Identify a single scenario that you find significant and challenges your thinking as a beginning student nurse. From this chosen scenario:

NSB104
Leading and Learning
Assessment Task 2: Part 2
This document contains:

Essential assessment information
and detailed instructions for
completing the task.

A step-by-step guide with videos to
assist you to complete the task.

The Criterion Reference
Assessment (CRA) Rubric that will
be used to grade your work.
NSB104: Leading and Learning
Assessment Task 2: Part 2
Assessment name: Written assignment: Responding to leadership challenges
Task description: This assessment requires you to apply leadership and learning skills and
strategies, by reflecting on and thoughtfully responding to clinical
scenarios.
There are two parts to this assessment which are designed to allow
feedback on your individual progress.
What you need to do: PART ONE requires you to:
• Read through the RN short stories in Gordon’s (2010) When
chicken soup isn’t enough (available online as QUT library eBook).
• Identify a single scenario that you find significant and challenges
your thinking as a beginning student nurse. From this chosen
scenario:


Write a short personal reflection (500 words maximum) that
explores:
a) Why you identify with that story as significant – personal
values, assumptions and beliefs.
b) Identify the leadership challenges with that story for your
professional development as a student nurse, and
c) Identify your preferred leading and learning strategy (as
referred to in NSB104 workshops). Discuss how it might
influence your response as a student nurse if faced with a
similar situation in clinical practice.


PART TWO builds on your short reflection:
Develop an action plan (1500 words maximum), supported with
evidence-based literature, to address the issues raised for
your personal development as a leader and learner.
Your essay should:
• Provide a brief introduction outlining the structure of the essay
(approx. 50 words).
• Develop and discuss clear strategies for each of the leadership
challenges identified, supported with evidence-based literature
(approx. 750 words)
• Discuss some key insights about what you have learned from the unit
assessment (approx.150 words).
• Provide a concise conclusion outlining the findings of the essay
(approx. 50 words).
Your assignment should be well- referenced. As a guide, you
should have cited at least 10 journal articles for Part Two.
Length: Part One: 500 words maximum (Excluding references)
Part Two: 1500 words maximum (Excluding references).


Estimated time to
complete task:
You should allocate regular weekly planning, researching and writing time
over the 13-week semester.
Weighting: Assessment 2: 50%
How will I be assessed: 7-point grading scale using a rubric
Due date: Assessment 2: Friday, 5th April 2019 (Week 6) by 11:59pm submitted
via Turnitin in your NSB104 Blackboard site.
Assessment submitted after the due date without an approved extension
will not be marked and will receive a grade of 1. More information about
QUT’s Late Assessment Policy is available here.
NSB104 – Assessment Task 2 Part 2 Page 2 of 5
NSB104: Leading and Learning


Presentation
requirements:
This assessment task must:
• Be written in essay style. It is appropriate to use first person in
the reflective components of your essay.
• Use QUT APA referencing for citing academic literature. As a
guide, you should have cited at least 10 journal articles for part
two.
• Be submitted in electronic format via Turnitin. More information
about Turnitin is available here.
• Has a cover sheet with the assessment title, your name, student
number, tutor name and word count. Coversheet template is
recommended.
• Include a ‘footer’ on each page with your name, student number,
unit code and page number.
• 3 cm margins on all sides, double-spaced text
• Times new roman, font size 12
• APA style referencing (see http://www.citewrite.qut.edu.au/)
o Headings can be used to structure your assignment
logically (if applicable)
Learning outcomes
assessed:

