CQUniversity Unit Profile
NURS20166 Clinical Learning and Teaching
Clinical Learning and Teaching
All details in this unit profile for NURS20166 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit provides you with a comprehensive framework for planning, guiding and evaluating clinical learning and teaching. You will explore theories and concepts that underpin adult learning to support clinical learning and teaching. You will develop the skills and knowledge to foster a culture of learning that includes engagement with others in the clinical setting, to share knowledge and practices that support person-centered care.

Details

Career Level: Postgraduate
Unit Level: Level 9
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

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 - 2021

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 30%
2. Presentation
Weighting: 20%
3. Written Assessment
Weighting: 50%

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.

Previous Student Feedback

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

Feedback

Students enjoyed the range of learning resources provided

Recommendation

Review and update learning resources to ensure an interactive and engaging student experience.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Analyse learning and teaching theory and frameworks to create a personal education philosophy
  2. Construct a lesson plan to improve professional practice using principles of learning and teaching
  3. Implement a lesson plan and evaluate the subsequent learning and teaching outcomes.

NA

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment - 30%
2 - Presentation - 20%
3 - Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
7 - Leadership

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment - 30%
2 - Presentation - 20%
3 - Written Assessment - 50%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Service from Academic Learning Centre
  • Zoom
  • Endnote bibliographic software. This is optional for formatting references.
  • CQUniveristy Library Resources
Referencing Style

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.

Teaching Contacts
Helene Metcalfe Unit Coordinator
h.metcalfe@cqu.edu.au
Julie Shaw Unit Coordinator
j.m.shaw@cqu.edu.au
Schedule
Module 1 - Week 1 - Understanding Learning Begin Date: 08 Mar 2021

Module/Topic

Understanding learning

Chapter

Check out the Moodle site and click on all the links.

Assessment?

How do I find the Library?

What is the Academic Learning Centre?

Events and Submissions/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 1 - Week 2 - Understanding Learning Begin Date: 15 Mar 2021

Module/Topic

The teacher and learning​


Chapter

Readings and activities in Moodle

Events and Submissions/Topic

ZOOM Tutorial - Planning your workplace project

Module 1 - Week 3 - Understanding Learning Begin Date: 22 Mar 2021

Module/Topic

The learner and learning


Chapter

Readings and activities in Moodle

Events and Submissions/Topic

Zoom tutorial
General Discussion Forum - How do you learn?
Module 1 - Week 4 - Understanding Learning Begin Date: 29 Mar 2021

Module/Topic

The context for learning


Chapter

Readings and activities in Moodle

Events and Submissions/Topic

Due Date Assessment 1: 5pm (AEST) Wednesday 31st March 2021.


Personal Education Philosophy Due: Week 4 Wednesday (31 Mar 2021) 5:00 pm AEST
Module 2 - Week 5 - Teaching for Learning Begin Date: 05 Apr 2021

Module/Topic

Good teaching


Chapter

Readings and activities in Moodle

Events and Submissions/Topic

ZOOM Tutorial 

Discussion Forum - Describe one experience of teaching where you learned something new or more deeply. Why was it good?


Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Module 2 - Week 6 - Teaching for Learning Begin Date: 19 Apr 2021

Module/Topic

​Planning and preparing to teach​


Chapter

Readings and activities in Moodle

Events and Submissions/Topic

Discussion Forum: What are you planning to teach?



Module 2 - Week 7 - Teaching for Learning Begin Date: 26 Apr 2021

Module/Topic

Teaching through active learning

Chapter

Readings and activities in Moodle

Events and Submissions/Topic

ZOOM Tutorial

Module 3 - Week 8 - Evaluating teaching (and reflective practice) Begin Date: 03 May 2021

Module/Topic

Reflection

Applying reflection to practice

Chapter

Readings and activities in Moodle

Events and Submissions/Topic

Due Date Assessment 2: 5pm (AEST) Wednesday 5th May 2021.


