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 1 - 2020
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
j.m.shaw@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
Nil
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
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: Thursday 23rd April 2020
Workplace Teaching Project Due: Week 6 Thursday (23 Apr 2020) 5:00 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
Module/Topic
Barriers to effective teaching and learning
Common challenges
Finding solutions
Workplace conflict
Chapter
Nil
Events and Submissions/Topic
Discussion Forum - Reflection on practice
Assessment 2 due Wednesday 20th May 2020
REFLECTIVE PRACTICE ASSIGNMENT Due: Week 10 Wednesday (20 May 2020) 5:00 pm AEST
Module/Topic
Clinical leadership
Clinical governance
Chapter
Nil
Events and Submissions/Topic
ZOOM Tutorial – Continuing practice development for quality care
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
Weighting: 50%
Due Date: Thursday 23rd April 2020, 5:00 PM
Assessment
This assessment has two parts and both Part A and Part B must be submitted to complete the assessment.
Weighting: 25% Word Length: 300 words + 10-12-minute video
Assessment 1, Part A, requires you to submit a lesson plan for an education session on a topic related to your specialty/clinical area and submit a 10-12-minute recording of the delivery of the lesson.This lesson plan should use the provided proforma (up to 300 words).
**The lesson plan and the recording must be submitted to successfully complete this component of assessment.**
** There is a word document version of the Lesson Plan Proforma on Moodle for you to use for the purposes of this part of this assessment.
**There is a PDF document of the Lesson Plan Proforma with attached instructions to guide you in presenting your lesson plan on Moodle.
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.
-
Categorise the learner/audience characteristics to be considered in lesson delivery. The learner may be a simulated colleague/student nurse/patient.
-
Identify the context of delivery.
-
Identify the learning outcomes (maximum 5) of the education session using Bloom’s Taxonomy (see references below).
-
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 – the recording may also include a learner, but this is not a requirement and they may be off screen.
-
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.
Follow the instructions on Moodle to upload your recording for assessment.
PART B: Essay
Weight: 25% Word length: 1000 words
Assessment 1, Part B is an academic essay that requires you to reflect on, and critique, your education session. You should demonstrate critical thinking that is supported by the existing literature, particularly the educational theoretical frameworks, of which you should select one that resonates with you and underpins your teaching approach.
**You may choose to adopt more than one educational theoretical framework but be sure to justify the use of multiple frameworks and that the discussion/argument flows.
**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 (it is important that you discuss the context of your teaching to support the choice of framework).
- 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.
- reflect on what you have learned from the experience and what you would do differently, if anything, next time.
- 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 is reflected in your lesson plan and teaching session.
1. Part B should be written in essay format
2. You should use the APA Formatting Checklist (Academic Learning Centre, 2020 T1)
a. Your essay should be page numbered and include a title page
b. Font size is Calibri 11 or Times New Roman 12 and double spaced
3. The essay should include an introduction, body and conclusion.
4. Your essay should be substantiated with reference to the contemporary literature (last 10 years), with no less than 10 peer reviewed journals cited.
5. You should use the American Psychological Association (APA) abridged guide Term 1 2020 referencing style
6. Refer to the marking rubric (Part B) prior to writing the essay.
Week 6 Thursday (23 Apr 2020) 5:00 pm AEST
Week 8 Thursday (7 May 2020)
| NURS20166 _ Assessment 1 Part A Marking Rubric | |||||
| High Distinction | Distinction | Credit | Pass | Fail | |
| Lesson Plan | |||||
| The lesson plan is very clearly presented as concise and logical. | The lesson plan is clearly presented as concise and logical. | The lesson plan is presented as concise and logical. | The lesson plan is somewhat concise and logical in presentation | The lesson plan is neither concise nor logical in presentation. | /5 |
| All five sections of the lesson plan have been very clearly addressed. | All five sections of the lesson plan have been clearly addressed. | All five sections of the lesson plan have been addressed. | All five sections of the lesson plan have been somewhat addressed. | Not all of the five sections of the lesson plan have been addressed. | /5 |
| Education Session | |||||
| Content | |||||
| The education session very clearly follows the lesson plan. The content very clearly addresses the aim and the learning outcomes. The content is very clearly appropriate to the audience. The resources are very clearly appropriate for the content and context of the lesson. Assessment of learning was very clearly evident. | The education session clearly follows the lesson plan. The content clearly addresses the aim and the learning outcomes. The content is clearly appropriate to the audience. The resources are clearly appropriate for the content and context of the lesson. Assessment of learning was clearly evident. | The education session follows the lesson plan. The content addresses the aim and the learning outcomes. The content is appropriate to the audience. The resources are appropriate for the content and context of the lesson. Assessment of learning was evident. | The education session somewhat follows the lesson plan. The content somewhat addresses the aim and the learning outcomes. The content is somewhat appropriate to the audience. The resources are somewhat appropriate for the content and context of the lesson. Assessment of learning was somewhat evident. | The education session does not follow the lesson plan. The content does not address the aim and the learning outcomes. The content is not appropriate to the audience. The resources are not appropriate for the content and context of the lesson. Assessment of learning was not evident. | /10 |
