Leading and Learning: Building Professional Capacity

| September 20, 2018

NSB305. Leading and Learning: Building Professional Capacity.

NSB305 – Assessment Task 1. Page 2 of 6

Assessment Task 2. Assessment name: Building Professional Capacity.

Task description: Your task for this piece of assessment is to critically discuss professional issues and leadership challenges for the graduate registered nurse and argue for realistic and achievable actions and goals.

What you need to do to prepare:

Read the TASK instructions carefully being sure that you understand all of the key words and directive terms.

Engage with your groups online discussion on your allocated WIKI study group site. (This is for all students enrolled in NSB305).

TASK STEPS.

How to write your paper.

1. Analyse the WIKI discussion forum contributions (in relation to self-awareness, identity development and mentoring) and using the literature as a point of reference, discuss the significance of one of these professional development strategies in relation to transition to practice for the graduate registered nurse (GRN).

1. 2. Drawing from national and international literature, critically discuss the implications of the chosen professional development strategy for the graduate registered nurse working in a clinical environment in relation to achieving a work-life balance and developing a resilient approach to practice. 3. Referring to your critical discussion in Step 2, develop 2 SMART goals (one that aims to achieve work-life balance and the other a resilient approach to practice). Advocate/argue for how the realistic SMART goal actions (to achieve a work-life balance and a resilient approach to practice) would enhance your transition to clinical practice as a GRN.

Length: 1200 words +/-10%. Word length excludes in-text referencing, your reference list, direct quotes and appendices. Please note: markers will not mark beyond the work limit. Suggested (not mandatory) word count structure. Introduction (100 words) 1.Discuss significance for the GRN (300 words) 2.Critically discuss in relation to work life balance and resilience (400 words) 3.Advocate for realistic actions (300 words) Conclusion (100 words)

Literature and writing standard requirements:

This paper needs to be:

• Written as an academic paper in 3rd person, with an introduction, body and conclusion.

• This is a contemporary paper, and unless you are referring to a historical event, literature and resources need to be within 7 years of age

• Literature must be of highest possible quality, with peer reviewed research based material as the preference.

• Textbooks may be used but to a maximum of 20% of your total reference list. • Legitimate websites such as the Nursing and Midwifery Board of Australia may be

used also. • Careful use of well-developed paragraphs that logically and clearly address the task

steps and marking criteria (CRA) is essential • There is an expectation of no grammatical, spelling or punctuation errors. • Correct use of the QUT APA referencing style is required.

Unreferenced material cannot be accepted as credible or accurate. REMEMBER THIS ASSESSMENT PIECE IS ABOUT TRANSITION TO PRACTICE CHALLENGES AS A BEGINNING REGISTERED NURSE SO YOUR LITERATURE MUST REFLECT THIS.

NSB305. Leading and Learning: Building Professional Capacity.

NSB305 – Assessment Task 1. Page 3 of 6

Format of assignment Your assignment should be formatted and presented as follows: • Use the provided Coversheet template with the assessment title, your name, student

number, tutor name and word count, as a single document that includes your paper. • 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/arial, font size 12 • QUT APA style referencing (see http://www.citewrite.qut.edu.au/) • Headings and sub-headings may be used to structure your assignment if you prefer • be submitted in electronic format via Turnitin.

What you need to submit:

One word document that contains the following items:

Assignment Cover Sheet & your work in the provided template

Resources needed to complete task:

• QUT Cite|Write APA guide. • Turnitin Tip Sheets.

Assessment Support Engaging in the online WIKI study group will provide you with a rich source of discussion about the content and topic area, and an opportunity to ask questions.

Go to Support for Learning on the Blackboard site or contact HiQ in the library for further advice on assessment support.

Estimated time to complete task:

15 hours.

Weighting: 60%

Learning Outcomes assessment.

1. Apply knowledge and skills of professionalism and strategic leadership in the context of the role of the new graduate registered nurse. 2. Analyse and respond effectively to complex health situations and promote work-life balance and resilience to enable the provision of holistic, person-centred care. 3. Interpret and apply strategic thinking and key skills relating to intra- professional and inter-professional practice including conflict resolution, team functioning and advanced communication.

Individual/Group: Individual

Formative/Summative: Summative

How will I be assessed:

7-point grading scale using a rubric

Due date: Sunday 21ST OCTOBER submitted via Turnitin in your NSB305 Blackboard site by 11.59pm. More information about Turnitin is available on the FAQs about Turnitin page.

Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work. 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.

<Insert unit code and title>

N S

B 305 A

ssessm ent 2.

P age 4 of 6

N SB

305. Assessm ent Task 2 R

ubric Student N

am e:

Learning outcom es assessed: 1, 2 and 3.

W eighting: 60 %

C riteria

7 6

5 4

3 2 – 1

Analysis & know ledge

C hoose 1 and

significance to transition to practice

W eighting: 20%

G R

N : graduate

registered nurse.

Discusses the significance of your chosen strategy in relation to transitioning to practice as a GRN w

ith insight and com

prehensive understanding.

The w riting is w

ell supported by accurately referenced quality, highly relevant, and w

ell-focused literature that exactly addressed the task.

Discusses the significance of your chosen strategy in relation to transitioning to practice as a GRN from

a w

ell-reasoned and valid standpoint.

The w riting is w

ell supported by accurately referenced highly relevant literature, that explicitly focuses on the task

Discusses & describes the

significance of your chosen strategy in relation to a GRN from

a logical and purposeful standpoint.

W riting is supported by

referenced literature relevant that clearly addressed the task.

Discusses & describes the

significance of your chosen strategy in relation to a GRN or RN from

a from a rational and

inform ed standpoint.

