |
The
presenter clearly engaged with the learner/s in a respectful and safe manner
effectively communicating both verbally and non-verbally. The presentation
clearly flowed logically |
There is evidence
that the presenter engaged with the learner in a somewhat respectful and safe
manner and attempted to communicate both verbally and non-verbally. The
presentation flowed logically |
There is little
evidence that the presenter engaged with the learner in a respectful and safe
manner. There is little evidence of effective communication, verbally and
non-verbally. The presentation did not continuously flow |
There
is no evidence of learner engagement. There is no evidence of respectful
communication. The presentation
did not flow |
|
TOTAL MARKS /25
|
||||
Marking Rubric Assessment 1 Part B
- Apply clinical education theoretical frameworks to your specialty
- Construct an educational plan for a specific health/patient education context
- Conduct and evaluate a clinical educational session
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Reflective Practice Assignment
Assessment 2: Reflective practice assignment Assessment Types: Essay
Word Count: 3000 Weighting: 50% Score: /100
Due Date:
Part A due: Wed. 18th Sept. 2019 (Week 9) Word Count: 1000 Weighting: 15
Part B due: Friday 4th Oct. 2019 (Week 11) Word Count: 2000 Weighting: 35%
This assessment addresses the following unit learning outcomes:
2. Explain a philosophy for teaching practice relevant to the clinical context
5. Examine the ethical and legal issues related to clinical teaching and learning.
This assessment has two parts. Both parts need to be completed to meet the requirements of this assessment.
Part A
In this essay you are required to write your educational philosophy. In this part of the assessment you may write in the first person.
Part B
Review the following scenario and analyse the legal and ethical issues related to educating staff in this situation. Conclude with how you would address the immediate situation and follow up with clinical education?
Scenario: While supervising a registered nurse administrating Morphine intravenously in an acute setting you notice that the RN has not discarded the excess medication and has left it in the syringe with the ampoule taped to it at the bedside.
Format
When you begin writing follow the guidelines and required format:
You should use the APA Formatting Checklist (Academic Learning Centre, 2019)
Your essay should be page numbered and include a title page
Font size is Calibri 11 or Times New Roman 12 and double spaced
Your essay should have a clear introduction, body and conclusion
The discussion should be substantiated with reference to the contemporary literature (last 10 years), with no less than 12 peer reviewed journals cited to support the discussion.
You should use the the American Psychological Association (APA) abridged guide Term 1 2019 referencing style
Refer to the marking rubric prior to writing your essay.
Return Date to Students: Friday 18th October 2019
Week 9 Wednesday (18 Sept 2019) 11:55 pm AEST
Submit assignment via Moodle site
Week 11 Wednesday (2 Oct 2019)
Results will be uploaded online
Assessment 2 Part A Reflective Assignment Rubric
|
STRUCTURE |
||||
|
Efficiency & organisation 10% |
||||
|
An articulate essay. There
is a succinct and compelling
introduction which introduces your paper and outlines its direction. The essay is cogent and is brought to a
compelling conclusion. |
A well written essay. There
is a clear and appropriate introduction which introduces your paper and
outlines its direction. The essay
proceeds logically and is brought to a logical conclusion.
|
Appropriately written essay.
There is an appropriate introduction which mostly introduces paper and
its direction. The essay mostly
proceeds logically and is brought to an appropriate conclusion.
|
Adequately articulated essay.
An introduction is apparent, and your paper has been somewhat
introduced. There is an attempt made
to outline the direction of the paper.
The essay is at times repetitive or lacks cohesion. A conclusion is evident. |
The introduction is not apparent or does not attempt to introduce your
paper or outline the direction of the paper.