| Presentation Style | |||||
| The presenter very clearly engaged with the learner/s in a respectful and safe manner. The presenter very clearly effectively communicated 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. The presenter clearly effectively communicated both verbally and non-verbally. The presentation clearly flowed logically. | The presenter engaged with the learner/s in a respectful and safe manner. The presenter effectively communicated both verbally and non-verbally. The presentation flowed logically. | The presenter somewhat engaged with the learner/s in a respectful and safe manner. The presenter effectively communicated both verbally and non-verbally. The presentation flowed logically. | There is no evidence of learner engagement. There is no evidence of respectful communication. The presentation was not logical and did not flow. | /5 |
| TOTAL | /25 | ||||
| Assessment 1 Part B Rubric | ||||
| High Distinction 84.50-100% | Distinction 74.50-84.49% | Credit 64.50-74.49% | Pass 49.50-64.49% | Fail Below 49.50% |
| STRUCTURE | ||||
| Efficiency & organisation 10% | ||||
| An articulate reflection. There is a succinct and compelling introduction which introduces your paper and outlines its direction. The report is cogent and is brought to a compelling conclusion. | A well written reflection. There is a clear and appropriate introduction which introduces your paper and outlines its direction. The report proceeds logically and is brought to a logical conclusion. | Appropriately written reflection. There is an appropriate introduction which mostly introduces the paper and its direction. The report mostly proceeds logically and is brought to an appropriate conclusion. | Adequately articulated reflectiont. An introduction is apparent, and your paper has been somewhat introduced. There is an attempt made to outline the direction of the paper. The report 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 reflection 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 10 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 10 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 8 - 10 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 5-8 contemporary* peer reviewed journal articles have been cited. | Discussion is not or infrequently attempts to (>7 errors) to substantiate discussion with logic, examples, and with reference to the current peer reviewed literature. Less than 5 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 reflection provides an excellent critique of your education session. Excellent demonstration of critical thinking in the use of your selected educational framework. An excellent logical discussion that is within the set word limit. | The content is very relevant and clearly addresses the task. The reflection provides a clear critique of your education session. Clear demonstration of critical thinking in the use of your selected educational framework. The discussion clearly proceeds logically and is within the set word limit. | The content is relevant and addresses the task. The reflection provides a critique of your education session. There is a lack of some content that demonstrates critical thinking in the use of your selected educational framework. The discussion proceeds logically and is within the set word count. | The content is mostly relevant and partly addresses the task. The reflection lacks some content that indicates an incomplete critique of your education session. There is a lack of some content that demonstrates critical thinking in the use of your selected educational framework. The discussion is at times repetitive or lacks cohesion and is within the set word limit | The content is irrelevant and/or does not address the task. The discussion lacks cohesion. The word count is not within the limit |
| Explanation & justification of literature retrieval and review processes 35% | ||||
| There is excellent critical analysis in the justification of the teaching philosophy and theoretical education framework in supporting the lesson. | There is very clear critical analysis in the justification of the teaching philosophy and theoretical education framework in supporting the lesson. | There is clear critical analysis in the justification of the teaching philosophy and theoretical education framework in supporting the lesson. | There is some critical analysis in the justification of the teaching philosophy and theoretical education framework in supporting the lesson. | There is very little, or no evidence of critical analysis in the justification of the teaching philosophy and theoretical education framework in supporting the lesson. |
| Part A Total /50 | ||||
| Part B Total /50 | ||||
| TOTAL MARKS /100 Late penalty (if applicable) % Marker Date | ||||
- 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 Type: Essay
Word Count: 3000 Weighting: 50% Score: /100
Due Date: Wednesday 20th May 2020, 5:00 PM
Part A: Educational Philosophy Word Count: 1000 Weighting: 15%
Part B: Essay -reflection 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. Part A requires you to identify and discuss your educational philosophy and Part B, by addressing the case study, provides you the opportunity to discuss your educational philosophy in practice.
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. Writing an educational philosophy requires you to reflect on your own values and belief about education, and, given your nursing role, the relationship between education and clinical practice.
Part B
In this essay you are required to reflect on an education session that you delivered that raised legal and ethical concerns for you and your learner/s. The reflection will include an analysis of the legal and ethical issues related to this situation. You will need to:
- describe the education session including the learner/s and the incident.
- explain the impact of this experience on both the learner and the you.
- analyse the legal and ethical issues related to this situation.
- justify your initial actions from an ethical and legal perspective.
- explain what you learnt from this experience
- justify the actions you would take in the future to deliver a similar education session without compromising legal and ethical responsibilities.
Academic presentation expectations for Part A and Part B:
When you begin writing follow the guidelines and required format:
- You should use the APA Formatting Checklist (Academic Learning Centre, 2020).