W riting is supported by

appropriate and relevant literature that generally supported the choice and justification

Broadly describes the chosen strategy in relation to an RN.

W riting w

as loosely supported w

ith som e

literature that broadly related to the task.

Attem pted to describe

your chosen/unrelated strategy in relation to an RN.

Scant/ no relevant literary support.

C om

prehension and synthesis

W eighting: 30 %

Your critical discussion displays evidence based convincing clarity and persuasive reasoning w

hen considering the im

plications of the strategy on w

ork-life balance and

Your critical discussion show

s credible evidence-based reasoning w

hen considering the im

plications of the strategy on w

ork-life balance and developing resilience for the GRN.

Your discussion show s a

balanced and inform ed

evidence-based understanding w

hen considering the im

plications of the strategy on w

ork-life balance and developing resilience for the GRN.

Your discussion and description show

a sound evidence-based understanding w

hen considering the im

plications of the strategy on w

ork-life balance and developing resilience for the GRN or RN.

Your description broadly describes an evidence-based understanding w

hen considering the im

plications of the strategy on w

ork-life balance and developing resilience for the RN.

Your description w hen

considering the strategy in relation to w

ork-life balance or developing resilience for a GRN or RN is scant, absent or invalid and has lim

ited/no literary support.

<Insert unit code and title>

N S

B 305 A

ssessm ent 2.

P age 5 of 6

developing resilience for the GRN.

Argue for realistic action

W eighting: 30%

Your argum ent as to

how your SM

ART goals enable realistic action to achieve w

ork-life balance and developing resilience is insightful and explicit and relates specifically to the GRN. The w

riting is inform ed

by a w ide range of

literature that is highly valid, defining and authoritative.

Your argum ent as to how

your SM

ART goals enable realistic action to achieve w

ork-life balance and developing resilience is logical and perceptive and relates specifically to the GRN. The w

riting is insightful and inform

ed by a range of credible literature and synthesis of concepts.

Your argum ent as to how

your SM

ART goals w ould

realistically action and achieve w

ork-life balance and developing resilience is w

ell considered and relates closely to the GRN. The w

riting is perceptive and inform

ed by literature that is valid and purposeful.

Your argum ent as to how

your SM

ART goals w ill enable

w ork-life balance and

develop resilience is inform

ed by literature that relates generally to the GRN and/or RN but w

ould be difficult to action.

The w riting is inform

ed by synthesis of ideas that supports sound and relevant ideas related to the task.

Your argum ent as to

how your SM

ART goals w

ill enable w ork-life

balance and/or developing resilience is inform

ed by a broad understanding of the topic, but generally your actions are not realistic for the beginning nursing professional.

Your paper inadequately attem

pts to/or does not describe realistic strategies to enhance conflict resolution or team

cohesion. There is little or no supportive dem

onstration of understanding about the topic or the task.

Presentation Task Structure Literary Expression R

eferencing Style

W eighting: 20%

Your introduction positions the reader w

ith a clear & explicit

understanding of the task w

ith a logical flow

betw een paragraphs.

The conclusion is decisive and relates clearly and specifically to the task show

ing originality and inspired thinking. No presentation errors.

English expression is succinct and nondiscrim

inatory show

ing a sophisticated use of term

inology and professional language that is engaging and cohesive &

w ritten in

Your introduction concisely and clearly introduces the task w

ith section flow

ing w ell

betw een and w

ithin the paragraphs. The conclusion is insightful and justified from

the body and the topic of the paper. One presentation error only.

English expression is concise, definite and nondiscrim

inatory, w ith

an effective use of term

inology and professional language that extends thinking and w

ritten in the correct genres. There are m

inor gram

m atical, spelling

Your introduction is useful to direct the reader’s attention to the topic and the paper. Each section addresses the task and show

s a logical progression of reasoning. The conclusion relates to the topic w

ith an attem pt to

m ake purposeful

com m

ents. Tw o or three

presentation errors.

English expression is clear and unam

biguous w ith a

reasonable use of term

inology and professional language that is inform

ative and relevant to the nursing discipline. There are a few

(3 or 4) gram

m atical, spelling

Your introduction offers basic preparation for the paper and task. Each section of the paper is understandable and generally addresses the task. The conclusion is a general statem

ent of fact draw n

from the paper. Up to 5

presentation and 5 gram

m atical errors. The

paper is m inorly outside the

stated w ord lim

it.

English expression is understandable, nondiscrim

inatory and functional w

ith som e

attem pts to use correct

term inology and professional

language that is relevant to

An introduction and conclusion w

as attem

pted and each section of the paper w

as evident. Sentence/paragraph construction w

as lim

ited and broadly reflected the task. The paper is outside the stated w

ord lim it.

Greater than 5 presentation errors and 5 gram

m atical errors.

There is evidence of m

ore than one referencing style w

ith m

any technical errors

A rudim entary attem

pt w

ith no clear fram ew

ork to the paper. The paper is w

ell outside the stated w

ord lim it. Greater than

10 presentation errors and 10 gram

m atical

errors. Referencing style is generally inaccurate w

ith consistent technical errors and om

issions

<Insert unit code and title>

N S

B 305 A

ssessm ent 2.

P age 6 of 6

the correct genres. There are no gram

m atical, spelling

and/or errors in punctuation and syntax.

There is evidence of a single referencing style w

ith no errors.

and/or errors in punctuation and syntax.

There is evidence of a single referencing style w

ith m inor technical

errors but correct application.

and/or errors in punctuation and syntax.

There is evidence of a single referencing style w

ith a few

consistent technical errors but correct application.

the nursing discipline. There are

There is evidence of a single referencing style w

ith m

ultiple technical errors w

ith an effort for correct application.

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