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NSB104: Leading and Learning – My Assignment Tutor

NSB104: Leading and LearningThis document contains:• Essential assessmentinformation and detailedinstructions for completingthe task.• Links to resources toassist you complete thetask.• The Criterion ReferenceAssessment (CRA) Rubricthat will be used to gradeyour work.NSB104Leading and LearningAssessment Task 2NSB104: Leading and LearningNSB202Aboriginal & Torres Strait Islander PeopleAssesPeoplAsses’ Well-beingsment Task 1es’ Well-beingsment Task 1NSB202 Aboriginal & Torres Strait IslanderAssessment Task 2 Assessment name:Written assignment: Responding to leadership challengesLearning outcomesmeasured:1. Explain leadership theory and critically examine ideas ofleadership in relation to the role of the nurse and the nursingprofession, including the provision of safe and quality personcentred care.2. Identify personal learning and leadership styles and reflect onhow these can influence health care settings and enable selfdevelopment.3. Analyse contemporary health care environments to explainkey leadership challenges for the future of nursing—includingglobal health challenges and the impact of digital health,health technology and health informatics on health care.Length:• Part one 500 words maximum• Part two 1500 words maximumExcluding references.Estimated time tocomplete task:You should allocate regular weekly planning, researching andwriting time over the 13 week semester.Weighting:60% (Unit weighting: Part one 10%; Part two 50%).Individual/Group:IndividualFormative/Summative:SummativeHow will I be assessed:7 point grading scale using a rubricDue dates:• Part one: Thursday 29th March (Week 6) submitted viaTurnitin in your NSB104 Blackboard site by 11:59pm.• Part two: Friday 1st June (Week 13) submitted via Turnitin inyour NSB104 Blackboard site by 11:59pm.Assessment submitted after the due date without an approvedextension will not be marked and will receive a grade of 1. Moreinformation about QUT’s Late Assessment Policy is availablehere.Presentationrequirements:This assessment task must:• Be written in essay style. It is appropriate to use first person inthe reflective components of your essay.• Use QUT APA referencing for citing academic literature. As aguide, you should have cited at least 10 journal articles for parttwo.• Be submitted in electronic format via Turnitin. More informationabout Turnitin is available here. NSB104: Leading and Learning Task description:This assessment requires you to apply leadership and learningskills, by reflecting on and thoughtfully responding to clinicalscenarios. There are two parts, designed to allow feedback onyour individual progress.What you need to do:Part one requires you to read through the RN short stories inGordon’s (2010) When chicken soup isn’t enough (availableonline as QUT library eBook), and identify a single scenario thatyou find significant and challenges your thinking as a beginningstudent nurse.Write a short personal reflection (500 wordsmaximum) that explores:• Why you identify with that story as significant – personalvalues, assumptions and beliefs• The issues raised for you and your professional developmentas a student nurse, and• How your preferred leading and learning style might influenceyour response if faced with a similar situation in clinicalpracticePart two builds on your short reflection (1500 words maximum):Develop an action plan, supported with evidencebased literature, to address the issues raised for yourpersonal development as a leader and learner.Your essay should (with approximate word limits):• Provide a brief introduction outlining the structure of theessay (50 words).• Include a revised short personal reflection (from part one)based on your tutor’s feedback (500 words)• Develop and discuss clear strategies for each of theleadership challenges identified, supported with evidencebased literature (800 words)• Draw some key conclusions about what you have learnedfrom the unit assessment (150 words)Your assignment should be well-referenced. As a guide, youshould have cited at least 10 journal articles for part two.Resources needed tocomplete task:• QUT Cite|Write APA guide.• Turnitin Tip Sheets. NSB104: Leading and Learning Assessment Task 2 RubricNSB104 – Leading and LearningBachelor of Nursing Criteria76543, 2, 1PART ONE (10% unit weighting)Reflective processdrives learningHighly developed selfawareness. Makes clear,insightful connectionsbetween the chosen scenarioand issues and own personalvalues, assumptions andbeliefs.Identifies highly relevantprofessional issues, withperceptive observations tocreate a personal learningexperience.Sophisticated application ofrelevant models of leading andlearning to examine personalresponses.Well-developed selfawareness. Makes clear andwell-considered connectionsbetween the chosen scenarioand issues and own personalvalues, assumptions andbeliefs.Identifies highly relevantprofessional issues, with wellconsidered observations;explains relevance for selfdevelopment.Well-developed application ofrelevant models of leading andlearning to examine personalresponses.Developing self-awareness.Makes clear connectionsbetween the chosen scenarioand issues and own personalvalues, assumptions andbeliefs.Identifies relevant and wellconceptualised professionalissues in some detail; explainsrelevance for selfdevelopment.Sound