Unit Profile Correction added on 25-02-19
NURS20175 Assessment
One
Assessment Type: Reflective
Practice Assignment
This is a Pass/Fail assessment Word Count: 2500 (+- 10%)
Assessment Due Date: Week 12 Wednesday 5/6/19
This assessment addresses the following learning outcomes:
2. Analyse psychosocial and
ethical and legal issues in clinical decision making
5. Reflect critically on practice
to identify strengths and areas for improvement.
Assessment
For this assessment
you are asked to use the Gibb’s Reflective Model (see information under
Assessments) to reflect on a nursing situation or incident that you have
experienced working in your specialty. Your reflection needs to highlight the
ethical and legal implications of the situation/incident and your role in this
incident.
Reflecting in this
way will allow you to explore the situation/incident, your cognitive reasoning,
decision making skills and demonstrate learning.
Gibb’s steps to
reflective practice are:
· Description – what happened
(situation/experience)?
· Feelings – What are you thinking or feeling
about this?
· Evaluation – What was good and what was bad
about the experience?
· Analysis - What can you learn from this
experience?
· Conclusion – What could you have done
differently?
· Action – If you faced this situation again, how
would you act differently (Gibb’s, 1988)
Before you begin
writing, follow these guidelines to help you prepare the reflection:
- Review the situation/incident thoroughly
- Take notes, highlight relevant facts, and
review relevant literature.
- Focus your analysis
- Identify two to three key nursing
issues
- Why did they exist?
- How did they impact the patient’s care?
- Who was responsible for the different
aspects of care provision?
- Did the care provided meet the
standards of best practice?
- What were the legal and ethical
considerations related to care?
- What was your role in the case?
- Uncover possible solutions
- Review unit readings, discussions,
outside research, your experience.
- Select the best solution
- Consider strong supporting evidence,
pros, and cons: was this care provided at a gold stand level?
When you begin writing follow the guidelines and required
format:
·
Your reflection should have a clear
introduction, body and conclusion.
·
The reflection can be written in the first
person where appropriate.
·
The reflection should be substantiated with reference
to the contemporary literature.
·
No less than 15 peer reviewed journals are to be
cited to support the reflection in particular, the reflection on the identified
decisions and actions taken.
Format
·
The reflection should be written in essay form
·
Font size is Calibri 11 or Times New Roman 12
and double spaced
·
You should use the the American
Psychological Association (APA) abridged guide Term 2 2018 referencing
style
·
Your essay should be page numbered and include a
title page
· Refer to the marking rubric prior to writing the reflection
NURS20175 Assessment 1 Marking Rubric
|
Assessment criteria |
Pass |
Fail |
|
Reflection Maximum 2500 words |
·
Reflections
demonstrate an understanding of concepts by examining openly own experiences
in the past as they relate to the topic, to illustrate points. ·
Shares selected
aspects of experiences related to the topic with consideration. ·
Makes clear
connections between what is learned from outside experiences and the topic itself. ·
Refection
identifies specialty specific areas of practice, that demonstrate advancing
practice in accordance with the NMBA Standards of Practice (2018) and the
NMBA guidelines for Continuing Professional Development (2016). |
·
Reflection does
not demonstrate an understanding of concepts by examining openly own
experiences in the past as they relate to the topic, to illustrate points. ·
Does not share
selected aspects of experiences
related to the topic with consideration. ·
Does not make
clear connections between what is learned from outside experiences and the
topic itself. ·
Does not idntify
specialty specific areas of practice, that demonstrate advancing practice in
accordance with the NMBA Standards of Practice (2018) and the NMBA guidelines
for Continuing Professional Development (2016). |
|
Writing
provides a clear, coherent and independent exposition of knowledge and ideas |
Writing reflects the writer’s own
voice All ideas
are · presented logically ·
demonstrate