The essay does not flow logically and is not brought to a close.
|
|
Presentation 10% |
||||
|
Excellent presentation of assignment. The
submitted written material is very well-presented, follows the formatting
requirements and is free from errors.
|
A very good presentation of assignment. The submitted written material is
well-presented and mostly follows the formatting requirements. There
are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph
structure).
|
A good presentation of assignment that follows the formatting
requirements. There are some errors (e.g. 3 or 4 consistent errors
with spelling, grammar and paragraph structure). |
An adequate presentation of assignment that sometimes follows the
formatting requirements. There
are 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). |
Poorly presented assignment. There are many inaccuracies in formatting spelling,
grammar and paragraph structure. (> 5 errors).
|
|
Substantiation of discussion 5% |
||||
|
Discussion is substantiated consistently with logic, examples, and
with reference to the current literature. A minimum of 15 contemporary* peer
reviewed journal articles have been cited.
|
Discussion is generally substantiated with logic,
examples, and with reference to the current peer reviewed literature,
with 1 or 2 exceptions. A minimum of 15 contemporary* peer reviewed journal
articles have been cited.
|
Discussion is partly substantiated with logic,
examples, and with reference to the current peer reviewed literature,
with 3 or 4 exceptions. Between 12 -15 contemporary* peer reviewed journal
articles have been cited.
|
Discussion is occasionally substantiated with logic,
examples, and with reference to the current peer reviewed literature,
with 5 or 6 exceptions. Between 8- 108 contemporary* journal articles have
been cited.
|
Discussion is not or infrequently attempts to (>7 errors) to substantiate
discussion with logic, examples, or with reference to the current peer
reviewed literature. Less than 8
contemporary* peer reviewed journal articles have been cited. |
|
Referencing 5% |
||||
|
Accurate APA referencing. No errors.
|
Mostly accurate APA referencing. 1-2 consistent errors (may be made
multiple times).
|
Somewhat accurate APA referencing. 3 consistent errors (may be made
multiple times).
|
Occasionally accurate APA referencing. 4 consistent errors (made
multiple times).
|
APA referencing not used, or more than 5 inaccuracies.
|
|
ARGUMENT AND APPROACH 70% |
||||
|
Relevancy & depth 35% |
||||
|
The content is entirely
relevant and comprehensively addresses the task. The essay very clearly
demonstrates a reflection on your teaching philosophy. The content is logically
discussed and is
within the set word count.
|
The content is very relevant
and clearly addresses the task. The essay very clearly demonstrates
a reflection on your teaching philosophy. The discussion proceeds logically and is within the set word
count. |
The content is relevant, and the approach mostly addresses
the task. The essay very clearly demonstrates a reflection on your teaching
philosophy. The
discussion mostly proceeds logically and is within the set word count. |
The content is mostly relevant and partly addresses the task. The essay lacks content to
fully demonstrate a reflection on your teaching philosophy. The discussion is at times repetitive or lacks
cohesion; and is within the set word count
|
The content is irrelevant
and/or does not address the task. The discussion
lacks cohesion. The word count is not within the set amount.
|
|
Critical analysis 35% |
||||
|
There is excellent critical analysis in the reflection of your
teaching philosophy which is very clearly substantiated by the reflection and
clinical education literature |
There is clear critical analysis in the reflection of your teaching
philosophy which is clearly substantiated by the reflection and clinical
education literature. |
There is evidence of analysis in the reflection of your teaching
philosophy which has been mostly substantiated by the reflection and clinical
education literature |
There is little analysis evident in the of your teaching philosophy. There has been some substantiation of the
analysis with the reflection and clinical education literature |
There is very little, or no evidence of critical analysis in the
reflection of your teaching philosophy |
|
*Contemporary
= less than 10 years old |
||||
Assessment 2 Part B Rubric
|
STRUCTURE |
||||
|
Efficiency & organisation 10% |
||||
|
An articulate essay. There
is a succinct and compelling
introduction which introduces your paper and outlines its direction. The essay is cogent and is brought to a
compelling conclusion. |
A well written essay. There
is a clear and appropriate introduction which introduces your paper and
outlines its direction. The essay
proceeds logically and is brought to a logical conclusion. |
Appropriately written essay.
There is an appropriate introduction which mostly introduces paper and
its direction. The essay mostly
proceeds logically and is brought to an appropriate conclusion. |
Adequately articulated essay.
An introduction is apparent, and your paper has been somewhat
introduced. There is an attempt made
to outline the direction of the paper.
The essay is at times repetitive or lacks cohesion. A conclusion is evident. |
The introduction is not apparent or does not attempt to introduce your
paper or outline the direction of the paper.
