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 3 - 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 Informal student communication
Students enjoyed the range of learning resources provided
Review and update learning resources to ensure an interactive and engaging student experience.
- 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.
Additional Textbook Information
N/A
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Service from Academic Learning Centre
- Zoom
- CQUniveristy Library Resources
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
h.metcalfe@cqu.edu.au
j.m.shaw@cqu.edu.au
s.hunt@cqu.edu.au
h.kaneko@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
Chapter
Events and Submissions/Topic
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
ASSESSMENT 1 DUE: 5pm (AEST) Wednesday 16 December 2020
Workplace Teaching Project Due: Week 5 Wednesday (16 Dec 2020) 5:00 pm AEST
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
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Developing 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: 5pm (AEST) Wednesday 27 January 2021
REFLECTIVE PRACTICE ASSIGNMENT Due: Week 10 Wednesday (27 Jan 2021) 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
1 Workplace Project
Type: Workplace Project
Due date: 5pm (AEST) Wednesday 16 December 2020 (Week 5)
Weighting: 50%
Length: Part A: 300 words + 10-minute video Part B: 1000 words Unit Coordinator: Helene Metcalfe
Learning Outcomes Assessed
- 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.
Aim
The aim of this assessment is to construct, deliver and evaluate an educational plan based on an educational theoretical framework.
Instructions
This assessment has two parts and both Part A and Part B must be submitted to complete the assessment.
PART A: Lesson plan and recording of education session
Weighting: 25%
You are designing a 300-word lesson plan for an education session on a topic related to your specialty or clinical area. You are also recording a 10-minute presentation where you will deliver the lesson. Both the lesson plan and the recording must be submitted to complete Part A of this assessment.
Lesson Plan
Length: 300 words
Use the Microsoft Word version of the Lesson Plan Proforma on Moodle to complete your lesson plan. There is also a PDF version of the Lesson Plan Proforma available on Moodle with attached instructions to guide you in presenting your lesson plan.
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. doi: 10.3928/00220124-20110621-05
Recorded Education Session
Length: 10 minutes
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 of learning formal/informal in the education session.
- Provide feedback on learning.
- Conclude the education session.
Follow the instructions on Moodle to upload your recording.
PART B: Essay
Weighting: 25%
Length: 1000 words
You are writing an academic essay that requires you to reflect on and critique your education session. You should demonstrate critical thinking supported by the existing literature, particularly literature on educational theoretical frameworks. Select one educational theoretical framework that resonates with you to underpin your teaching approach and guide your critique and reflection.
You may choose to apply more than one educational theoretical framework but you will need to justify the use of multiple frameworks and ensure that the essay flows.
Your essay should introduce the reader to your chosen educational theoretical framework and explain how the components of your framework have guided your education session.
The content of the essay should:
- Include an introduction, body and conclusion
- Identify your topic and the context of the clinical education. It is important that you discuss the context of your teaching to support your choice of framework.
- Analyse your educational theoretical framework and justify how it supports your approach to 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.
Literature and references
In this assessment use at least 12 contemporary journal articles (<10 years) to support your discussion. You may also use seminal scholarly literature where relevant. Additional suitable references include textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- You should write in the third person.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
- We recommend that you access your discipline specific library guide: the Nursing Resource Guide.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language. · Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 5 Wednesday (16 Dec 2020) 5:00 pm AEST
via Moodle
Week 7 Wednesday (6 Jan 2021)
On-line
| Assessment 1 Part A Rubric | |||||
|
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
Fail (content absent) 0% |
| LESSON PLAN 40% | |||||
| 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. | No lesson plan provided. |
| 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. | Five sections of the lesson plan not provided. |
| EDUCATION SESSION 60% | |||||
| Content 40% | |||||
| 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. | No education session provided. |
| Presentation Style 20% | |||||
| 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 little evidence of learner engagement. There is little evidence of respectful communication. The presentation was not logical and did not flow. | There is no evidence of learner engagement. There is no evidence of respectful communication. |
| Assessment 1 Part B Rubric | |||||
| STRUCTURE 30% | |||||
| Efficiency and 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 reflection. 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. | No introduction or conclusion provided. |
| Presentation 10% | |||||
| Excellent presentation of assessment. The submitted written material is very well-presented, follows the formatting requirements and is free from errors. | A very good presentation of assessment. 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 assessment 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 assessment that sometimes follows the formatting requirements. There are 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). | Poorly presented assessment. There are many inaccuracies in formatting spelling, grammar and paragraph structure. (> 5 errors). | Assessment does not follow the formatting requirements. |
| 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. | No substantiation provided. |
| 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). | Inaccurate APA referencing. More than 5 inaccuracies. | APA referencing not used. |
| ARGUMENT AND APPROACH 70% | |||||
| Relevancy and 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 mostly irrelevant and does not address the task. The discussion lacks cohesion. The word count is not within the limit. | The content does not address the task. No discussion present. |
| Explanation and justification of teaching philosophy and theoretical education 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. | No analysis present. |
- 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 – Essay
Type: Reflective Practice Assessment
Due date: 5pm (AEST) Wednesday 27 January 2021 (Week 10)
Weighting: 50%
Length: Part A Educational Philosophy: 1000 words
Part B Reflective essay: 2000 words
Unit Coordinator: Helene Metcalfe
Learning Outcomes Assessed
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.