fresh, original thought and reflections |
Writing does not reflect the
writer’s own voice All ideas
are not · presented logically ·
demonstrate
fresh, original thought and reflections |
|
Knowledge
of content area and
development of ideas are demonstrated |
· Points are fully elaborated and support ideas ·
Original
thoughts and ideas are presented and
supported with clear, accurate and detailed information and references |
·
Points are not
elaborated and do not support ideas ·
Original
thoughts and ideas are not well presented nor are they supported with clear,
accurate or detailed information and references |
|
Critical
thinking |
·
Successfully
explains why/how main issues are problems or
questions ·
Formulates a
clear and precise personal point of view, but also acknowledges objections
and rival positions and provides
convincing replies to these. · Evaluates all important evidence offered. ·
Provides new
data or information for consideration. |
·
Cannot explain
why/how main issues are problems or questions. ·
Does not
formulate a clear and precise personal
point of view, and does not acknowledge objections and rival positions or
provide convincing replies to these. ·
Evaluation of
all important evidence is not
offered. ·
Does not provide
new data or information for consideration. |
|
Engagement
with the literature |
·
Concepts are
drawn from wider literature and evaluated with reference to own experience and context of practice. |
·
Concepts are not
drawn from wider literature nor
are they evaluated with reference to own experience and context of practice. |
Overview
This unit will extend your knowledge of normal homeostatic mechanisms and the pathophysiological basis of health disorders and injuries relevant to your chosen clinical specialisation using a person centred approach. Your clinical decision making and problem solving skills in managing episodes of care will be enhanced through examining biological, physiological processes and psychosocial concepts.You will also explore the legal and ethical issues relevant to clinical practice within your specialisation area.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL22 Master of Clinical Nursing to undertake 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 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from emails
Students view of the unit was good. There was no negative feedback.
The unit was reviewed and minor changes were made, in relation to the number of forum discussions, which on top of the assessments, proved to be onerous. 'Course' changed to 'unit' by Dr Leanne Jack 20/02/2023. Associate Professor Clare Harvey taught this unit however is no longer involved with the unit and course.
- Analyse and apply contemporary national and international initiatives to patient management
- Analyse psychosocial and ethical and legal issues in clinical decision making
- Evaluate therapeutic and rehabilitative approaches that may be applied to individuals/groups within area of clinical specialisation
- Evaluate physiological and psychosocial interventions, and therapies that maintain and/or restore homoeostasis
- Reflect critically on practice to identify strengths and areas for improvement.
NA
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Reflective Practice Assignment - 0% | |||||
| 2 - Portfolio - 0% | |||||
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 - Reflective Practice Assignment - 0% | ||||||||
| 2 - Portfolio - 0% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- CQ U library search engines for research articles
- Online access to Austroads manuals and Australian Standards (through CQU Library)
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.
j.m.shaw@cqu.edu.au
j.hendricks@cqu.edu.au
Module/Topic
Introduction to the topic
- Advancing practice
- Legal and ethical elements of practice
- international perspectives
- Delegation framework
Chapter
Ni
Events and Submissions/Topic
Readings
ZOOM tutorial
Introduce yourselves
Module/Topic
The logic in practice
- Comprehensive assessment
- Understanding principles to manage complexity
- Clinical reasoning models Guidelines
- Protocols and pathways
Chapter
Nil
Events and Submissions/Topic
Readings related to the topic
ZOOM tutorial
Discussion Forum
Module/Topic
Clinical practice – understanding the major changes over the lifespan, focusing on the adult years.