Lesson Plan and Lesson Due: Week 8 Wednesday (5 May 2021) 5:00 pm AEST
Module 3 - Week 9 - Evaluating teaching (and reflective practice) Begin Date: 10 May 2021

Module/Topic

Evaluating teaching

  • The student lens

Chapter

Readings and activities in Moodle

Events and Submissions/Topic

ZOOM Tutorial 

Discussion Forum - How do you know if you are being objective in your evaluation?

Module 3 - Week 10 - Evaluating teaching (and reflective practice) Begin Date: 17 May 2021

Module/Topic

Evaluating teaching

  • The self lens

Chapter

Readings and activities in Moodle

Events and Submissions/Topic

Discussion Forum - What tools do you use to assess a learner?

Module 3 - Week 11 - Evaluating teaching (and reflective practice) Begin Date: 24 May 2021

Module/Topic

Evaluating teaching

  • The peer lens

Chapter

Readings and activities in Moodle

Events and Submissions/Topic

ZOOM Tutorial

Due Date Assessment 3: 5pm (AEST) Wednesday 26th May 2021.


Justification and Evaluation Due: Week 11 Wednesday (26 May 2021) 5:00 pm AEST
Module 3 - Week 12 - Evaluating teaching (and reflective practice) Begin Date: 31 May 2021

Module/Topic

Evaluating teaching

  • The scholarly lens​

Chapter

Readings and activities in Moodle

Events and Submissions/Topic

Discussion Forum - What have you learnt from your studies about learning and how will this affect your teaching?

Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Personal Education Philosophy

Task Description

Type: Written assessment

Due date: 5pm (AEST) Wednesday 31st March 2021 (Week 4)

Weighting: 30%

Length: 2000 words plus or minus 10%

Unit Coordinator: Dr Helene Metcalfe

Learning Outcome Assessed

  1. 1. Analyse learning and teaching theory and frameworks to create a personal education philosophy

Aim

The aim of this assessment is to provide you with an opportunity to reflect on your approach to teaching and the theoretical teaching frameworks that underpin your approach.

Instructions

You are writing an academic essay that requires you to reflect on your teaching philosophy and the theoretical teaching framework/s that underpin it. You should identify and explain how the components of the selected teaching framework/s guide your clinical teaching and support your teaching philosophy. Your discussion is to be substantiated by the literature.

Please follow the steps below to complete your assessment task:

  1. Reflect on your approach to teaching to describe your teaching philosophy with reference to the relevant literature.

  1. Critically review the relevant literature to identify the theoretical teaching framework/s that underpin your teaching philosophy.

  1. Analyse the educational theoretical framework/s you selected to justify how it/they support/s your approach to teaching in the clinical setting.

  1. Summarise your discussion to provide a succinct overview of your teaching philosophy and conclude your essay.

Literature and references

In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as 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 or the Australian Association of Social Workers.

Requirements

  • Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 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

Submission

Submit your assessment via the unit Moodle site in Microsoft Word format only.

Marking Criteria

Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.


Assessment Due Date

Week 4 Wednesday (31 Mar 2021) 5:00 pm AEST

Submit online via Moodle


Return Date to Students

Week 6 Wednesday (21 Apr 2021)