  1. Explain leadership theory and critically examine ideas of
    leadership in relation to the role of the nurse and the nursing
    profession, including the provision of safe and quality
    personcentred care.
  2. Identify personal learning and leadership strategy and reflect on
    how these can influence health care settings and enable
    selfdevelopment.
  3. Analyse contemporary health care environments to explain key
    leadership challenges for the future of nursing—including global
    health challenges and the impact of digital health, health
    technology and health informatics on health care.
    What you need to
    submit:
    One-word document that contains the following items:
  4. Assignment Cover Sheet & your work in the provided template
  5. Be submitted in electronic format via Turnitin. More information
    about Turnitin is available here.
    Resources needed to
    complete task:
    • QUT Cite|Write APA guide.
    • Turnitin Tip Sheets.
    Academic Integrity
    The School of Nursing takes academic integrity very seriously. All work submitted must
    be your own work and work not previously submitted for other study. The work of
    others needs to be correctly acknowledged and referenced according to the APA
    guidelines.
    There are serious consequences that will be imposed should you be found to breach
    academic integrity. Make sure you are familiar with the MOPP C/5.3 Academic Integrity
    and view the Academic Integrity video and explore the Academic Case Studies
    available on your Blackboard site.
    Maintaining academic integrity is your responsibility. If in doubt, check it carefully.
    NSB104 – Assessment Task 2 Part 2 Page 3 of 5
    NSB104 Assessment Task 2: Part 2 Rubric
    Name:
    Learning outcomes assessed: 1, 2, and 3 Weighting: 50%
    Criteria 7 6 5 4 3 2, 1
    PART ONE REVISION
    Reflective process:
    Drives learning
    Highly developed
    selfawareness. Makes clear,
    insightful connections
    between the chosen
    scenario and issues and
    own personal values,
    assumptions and beliefs.
    Well-developed
    selfawareness. Makes clear
    and well-considered
    connections between the
    chosen scenario and issues
    and own personal values,
    assumptions and beliefs.
    Developing selfawareness.
    Makes clear connections
    between the chosen
    scenario and issues and
    own personal values,
    assumptions and beliefs.
    Basic self-awareness.
    Makes some connections
    between the chosen
    scenario and issues and
    own personal values,
    assumptions and beliefs.
    Limited self-awareness.
    Makes weak connections
    between the chosen
    scenario and issues and
    own personal values,
    assumptions and beliefs.
    Very limited self-awareness.
    Makes extremely weak or no
    connections between the
    chosen scenario and issues
    and own personal values,
    assumptions and beliefs
    Reflective process:
    Understanding of
    leadership challenges
    within nursing context
    Identifies highly relevant
    leadership challenges, with
    perceptive observations to
    create a personal learning
    experience as a nursing
    student.
    Identifies highly relevant
    leadership challenges, with
    well-considered observations;
    explains relevance for
    selfdevelopment.
    Identifies relevant and
    well-conceptualised
    leadership challenges in
    some detail; explains
    relevance for
    selfdevelopment.
    Identifies relevant
    leadership challenges,
    although tend to be
    broadly stated; Basic
    explanation of relevance
    for self-development.
    Describes leadership
    challenges that are of little
    or no relevance to
    professional development
    and learning. Cursory
    examination of relevance
    for self-development.
    Limited / no description of
    leadership challenges that
    are of little or no relevance to
    professional development
    and learning. Limited / no
    examination of relevance for
    self-development
    Reflective Process:
    Leading and learning
    strategy within
    professional/nursing
    context
    Sophisticated application of
    relevant strategy of leading
    and learning to examine
    personal responses as a
    nursing student.
    Well-developed application of
    relevant strategy of leading
    and learning to examine
    personal responses.
    Sound application of
    relevant strategy of leading
    and learning to examine
    personal responses.
    Basic application of
    relevant strategy of leading
    and learning to examine
    personal responses.
    Limited or somewhat
    inaccurate application of
    strategy of leading and
    learning to examine
    personal responses.
    Very limited and inaccurate
    application of strategy of
    leading and learning to
    examine personal
    responses.
    PART TWO (35% unit weighting)
    Reflective process drives
    learning
    30%
    As above and attends to all
    tutor feedback for part one;
    strong evidence of growth
    and development of ideas
    based on tutor feedback for
    part one.
    As above and attends to all
    tutor feedback for part one;
    clear evidence of growth and
    development of ideas based
    on tutor feedback.
    As above and attends to all
    tutor feedback for part one;
    clear evidence of
    improvement based on
    tutor feedback.
    As above, and selectively
    attends to tutor feedback
    for part one; partial
    improvement based on
    tutor feedback.
    As above and has
    selectively addressed tutor
    feedback for part one;
    extremely limited
    improvement based on
    tutor feedback.
    As above and has not
    addressed tutor feedback for
    part one; no improvement
    based on tutor feedback.
    NSB104 – Assessment 2: Part 2 Page 4 of 5
    NSB104: Leading and Learning
    Knowledge and
    understanding
    20%
    Excellent discussion with
    clear goals and
    strategies/tools for future
    self-development; Fully
    explores what actions would