The essay does not flow logically and is not brought to a close. |
|
Presentation 10% |
||||
|
Excellent presentation of assignment. The
submitted written material is very well-presented, follows the formatting
requirements and is free from errors. |
A very good presentation of assignment. The submitted written material is
well-presented and mostly follows the formatting requirements. There
are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph
structure). |
A good presentation of assignment that follows the formatting
requirements. There are some errors (e.g. 3 or 4 consistent errors
with spelling, grammar and paragraph structure). |
An adequate presentation of assignment that sometimes follows the
formatting requirements. There
are 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). |
Poorly presented assignment. There are many inaccuracies in formatting spelling,
grammar and paragraph structure. (> 5 errors). |
|
Substantiation of discussion 5% |
||||
|
Discussion is substantiated consistently with logic, examples, and
with reference to the current literature. A minimum of 15 contemporary* peer
reviewed journal articles have been cited. |
Discussion is generally substantiated with logic,
examples, and with reference to the current peer reviewed literature,
with 1 or 2 exceptions. A minimum of 15 contemporary* peer reviewed journal
articles have been cited. |
Discussion is partly substantiated with logic,
examples, and with reference to the current peer reviewed literature,
with 3 or 4 exceptions. Between 12 -15 contemporary* peer reviewed journal
articles have been cited. |
Discussion is occasionally substantiated with logic,
examples, and with reference to the current peer reviewed literature,
with 5 or 6 exceptions. Between 8- 108 contemporary* journal articles have
been cited. |
Discussion is not or infrequently attempts to (>7 errors) to substantiate
discussion with logic, examples, or with reference to the current peer
reviewed literature. Less than 8
contemporary* peer reviewed journal articles have been cited. |
|
Referencing 5% |
||||
|
Accurate APA referencing. No errors. |
Mostly accurate APA referencing. 1-2 consistent errors (may be made
multiple times). |
Somewhat accurate APA referencing. 3 consistent errors (may be made
multiple times). |
Occasionally accurate APA referencing. 4 consistent errors (made
multiple times). |
APA referencing not used, or more than 5 inaccuracies. |
|
ARGUMENT AND APPROACH 70% |
||||
|
Relevancy & depth 35% |
||||
|
The content is entirely
relevant and comprehensively addresses the task. The essay very clearly
demonstrates a reflection on the legal and ethical issues related to the
scenario. The
content is logically discussed and is
within the set word count. |
The content is very relevant
and clearly addresses the task. The
essay clearly demonstrates a reflection on the legal and ethical issues related to the
scenario. The discussion proceeds logically and is
within the set word count. |
The content is relevant, and the approach mostly addresses
the task. The essay demonstrates a
reflection on the legal and ethical issues related to the
scenario. The discussion mostly proceeds logically and
is within the set word count. |
The content is mostly relevant and partly addresses the task. The essay lacks content to
fully demonstrate a reflection on the legal and ethical issues related to the
scenario. The discussion is at times repetitive or lacks
cohesion; and is within the set word count. |
The content is irrelevant
and/or does not address the task. The discussion
lacks cohesion. The word count is not within the set amount. |
|
Critical analysis 35% |
||||
|
There is excellent critical analysis in the reflection of the legal
and ethical issues related to the scenario which is very clearly
substantiated by the reflection and clinical education literature. |
There is clear critical analysis in the reflection of the legal and
ethical issues related to the scenario which is clearly substantiated by the
reflection and clinical education literature. |
There is evidence of analysis in the reflection of the legal and
ethical issues related to the scenario which has been mostly substantiated by
the reflection and clinical education literature. |
There is little analysis evident in the of the legal and ethical
issues related to the scenario. There
has been some substantiation of the analysis with the reflection and clinical
education literature. |
There is very little, or no evidence of critical analysis in the
reflection of the legal and ethical issues related to the scenario. |
|
*Contemporary
= less than 10 years old |
||||
- Explain a philosophy for teaching practice relevant to the clinical context
- Examine the ethical and legal issues related to clinical teaching and learning.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
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?