online


Weighting
30%

Assessment Criteria

Key Criteria 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%
Presentation (10%) Excellent presentation of assessment according to requirements. Adheres to prescribed word count. Well-presented assessment with 1 formatting error. Adheres to prescribed word count. Good presentation of assessment with 2 formatting errors. Adheres to prescribed word count. An adequately presented assessment with more than 2 formatting errors. Adheres to prescribed word count. Poorly presented assessment that does not follow requirements. Deviates significantly from prescribed word count. Submission is missing most aspects of task. Little evidence of task requirements.
Structure and Design (10%) Consistently accurate with spelling, grammar and paragraph structure. Organisation and structure clear and easy to follow. Written in first person language. Minimal (1-2) critical errors in spelling, grammar or paragraph structure. Organisation and structure clear and relatively easy to follow. Written in first person language. Few (3-4) critical errors with spelling, grammar or paragraph structure. Organisation and structure appropriate and can be followed. Written in first person language. Several (5-6) critical errors with spelling, grammar or paragraph structure. Organisation and structure apparent although not easy to follow. Written in first person language. Many (>6) errors with spelling, grammar or paragraph structure; organisation and structure lacks clarity and is difficult to follow. Not written in first person language. No structure present.
Introduction and Conclusion (20%) The essay has a clear and succinct introduction and conclusion. The introduction provides excellent background information and outlines the direction of the essay, and the conclusion succinctly summarises the key points. The essay has a clear introduction and conclusion. The introduction provides good background information and outlines the direction of the essay, and the conclusion summarises most key points. The essay has an adequate introduction and conclusion. The introduction provides some background information and outlines the direction of the essay, and the conclusion summarises some key points. An introduction and conclusion have been attempted. The introduction provides limited background information and outline of the essay’s direction, and the conclusion has a few key points. The essay does not have a clear and succinct introduction and conclusion. The introduction fails to outline the direction of the essay or it lacks background information. The conclusion fails to bring the essay to a logical close. No introduction or conclusion present.
Relevancy (20%) Content provides comprehensive and critical discussion that demonstrates an excellent understanding of theoretical teaching frameworks. Content provides strong and relevant discussion that demonstrates a very good understanding of theoretical teaching frameworks. Content provides adequate and relevant discussion that demonstrates a solid understanding of theoretical teaching frameworks. Content provides some relevant discussion that demonstrates a fair understanding of theoretical teaching frameworks. Content provides inadequate or inappropriate discussion that demonstrates a poor understanding of theoretical teaching frameworks. No discussion present.
Reflection (30%) There is clear and strong reflection in relation to the student’s teaching philosophy. This is consistent throughout the essay. There is very good reflection in relation to the student’s teaching philosophy. This is generally consistent throughout the essay. There is evidence of reflection in relation to the student’s teaching philosophy. This is consistent throughout the essay with 1-2 exceptions. There is some reflection in relation to the student’s teaching philosophy. Some inconsistencies in the discussion are apparent. There is little or no evidence of reflection in relation to the student’s teaching philosophy in the essay. No reflection present.
References (5%) Expertly integrates quality references to support and reflect all ideas, factual information and quotations. Consistently integrates quality references to support and reflect ideas, factual information and quotations with 1 or 2 exceptions. Frequently integrates quality references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>6 errors) to integrate references to support and reflect ideas, factual information and quotations. No references present.
Referencing (5%) Referencing fully adheres to APA style guidelines. Referencing generally adheres to APA style guidelines with 1-2 consistent errors. Referencing mostly adheres to APA style guidelines with 3-4 consistent errors. Referencing occasionally adheres to APA style guidelines with 5-6 consistent errors. Referencing does not adhere to APA style guidelines with more than 6 consistent errors. No referencing present.


Referencing Style

Submission
Online

Submission Instructions
online in Moodle

Learning Outcomes Assessed
  • Analyse learning and teaching theory and frameworks to create a personal education philosophy


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research
  • Self-management
  • Ethical and Professional Responsibility

2 Presentation

Assessment Title
Lesson Plan and Lesson

Task Description

Type: Presentation

Due date: 5pm (AEST) Wednesday 5th May 2021 (Week 8)

Weighting: Part A 10%; Part B 10%; TOTAL 20%

Length: Part A Lesson Plan ~200 words: Part B Implementation Video ~ 8-10 mins

Unit Coordinator: Dr Helene Metcalfe

Learning Outcomes Assessed

  1. 2. Construct a lesson plan to improve professional practice using principles of learning and teaching

  1. 3. Implement a lesson plan and evaluate the subsequent learning and teaching outcomes.

Aim

The aim of this assessment is to provide you with an opportunity to plan a clinical learning session to improve clinical practice in your clinical area and implement it.

Instructions

This assessment has two parts. Both Part A and Part B must be submitted to complete the assessment.

Part A: Lesson Plan

You are to design a 200-word lesson plan for a clinical education session on a topic related to your specialty or clinical area.

Please follow the steps below to complete Part A of your assessment task:

Step 1. Use 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.

Step 2. Identify the topic from your clinical area/specialty on which you will educate your learner.