Aim
The aim of this assessment is to describe your educational philosophy and demonstrate your understanding of ethical and legal issues in clinical teaching.
Instructions
This assessment has two parts. Part A requires you to identify and discuss your educational philosophy. Part B requires you to discuss your educational philosophy in practice.
Both parts need to be completed to meet the requirements of this assessment.
PART A: Educational Philosophy
Length: 1000 words
Weighting: 15%
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: Reflective essay
Weighting: 35%
Length: 2000 words
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 learners. 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.
- 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.
Literature and references
In this assessment use at least 12 contemporary journal articles (<10 years) to support your discussion. You may also use seminal scholarly literature where relevant. Additional suitable references include textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing.
Requirements
- Include an introduction, body, and conclusion
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- You may write in the first-person perspective.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
- We recommend that you access your discipline specific library guide: the Nursing Resource Guide.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 10 Wednesday (27 Jan 2021) 5:00 pm AEST
Via Moodle
Week 12 Wednesday (10 Feb 2021)
on-line
|
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
Fail (content absent) 0% |
| STRUCTURE 30% | |||||
| Efficiency and organization10% | |||||
| An articulate essay. There is a succinct and compelling introduction which introduces the topic/ problem and outlines the direction of the paper. The essay is cogent and is brought to a compelling conclusion. | A well written essay. There is a clear and appropriate introduction which introduces the topic/ problem and outlines the direction of the paper. The essay proceeds logically and is brought to a logical conclusion. | Appropriately written essay. There is an appropriate introduction which mostly introduces the topic/problem and outlines the direction of the paper. The essay mostly proceeds logically and is brought to an appropriate conclusion. | Adequately articulated essay. An introduction is apparent, and the topic/ problem is 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 the topic/problem and outline the direction of the paper. The essay does not flow logically and is not brought to a close. | No introduction or conclusion provided. |
| 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 additional 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 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). | Assessment does not follow the formatting requirements. |
| Referencing use 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* 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. | No substantiation provided. |
| 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). | Inaccurate APA referencing. More than 5 inaccuracies. | APA referencing not used. |
| PART A EDUCATIONAL PHILOSOPHY 30% | |||||
| Relevancy 15% | |||||
| Educational philosophy is very clearly identified and articulated. Self-reflection is very clearly apparent throughout the discussion. All statements are very clearly supported with expert theories and opinions from the existing literature. Content is entirely very clearly relevant to the topic. The approach very clearly and comprehensively addresses the topic and proceeds logically and is within the word limit. | Educational philosophy is clearly identified and articulated. Self-reflection is clearly apparent throughout the discussion. All statements are clearly supported with expert theories and opinions from the existing literature. Content is entirely clearly relevant to the topic. The approach clearly and comprehensively addresses the topic and proceeds logically and is within the word limit. | Educational philosophy is identified and articulated. Self-reflection is apparent throughout the discussion. 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. | An educational philosophy is somewhat 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. | Educational philosophy is not provided. |
| Critical analysis 15% | |||||
| There is very clear critical analysis in the reflection and 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. | No analysis present. |
| PART B REFLECTIVE ESSAY 40% | |||||
| 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. | Essay is not provided. |
| Critical analysis 20% | |||||
| 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. | No analysis present. |
- 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?