Chapter
Nil
Events and Submissions/Topic
Prescribed readings
ZOOM Tutorial
Module/Topic
- Integrated care
- Chronic and complex conditions
- Innovation in models of care
Chapter
Nil
Events and Submissions/Topic
Readings related to the topic
ZOOM tutorial
Discussion Forum
Module/Topic
Correlations in infections, illness and nutrition and hydration
Chapter
Nil
Events and Submissions/Topic
Readings related to the topic
ZOOM tutorial
Module/Topic
Nil
Chapter
Nil
Events and Submissions/Topic
Nil
Module/Topic
Cardiac and respiratory conditions
Revision of cardiac pathophysiology
Management of common cardiac conditions
Chapter
Nil
Events and Submissions/Topic
Portfolio
Prescribed readings
Module/Topic
Revision of respiratory pathophysiology
Management of common respiratory conditions
Chapter
Nil
Events and Submissions/Topic
Portfolio
Prescribed readings
Discussion forum
Module/Topic
Endocrine disorders
Chapter
Nil
Events and Submissions/Topic
Portfolio
Clinical practice self-assessment for reflection on practice (Assessment 1 preparation)
Prescribed readings
Module/Topic
Gastrointestinal disorders
Chapter
Nil
Events and Submissions/Topic
Portfolio
Prescribed readings
Discussion Forum
Module/Topic
Neurological disorders
Revision of pathophysiology
Chapter
Nil
Events and Submissions/Topic
Portfolio
Prescribed readings
Discussion Forum
Module/Topic
Renal conditions
Revision of pathophysiology
Chapter
Nil
Events and Submissions/Topic
Portfolio
Prescribed readings
Discussion Forum
Module/Topic
The whole patient – bringing everything together
Chapter
Nil
Events and Submissions/Topic
Portfolio
Assessment 1: Reflective Practice :
Due: Week 12 Wednesday 5/6/19; 11.55pm
Reflective Practice Assignment Due: Week 12 Wednesday (5 June 2019) 11:55 pm AEST
Module/Topic
Nil
Chapter
Nil
Events and Submissions/Topic
Portfolio
Module/Topic
Nil
Chapter
Nil
Events and Submissions/Topic
Assessment 2 submission
Due: Wednesday 19th June 2019, 11.55pm
Clinical Portfolio Due: Exam Week Wednesday (19 June 2019) 11:45 pm AEST
1 Reflective Practice Assignment
Pass/Fail Assessment
This assessment addresses the following learning outcomes:
2. Analyse psychosocial and ethical and legal issues in clinical decision making
5. Reflect critically on practice to identify strengths and areas for improvement.
Task Description
A case study is an in-depth analysis of a real-life situation or incident, as a way to illustrate content and theory to a real life situation. Case studies allow you to acquire cognitive reasoning, critical thinking, and decision-making skills.
This assessment requires you to identify a clinical case, relevant to your specialty and use the Gibbs Reflective Model to reflect on it. In particular reflect on the legal and ethical issues associated with the clinical decisions made. Critically reflect on the strengths and weaknesses of theses decisions and the associated practice.
Task Steps
Before you begin writing, follow these guidelines to help you prepare and understand the case study:
- Read and examine the patient case thoroughly
- Take notes, highlight relevant facts, underline key problems.
- Focus your analysis
- Identify two to five key problems
- Why do they exist?
- How do they impact the patient’s care?
- Who was responsible for the different aspects of care provision?
- Did the care provided meet the standards of best practice?
- What were the legal and ethical considerations related to care?
- What was your role in the case?
- Uncover possible solutions
- Review course readings, discussions, outside research, your experience.
- Select the best solution
- Consider strong supporting evidence, pros, and cons: is this care provide a gold stand level?
5. References to the contemporary literature, no less than 15 peer reviewed journals, to support decisions and actions must be incorporated into the reflection.
Format
The assessment should be written in essay form
Your essay should have a clear introduction, body and conclusion.
It should be written in the third person except for when you are describing the scenario.