- 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 2020 referencing style.
- Refer to the marking rubric prior to writing your essay/s.
Week 10 Wednesday (20 May 2020) 5:00 pm AEST
Week 12 Wednesday (3 June 2020)
NURS20166 Assessment 2 Reflective Assignment Rubric
| High Distinction | Distinction | Credit | Pass | Fail | |
| Structure 30% | |||||
| Efficiency and organisation10% | |||||
| The essay has a very clear and succinct introduction and conclusion. The introduction outlines the direction of the essay and the conclusion very clearly brings it to a logical close. | The essay has a clear introduction/conclusion. The topic is introduced and outlines the direction of the essay. The conclusion brings the essay to a logical close. | The essay has an appropriate introduction and conclusion; however it is not clearly presented. | The essay has an introduction and conclusion which are confusing and difficult to follow. | The essay does not have an introduction and/or a conclusion. | /10 |
| Presentation 10% | |||||
| The essay has an excellent presentation. The essay demonstrates an expert command of the topic and is well well-paced, confident and compelling. The essay is very well-presented and free from errors. | A very good presentation. The essay demonstrates a very sound understanding of the topic. The written material has minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). | The essay is presented well however is has some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). | The presenter demonstrates an understanding of the topic and the presentation conveys this. The written material has 5 or 6 inconsistent errors (spelling, grammar and paragraph structure). | Poorly presented assignment. The essay has many inaccuracies in spelling, grammar and paragraph structure. (> 7 errors). | /10 |
| Referencing use 5% | |||||
| 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. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date refs to support and reflect ideas, factual information and quotations. | /5 |
| Referencing 5% | |||||
| There are no errors in the use of references in the essay. | There are 1-2 errors in the use of references. | There are 3-4 errors in the use of references. | There are 5-6 errors in the use of references. | There are more than 7 errors in the use of references. | /5 |
NURS20166 Assessment 1 Part A Essay Rubric
| High Distinction | Distinction | Credit | Pass | Fail | |
| PART A EDUCATIONAL PHILOSOPHY | |||||
| Relevancy 15% | |||||
| Educational philosophy is clearly identified and articulated. Self-reflection is apparent throughout the discussion, and all statements are supported with expert theories and opinions from the existing literature. Content is entirely relevant to the topic; the approach comprehensively addresses the topic and proceeds logically and is within the word limit. | Educational philosophy is identified and described. Self-reflection is apparent, although there are some gaps evident in the discussion. Most statements are supported with expert theories and opinions from the existing literature. Content is relevant to the topic; the approach clearly addresses the task and proceeds logically and is within the word limit. | Educational philosophy is identified and broadly described. Self-reflection is evident but the links to education and the related theories are vague in places. Some statements are supported with expert theories and opinions from the existing literature. Content is appropriate to the topic; the approach mostly addresses the task and for the most part proceeds logically and is within the word limit. | An educational philosophy is identified and described, but the links to self-reflection are not clearly made. The discussion therefore is quite vague in places. Some statements are supported with expert theories and opinions from the existing literature. Content addresses the topic but is at times repetitive or lacks cohesion and is within the set time/ word limit | Content is irrelevant and or does not address the topic and lacks cohesion. The word limit has not been adhered to. | /15 |
| Critical analysis 15% | |||||
| There is very clear critical analysis in the reflection and a very well-constructed discussion about how personal values and beliefs influence development and delivery of education sessions. Content is very clearly substantiated by the reflection and clinical education literature. | There is clear critical analysis in the reflection of the lesson plan and clear discussion about how personal values and beliefs influence development and delivery of education sessions. Content is substantiated by the reflection and clinical education literature. | There is evidence of critical analysis in the reflection of the lesson plan and solid discussion about how personal values and beliefs influence development and delivery of education sessions. Content is mostly substantiated by the reflection and clinical education literature. | There is limited analysis evident in the essay, with limited reflection apparent. Content is mostly substantiated by the reflection and clinical education literature. | There is no evidence of analysis or reflection in the essay. Minimal or no reference to the supporting literature. | /15 |
| PART B CASE STUDY | |||||
| Relevancy 20% | |||||
| 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. | /20 |
| Critical analysis 20% | |||||
| There is excellent critical analysis in the reflection of the legal and ethical issues related to the education session. The discussion is very clearly substantiated by excellent logic and use of the clinical education literature. | There is very clear critical analysis in the reflection of the legal and ethical issues related to the education session. The discussion is very clearly substantiated by very good logic and use of the clinical education literature. | There is analysis in the reflection of the legal and ethical issues related to the education session. The discussion is clearly substantiated by very good logic and use of the clinical education literature | There is limited analysis evident in the reflection of the legal and ethical issues related to the education session. The discussion has some substantiation related to logic and the clinical education literature. | There is no evidence of critical analysis in the reflection of the legal and ethical issues related to the education session scenario. | /20 |
- 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?