Step 3. Categorise the learner/audience characteristics to be considered in lesson delivery. The learner may be a simulated colleague/student nurse.

Step 4. Identify the context of delivery.

Step 5. Identify the learning outcomes (minimum 3 - maximum 5) of the education session using Bloom’s Taxonomy (see references below).

Step 6. Outline the content of the education session.

Step 7. List the learning resources you will require to undertake the education session.

Step 8. Identify how you will assess the learning outcomes.

Part B: Recorded Education Session (implemented lesson plan)

The recording of your education session provides you with evidence of your skills to undertake a teaching session in the clinical setting.

Please follow the steps below to complete your assessment task:

Step 1. Organise your venue and the necessary equipment to provide and record your education session. The recording may also include a learner and they may be off screen, but this is not a requirement.

Step 2. Your recording may be a video or a Zoom recording.

Step 3. Introduce yourself to the learner and provide the overall aim of the education session.

Step 4. Ensure that your learning outcomes and required content are addressed.

Step 5. Ensure that your learner/audience is engaged in the session using active learning.

Step 6. Demonstrate how you will assess the student’s learning and provide feedback.

Step 7. Conclude the education session.

Step 8  Follow the instructions on Moodle to upload your recording.

Requirements

  • Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).

  • Include page numbers on each page in a footer.

  • 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.

Resources

Submission

Submit Part A via the unit Moodle site in Microsoft Word format only.

Submit Part B by following the instructions on Moodle.

Marking Criteria

Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.

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


Assessment Due Date

Week 8 Wednesday (5 May 2021) 5:00 pm AEST

Submit online via Moodle


Return Date to Students

Week 10 Wednesday (19 May 2021)

online


Weighting
20%

Assessment Criteria

Key Criteria 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%
PART A – Lesson Plan
Lesson plan proforma (10%) All elements of the lesson plan are correctly completed and the topic is clearly identified Most elements of the lesson plan are correctly completed and the topic is clearly identified Elements of the lesson plan are correctly completed and the topic is identified Most elements of the lesson plan are satisfactorily completed and the topic is apparent. Most elements of the lesson plan are missing or incorrectly completed and the topic is not or poorly identified No written lesson plan.
Learner/audience characteristics and resources (20%) Learner/audience characteristics to be considered are comprehensively categorised. All necessary resources are listed. Learner/audience characteristics to be considered are well categorised. Most necessary resources are listed. learner/audience characteristics to be considered are categorised. Many appropriate resources are listed. Learner/audience characteristics to be considered are identified. Some resources are listed. Learner/audience characteristics are not considered. Resources listed do not meet the lesson requirements. No audience characteristics or resources are identified.
Learning outcomes (20%) The learning outcomes are expertly identified using Bloom’s Taxonomy and are all comprehensively well aligned with the content of the lesson. Assessment of learning outcomes is clearly articulated. The learning outcomes are very well identified using Bloom’s Taxonomy and all are well aligned to the content of the lesson. Assessment of learning outcomes is mostly articulated. The learning outcomes are well identified using Bloom’s Taxonomy and most are aligned to the content of the lesson. Assessment of learning outcomes is articulated. The learning outcomes are satisfactorily identified using Bloom’s Taxonomy and are somewhat aligned to the content of the lesson. Assessment of learning outcomes is apparent. The learning outcomes are poorly identified and less than 2 are aligned to the content of the lesson. Assessment of learning outcomes is unclear. The learning outcomes are not identified and are not aligned with the content of the lesson. Assessment of learning outcomes is missing.
PART B – Recorded Education Session
Presentation- (10%) The education format and structure professionally and expertly presented the aim, learning outcomes and required content. Adhered to time. The education format and structure clearly presented the aim, learning outcomes and required content. Adhered to time. The education format and structure effectively presented the aim, learning outcomes and required content. Adhered to time but a rushed presentation. The education format and structure satisfactorily presented the aim, learning outcomes and required content. Almost adhered to time (two minutes or less over time) The education format and structure was unsatisfactory and did not present the aims and/or the learning outcomes and/or the required content.
Did not adhere to time (more than two minutes overtime).
Education session is not presented.
Content (20%) Learning outcomes and required content are addressed expertly and seamlessly. Learning outcomes and required content are addressed clearly. Learning outcomes and required content are addressed effectively. Learning outcomes and required content are addressed satisfactorily. Learning outcomes and required content are addressed unsatisfactory. There was no content
Professional communication (15%) The presenter used active learning to thoroughly engage the audience using a variety of communication techniques – including infrequent use of notes, plus effective use of voice and body language. The presenter used active learning to clearly engage the audience using a number of known communication techniques - including effective use of voice and body language. The presenter used active learning to effectively engage the audience using communication techniques - including effective use of voice and body language. The presenter used active learning to mostly engage the audience using some communication techniques – including effective use of voice and body language. The presenter did not use active learning to engage the audience. Minimal use of communication techniques. The presenter did not present.
Student learning and feedback (5%) The presenter comprehensively demonstrated how they will assess the student’s learning and provide feedback. The presenter clearly demonstrated how they will assess the student’s learning and provide feedback. The presenter effectively demonstrated how they will assess the student’s learning and provide feedback. The presenter mostly demonstrated how they will assess the student’s learning and provide feedback. The presenter did not demonstrate how they will assess the student’s learning and provide feedback. The presenter did not demonstrate how they will assess the student’s learning and provide feedback.