Font size is Calibri 11 or Times New Roman 12 and double spaced
You should use APA 2016 edition referencing style
Your essay should be page numbered and include a title page
The word count is 2500 (+/- 10%)
Refer to the marking rubric prior to writing the reflection
Week 12 Wednesday (5 June 2019) 11:55 pm AEST
Submit via TURNITIN on Unit Moodle site
While this rubric is provided to guide your assessment. This unit is PASS/FAIL
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% | |
| Structure 30% | |||||
| Efficacy and organisation 10% | |||||
| An articulate essay. There is a succinct and compelling introduction which introduces the topic 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 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 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 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 and outline the direction of the paper. The essay is does not flow logically and is not brought to a close. | |
| Presentation 10% | |||||
| Excellent presentation of assignment, using undefinedAPA formatting. The submitted written material very well-presented and free from errors. | A very good presentation of assignment, using undefinedAPA formatting. There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). | A good presentation of assignment using undefinedAPA formatting. There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). | An adequate presentation of assignment using undefinedAPA formatting. There are 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). | Poorly presented assignment. There are many inaccuracies in spelling, grammar and paragraph structure. (> 5 errors). | |
| Referencing 10% | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. A minimum of 15 contemporary* references are used. These may be peer reviewed and grey literature. | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. A minimum of 10 contemporary* references are used. These may be peer reviewed and grey litarature. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Between 7-9 contemporary* references are used. These may be peer reviewed and grey literature. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Between 5-6 contemporary* references are used. These may be peer reviewed and grey literature. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. Less than 5 contemporary* references have been cited. | |
| 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. | |
| Approach and Argument 70% | |||||
| Relevancy and depth 35% | |||||
| Content is entirely relevant to the topic, the approach comprehensively addresses the topic. The essay is within the set word count. | Content is very relevant to the topic, the approach clearly addresses the topic. The essay is within the set word count. | Content is appropriate to the topic, the approach mostly addresses the topic and is within the set word count | Content addresses the topic and is within the set set word count 10% allowance (under or over the set word count). | Content is irrelevant and or does not address the topic and the presentation lacks cohesion. The time limit and word count have not been adhered to. | |
| Knowledge of clinical scenario 25% | |||||
| Student demonstrates thorough investigation and analysis of clinical scenario in the work. The following topics are covered: · Relevant case study · Issues identified pertinent to case · Legal and ethical isues · Evidence based practice · Role as RN in speciality · Reflective practice used as per Gibbs cycle | Student demonstrates an investigation and analysis of the ethical, legal and practical responsibilities of nursing. The following topics are covered: · Relevant case study · Issues identified pertinent to case · Legal and ethical isues · Evidence based practice · Role as RN in speciality Reflective practice used as per Gibbs cycle | Student demonstrates adequate investigation and some analysis of the legal and practical responsibilities of nursing. The following topics are adequately covered. · Relevant case study · Issues identified pertinent to case · Legal and ethical isues · Evidence based practice · Role as RN in speciality Reflective practice used as per Gibbs cycle | Student demonstrates limited investigation and analysis of the legal and practical responsibilities of nursing. The following topics are covered. · Relevant case study · Issues identified pertinent to case · Legal and ethical isues · Evidence based practice · Role as RN in speciality Reflective practice used as per Gibbs cycle . | There is little/no attempt to investigate and analyse the legal and practical responsibilities of nursing. | |
| Application 10% | |||||
| Expert synthesis and application of complex information to reflect on case study | Mostly expert synthesis and application of complex information to reflect on case study | Some synthesis and application of complex information to reflect on case study | An attempt to synthesise and apply complex information is apparent. are adequate. are adequate. Reflection on case study adequate | No apparent synthesis or application of complex information. Reflectio on case study not apparent or are not adequate. | |
| . | |||||
- Analyse psychosocial and ethical and legal issues in clinical decision making
- Reflect critically on practice to identify strengths and areas for improvement.
- Knowledge
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
This is a pass/fail assignment.
For this unit of study, you are going to develop your clinical portfolio, in which you will seek out and develop those practices that are specific to your own specialty area. This will form part of your overall professional portfolio that you will need to get into the habit of keeping up to date as you progress with your nursing career.