application of relevantmodels of leading and learningto examine personalresponses.Basic self-awareness. Makessome connections betweenthe chosen scenario and issuesand own personal values,assumptions and beliefs.Identifies relevant professionalissues, although tend to bebroadly stated; Basicexplanation of relevance forself-development.Basic application of relevantmodels of leading and learningto examine personalresponses.Limited self-awareness. Makesweak or no connections betweenthe chosen scenario and issuesand own personal values,assumptions and beliefs.Describes issues that are of littleor no relevance to professionaldevelopment and learning.Cursory examination of relevancefor self-development.Limited or inaccurate applicationof models of leading and learningto examine personal responses.PART TWO (50% unit weighting)Reflective processdrives learningAs above, and attends to alltutor feedback for part one;strong evidence of growth anddevelopment of ideas basedon tutor feedback for part one.As above, and attends to alltutor feedback for part one;clear evidence of growth anddevelopment of ideas basedon tutor feedback.As above, and attends to alltutor feedback for part one;clear evidence ofimprovement based on tutorfeedback.As above, and selectivelyattends to tutor feedback forpart one; partial improvementbased on tutor feedback.As above, and has not addressedtutor feedback for part one; noimprovement based on tutorfeedback. NSB104: Leading and Learning Assessment Task 2 RubricNSB104 – Leading and LearningBachelor of Nursing Knowledge andunderstandingExcellent discussion with cleargoals and strategies/tools forfuture self-development; Fullyexplores what actions wouldbe taken if presented with asimilar situation in clinicalpractice.Your discussion wascomprehensively supported byhigh quality evidence-basedliterature that is valid,authoritative and relevant tothe scenario.Identified the most importantpersonal learning outcomesfrom this assessment,including awareness ofpersonal strengths andweaknesses; Draws insightfulconclusions about what hasbeen learned and implicationsfor future learning.Well-developed discussionwith clear goals andstrategies/tools for future selfdevelopment; Explores whatactions would be taken ifpresented with a similarsituation in clinical practice.Your discussion was wellinformed by high qualityevidence-based literature thatis relevant to the scenario.Identified important personallearning outcomes from thisassessment, includingawareness of personalstrengths and weaknesses;Draws well-developedconclusions about what hasbeen learned and implicationsfor future learning.A clear discussion with goalsand strategies/tools for futureself-development; Exploreswhat actions would be taken ifpresented with a similarsituation in clinical practice.Your discussion was mostlywell informed by high qualityevidence-based literature thatis relevant to the scenario.Identified some importantpersonal learning outcomesfrom this assessment,including awareness ofpersonal strengths andweaknesses; Draws soundconclusions about what hasbeen learned and implicationsfor future learning.A generic discussion ofstrategies for future selfdevelopment. Partiallyexplores what actions wouldbe taken if presented with asimilar situation in clinicalpractice.Your discussion was informedby some quality evidencebased literature that isrelevant to the scenario,although some parts wereunder-referenced.Identified some personallearning outcomes from thisassessment, although tends tobe generic. Draws basicconclusions about what hasbeen learned and implicationsfor future learning.Poorly developed discussion ofstrategies for future selfdevelopment; Lacking clear goalsand strategies/tools for futureself-development. Limitedexploration of what actions wouldbe taken if presented with asimilar situation in clinicalpractice.Your discussion was limited by thefact that you: cited literature thatwas often not relevant to chosenscenario; used limited validacademic sources; or you appliedgeneric knowledge from nonacademic sources (e.g., websites).Struggled to identify learningoutcomes from unit assessment; Isuncritical of him/herself, or overlycritical (given level ofdevelopment). Vague conclusionsand implications for futurelearning.Academic writing skillsWriting style is analytical andideas are always expressedclearly, concisely and fluently.Correct spelling, grammar andpunctuation; Always usedappropriate professionallanguage.QUT APA citations andreferences without errors.Writing style is analytical andcoherent.Few and minor errors inspelling, grammar orpunctuation; Always usedappropriate professionallanguage.QUT APA citations andreferences with few and minorerrors.Writing style is mostlyanalytical and coherent.Minor errors in spelling,grammar or punctuation;Always used appropriateprofessional language.QUT APA citations andreferences with minor errors.An analytical writing style isattempted and ideas aremostly clear in expression.Some errors in spelling,grammar or punctuation;Occasional breaches inprofessional language.QUT APA citations andreferences with consistenterrors.Writing style is descriptive andlacks synthesis. Organisation andlogical flow of assignment is poorlyconstructed.Contains many spelling,grammatical or punctuation errorsthat impede readability; Uses laylanguage instead of language ofthe discipline.Major errors in the use of QUTAPA citations and referencing.