Referencing Style

Submission
Online

Submission Instructions
Follow instructions on Moodle

Learning Outcomes Assessed
  • Construct a lesson plan to improve professional practice using principles of learning and teaching
  • Implement a lesson plan and evaluate the subsequent learning and teaching outcomes.


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research
  • Self-management
  • Ethical and Professional Responsibility

3 Written Assessment

Assessment Title
Justification and Evaluation

Task Description

Type: Written assignment

Due date: 5pm (AEST) Wednesday 26th May 2021 (Week 11)

Weighting: 50%

Length: 3,000 words + 10%

Unit Coordinator: Dr Helene Metcalfe

Learning Outcomes Assessed

  1. 2. Construct a lesson plan to improve professional practice using principles of learning and teaching

  1. 3. Implement a lesson plan and evaluate the subsequent learning and teaching outcomes.

Aim

The aim of this assessment is to provide you with an opportunity to review your lesson plan and its implementation.

Instructions

You are to review your lesson plan and justify its content in association with the context of the planned lesson. You are to follow this with an evaluation of your recorded education session that includes an appraisal of the associated learning and teaching outcomes.

Please follow the steps below to complete your assessment task:

  1. Step 1. Introduce your clinical lesson plan and recorded lesson to provide context for your essay. Explain how you will justify the content of your lesson plan and evaluate your given lesson (~300 words).

  1. Step 2. Critically examine the educational frameworks/theories/models literature to support the justification of your plan.

  1. Step 3. Using the educational framework literature justify each component of your lesson plan (~1,000 words).

  1. Step 4. Once you have justified your lesson plan you can follow this with the evaluation of your recorded lesson.

  1. Step 5. Use the selected educational theoretical frameworks/theories/models to evaluate your approach to teaching in the clinical setting.

  1. Step 6. Evaluate the effectiveness of your clinical education session by discussing the lesson delivery, content, resources used and outcomes (~1300).

  1. Step 7. Reflect on what you have learned from the experience and what you would do differently, if anything, next time (~200 words).

  1. Step 8. The essay should conclude with a succinct summary of your lesson plan justification and education session evaluation (~200 words).

Literature and references

In this assessment use at least 15 contemporary references (<7 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as 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 or the Australian Association of Social Workers.

Requirements

  • Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).

  • Include page numbers on each page in a footer.

  • Write in the third-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

Submission

Submit via the unit Moodle site in Microsoft Word format only.

Marking Criteria

Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.


Assessment Due Date

Week 11 Wednesday (26 May 2021) 5:00 pm AEST

Submit online vai Moodle


Return Date to Students

Review/Exam Week Wednesday (9 June 2021)

online


Weighting
50%

Assessment Criteria

Key Criteria

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%

Academic Writing Skills

(10%)

Exemplary writing standard. Correct 

grammar, spelling and punctuation.