- Using the WORKPLACE ASSESSMENT GUIDE, review your clinical practice at the beginning of the term and plan your learning.
- Identify the areas you need to focus on in your skills development from this guide.
- Commencing early in the term, to begin working on your CLINICAL PORTFOLIO (template provided in Moodle).
- Towards the end of the term, go back to the CLINICAL ASSESSMENT GUIDE and repeat the self-assessment to see how you have progressed during the term.
- Use this self-assessment to reflect on your practice and to complete your CLINICAL PORTFOLIO.
- With your clinical educator or a mentor in your workplace, complete the WORKPLACE APPRAISAL RUBRIC.
Guide to this activity:
- There are PORTFOLIO GUIDELINES provided on Moodle, as well as a CLINICAL PORTFOLIO TEMPLATE for you to use for your assessment.
- You will also need to identify your area of specialty practice (in week 1), and then you will choose the CLINICAL ASSESSMENT GUIDE that is provided for each specialty domain on Moodle. You need go through the list provided at the beginning of the term (in week 2), in order to identify what clinical and skills development, you need to undertake during the term. This forms your learning plan for the term, and also forms part of your reflective practice. You then need to repeat this process towards the end of the term (in week 9) to see how you have progressed in your development. You will need to upload both of these reflective assessments onto MOODLE in the tab provided under ASSESSMENTS.
- Each CLINICAL ASSESSMENT GUIDE follows the Bondy Assessment Tool that identifies the standard of procedure, the quality of performance and level of assistance required. There are 5 levels of competency for this, graded as 1 = Dependent; 2 = Marginal; 3 = Assisted; 4 = Supervised; 5 = Independent. Even if you are dependent or marginal in a skill, it does not mean you have failed, it just means you need more work on refining the skill.
- Please do be realistic in your reflections and your planning. You cannot complete all the skills in one term, but you can monitor and plan your learning constructively. Part of your reflection is to identify what clinical processes and skills you will focus on during the term.
As evidence of your completion, you will need to submit:
- The WORKPLACE APPRAISAL RUBRIC
- Both WORKPLACE SELF-ASSESSMENTS (from weeks 2 and 9)
Exam Week Wednesday (19 June 2019) 11:45 pm AEST
Submit via TURNITIN on the course Unit Site
| Criteria | Infrequently assisted & good performance (Pass) | Dependent & unsatisfactory performance (Fail) |
| Patient Assessment & Management of Care | ||
| Uses interview skills effectively | ||
| Takes a comprehensive history | ||
| Assesses the patient comprehensively | ||
| Uses clinical judgement and decision making in managing care | ||
| Manages emergency care effectively | ||
| Manages interim care ensuring that it is patient centre and clinically appropriate | ||
| Continuing care covers all aspects of the patient’s needs | ||
| Understands diagnostic investigations and can identify change relevant to patient care needs | ||
| Collaborates effectively with the interdisciplinary team, including managing referrals across services and teams | ||
| Records and reporting care are clear and succinct | ||
| Knowledge of medications is effectively applied to practice | ||
| All procedures and skills relevant to the service requirements have been addressed | ||
| Professional Communication | ||
| Demonstrates effective interaction I regard to patient/family/ community relationships | ||
| Communicated effectively with the extended team | ||
| Demonstrates effective completion of patient education & discharge planning | ||
| Knowledge | ||
| Uses best practice information | ||
| Contributes to overall care of the patient | ||
| Service integration and utilisation is demonstrated | ||
| Health education/ promotion is provided to patients | ||
- Analyse and apply contemporary national and international initiatives to patient management
- Evaluate therapeutic and rehabilitative approaches that may be applied to individuals/groups within area of clinical specialisation
- Evaluate physiological and psychosocial interventions, and therapies that maintain and/or restore homoeostasis
- Communication
- Cognitive, technical and creative skills
- Research
- 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?