    be taken if presented with a
    similar situation in clinical
    practice.
    Well-developed discussion
    with clear goals and
    strategies/tools for future
    selfdevelopment; Explores
    what actions would be taken if
    presented with a similar
    situation in clinical practice.
    A clear discussion with
    goals and strategies/tools
    for future selfdevelopment;
    Explores what actions
    would be taken if
    presented with a similar
    situation in clinical practice.
    A generic discussion of
    strategies for future
    selfdevelopment. Partially
    explores what actions
    would be taken if
    presented with a similar
    situation in clinical practice.
    Poorly developed
    discussion of strategies for
    future self-development;
    Lacking clear goals and
    strategies/tools for future
    self-development. Limited
    exploration of what actions
    would be taken if presented
    with a similar situation in
    clinical practice.
    Limited / no discussion of
    strategies for future
    selfdevelopment; Limited / no
    clear goals and
    strategies/tools for future
    self-development. Extremely
    limited / no exploration of
    what actions would be taken
    if presented with a similar
    situation in clinical practice.
    Analysis and justification
    with evidence
    15%
    Discussion was
    comprehensively supported
    by high quality
    evidencebased literature that
    is valid, authoritative and
    relevant to the scenario.
    Discussion was well informed
    by high quality evidencebased
    literature that is relevant to the
    scenario.
    Discussion was mostly
    well informed by high
    quality evidence-based
    literature that is relevant to
    the scenario.
    Discussion was informed
    by some quality
    evidencebased literature
    that is relevant to the
    scenario, although some
    parts were underreferenced.
    Discussion was limited by:
    cited literature that was
    often not relevant to the
    chosen scenario; used
    limited valid academic
    sources; or applied generic
    knowledge from
    nonacademic sources (e.g.,
    websites).
    Discussion was not
    supported by relevant
    literature to the chosen
    scenario; limited or / no use
    of academic sources with
    and/ or applied generic
    knowledge from
    nonacademic sources (e.g.,
    websites).
    Discussion of personal
    learning outcomes
    15%
    Identified the most important
    personal learning outcomes
    from this assessment,
    including awareness of
    personal strengths and
    weaknesses; Draws
    insightful conclusions about
    what has been learned and
    implications for future
    learning.
    Identified important personal
    learning outcomes from this
    assessment, including
    awareness of personal
    strengths and weaknesses;
    Draws well-developed
    conclusions about what has
    been learned and implications
    for future learning.
    Identified some important
    personal learning
    outcomes from this
    assessment, including
    awareness of personal
    strengths and
    weaknesses; Draws
    sound conclusions about
    what has been learned
    and implications for future
    learning.
    Identified some personal
    learning outcomes from
    this assessment, although
    tends to be generic.
    Draws basic conclusions
    about what has been
    learned and implications
    for future learning.
    Struggled to identify
    learning outcomes from
    unit assessment; the
    discussion is uncritical of
    him/herself, or overly
    critical (given level of
    development). Vague
    conclusions and
    implications for future
    learning.
    Limited / no identification of
    learning outcomes from the
    unit assessment; the
    discussion is extremely
    uncritical of him/herself, or
    extremely overly critical
    (given level of development).
    Extremely vague
    conclusions and implications
    for future learning.
    Academic writing skills
    10%
    Writing style is analytical
    and ideas are always
    expressed clearly, concisely
    and fluently.
    Correct spelling, grammar
    and punctuation; Always
    used appropriate
    professional language.
    Writing style is analytical and
    coherent.
    Few and minor errors in
    spelling, grammar or
    punctuation; Always used
    appropriate professional
    language.
    Writing style is mostly
    analytical and coherent.
    Minor errors in spelling,
    grammar or punctuation;
    Always used appropriate
    professional language.
    An analytical writing style
    is attempted, and ideas are
    mostly clear in expression.
    Some errors in spelling,
    grammar or punctuation;
    Occasional breaches in
    professional language.
    Writing style is descriptive
    and lacks synthesis.
    Organisation and logical
    flow of assignment is
    poorly constructed.
    Contains many spelling,
    grammatical or punctuation
    errors that impede
    readability; Uses lay
    language instead of
    language of the discipline.
    Writing style does not meet
    academic writing standards.
    Consistently lacks synthesis.
    Organisation and logical flow
    of assignment is very poorly
    constructed.
    Significant and consistent
    spelling, grammatical or
    punctuation errors that
    impede readability; Uses lay
    language instead of
    language of the discipline.
    Referencing
    10%
    QUT APA citations and
    references without errors.
    QUT APA citations and
    references with few and minor
    errors.
    QUT APA citations and
    references with minor
    errors.
    QUT APA citations and
    references with consistent
    errors.
    Major errors in the use of
    QUT APA citations and
    referencing.
    Significant major errors in
    QUT APA referencing, does
    not adhere to referencing
    standards or referencing
    absent.
    NSB104: Leading and Learning
    NSB104 – Assessment 2: Part 2 Page 5 of 5
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