Organisation and structure exceptionally clear and easy to follow

Quality of writing is of a high standard with only very minor grammar, spelling, punctuation mistakes evident. Organisation and structure very clear and easy to follow.

Quality of writing is 

above standard with a few grammar, spelling, punctuation mistakes evident. 

Organisation and structure appropriate and reasonable to follow.

Quality of writing of a satisfactory standard with quite a few grammar, spelling, and punctuation mistakes evident. 

 Organisation and structure apparent although not easy to follow

Quality of writing is of a poor standard with numerous grammar, spelling and punctuation mistakes evident.

Organisation and structure lack clarity and is difficult to follow.

Little to no meaningful writing

Introduction and Conclusion

(20%)

The essay has a clear and succinct introduction and conclusion. The introduction provides excellent background information and outlines the direction of the essay, and the conclusion succinctly summarises the key points. 

The essay has a clear introduction and conclusion. The introduction provides good background information and outlines the direction of the essay, and the conclusion summarises most key points. 

The essay has an adequate introduction and conclusion. The introduction provides some background information and outlines the direction of the essay, and the conclusion summarises some key points. 

An introduction and conclusion have been attempted. The introduction provides limited background information and outline of the essay’s direction, and the conclusion has a few key points.

The essay does not have a clear and succinct introduction and conclusion. The introduction fails to outline the direction of the essay or it lacks background information. The conclusion fails to bring the essay to a logical close. 

No introduction or conclusion present. 

Justification of lesson plan

(30%)

Excellent justification of each component of the lesson plan. The discussion of the educational frameworks, theories/models and literature cogently and comprehensively justifies the approach taken.

Proficient justification of each component of the lesson plan.

The discussion of the educational frameworks, theories/models and literature cogently justifies the approach taken.

Effective justification of each component of the lesson plan. The discussion of the educational frameworks, theories/models and literature appropriately justifies the approach taken.

Satisfactory justification of each component of the lesson plan. The discussion of the educational frameworks, theories/models and literature somewhat justifies the approach taken.

Unsatisfactory justification of each component of the lesson plan. The discussion of the educational frameworks, theories/models and literature does not justify the approach taken.

No written justification present.

Evaluation of lesson and reflection (30%)

Excellent evaluation of lesson effectiveness using the selected 

educational theoretical frameworks, theories/

models. Clearly articulated reflection evident.

Proficient evaluation of lesson effectiveness using the selected 

educational theoretical frameworks, theories/

models. Carefully considered reflection evident.

Effective evaluation of lesson effectiveness using the selected 

educational theoretical frameworks, theories/

models. Considered reflection evident.

Satisfactory evaluation of lesson effectiveness using the selected 

educational theoretical frameworks, theories/

models. Reflection evident.

Unsatisfactory evaluation of lesson effectiveness using the selected 

educational theoretical frameworks, theories/models. No reflection evident.

No evaluation of lesson.

Substantiation and Referencing

(10%)

The essay was expertly substantiated using logic and evidence with more than 15 contemporary* references. References were correctly cited using APA 7 edition style.

The essay was very effectively substantiated using logic and evidence with a minimum of 15 contemporary* references. References were correctly cited using APA 7 edition style.

The essay was effectively substantiated using logic and evidence with a minimum of 15 contemporary* references. References were mostly correctly cited, with 1-2 consistent error, using APA 7 edition style.

The essay was satisfactorily substantiated using logic and evidence with 15 or more contemporary* references. References were mostly correctly cited, with 3-4 consistent errors, using APA 7 edition style.

The essay was unsatisfactorily substantiated. ≤15 contemporary* references.

APA referencing not used, or ≥ 5 consistent in-text or reference list errors.

The essay was not substantiated.


Referencing Style

Submission
Online

Submission Instructions
submit online via Moodle

Learning Outcomes Assessed
  • Implement a lesson plan and evaluate the subsequent learning and teaching outcomes.


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Self-management
  • Ethical and Professional Responsibility

Academic Integrity Statement

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?