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Assessment Task 1 Overview Transitioning to professional practice is a critical phase for the novice registered nurse. The transition period from student to registered nurse can be filled with many challenges. During this transition phase, graduate registered nurses are expected to demonstrate the knowledge, skills and attitudes associated with the profession, while adjusting to the “real world” of nursing. There is also an expectation that graduate registered nurses will begin to demonstrate clinical leadership capabilities when working in the Australian health care environment. Provide a critical analysis of current literature when answering the following questions: 1. The transition from student nurse to graduate registered nurse is a complex process. Recommend and justify one (1) personal, resilience-focused, strategy and one (1) organisational/workplace strategy that could be implemented to support you in your transition period. Use current nursing related literature to support your discussion. (500 words) 2. As a Registered Nurse, it is expected that you demonstrate comprehensive knowledge, skills, and attitudes. Identify two (2) strategies that you could adopt in your planning and implementation of care each shift and critically discuss one (1) evidence-based recommendation for each identified strategy that promotes efficient and effective patient care. (500 words) 3. Clinical leaders can be found in diverse clinical areas and involved in direct patient care or in clinical services. They are not identified because of their position, job title or role in the health service. Clinical Leaders hold very different roles and responsibilities to Clinical Managers. Identify two (2) evidence- based attributes adopted/ embodied by clinical leaders. Critically analyse how these attributes enable clinical leadership within an interprofessional team and throughout healthcare in Australia. (500 words) Assessment Task 1 Rubric Criteria (marks) High Distinction (HD) 100- 85% Distinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 4 9-0% Fail - No Attempt Section A –Written assignment construction Introduction and conclusion. (5 Marks) 4.3 – 5 3.8 – 4.2 3.3 – 3.7 2.3 – 3.2 0 – 2.2 0 There is a clear introduction that outlines the topic, and contextualises and comprehensively profiles the scope, content significance and sequence of the written assignment. There is a concluding paragraph which restates the topic, provides a comprehensive summary of all key points, and presents an overall conclusion. There is a clear introduction that outlines the topic, and profiles the scope, content significance and sequence of the written assignment. There is a concluding paragraph which restates the topic, provides a summary of most of the key points, and presents an overall conclusion. There is a clear introduction that outlines the topic, and profiles the content and sequence of the written assignment. There is a concluding paragraph which restates the topic, provides a summary of some of the key points, and presents an overall conclusion. There is an introduction that outlines the topic OR the content to be covered. There is a conclusion that briefly summarises the content presented. There is a concluding paragraph which restates the topic and provides a summary of most of the key points. There are introductory sentence/s which do not outline the topic OR content to be covered. There are concluding sentence/s which do not restate the topic OR provide a summary of some of the key points There is no introduction or conclusion evident. Sentence and paragraph structure (5 marks) 4.3 – 5 3.8 – 4.2 3.3 – 3.7 2.3 – 3.2 0 – 2.2 0 Cohesive writing that has information organised appropriately within each paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link each paragraph to the next. The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link most paragraphs to the next. The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relate to a discrete idea. There are clear linking sentences that link most paragraphs to the next. The writing is organised into paragraphs, and the information is somewhat organised appropriately within the paragraph. Some paragraphs relate to a discrete idea. The paragraphs mostly link to one another. There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links or there is no evidence of paragraphs. No paragraphs. The reader cannot make sense of the content. Criteria (marks) High Distinction (HD) 100- 85% Distinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail - No Attempt Grammar, spelling and punctuation. (5 Marks) 4.3 – 5 3.8 – 4.2 3.3 – 3.7 2.3 – 3.2 0 – 2.2 0 There are no errors with grammar, spelling and punctuation, and the meaning is easily discernable. There are minimal (1-2) errors with grammar, spelling and punctuation. However, the meaning is easily discernable. There are some (3-4) errors with grammar, spelling and punctuation. The errors detract somewhat, but the meaning is easily discernable. There are multiple (5-6) errors with grammar, spelling and punctuation. The errors detract, but the meaning is discernable with some effort. There are substantial (>7) errors with grammar, spelling and punctuation, such that the errors detract significantly from the meaning. Grammar, spelling and punctuation are such that the reader cannot make sense of the content. Criteria (marks) High Distinction (HD) 100- 85% Distinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail - No Attempt Section B – Knowledge and application of evidence Knowledge, understanding and Critical Thinking and Evaluation of the Evidence Question 1 (20 marks) 17.0 – 20.0 15.0 – 16.5 13.0 – 14.5 10.0 – 12.5 0 – 9.5 0 One (1) personal, resilience focused strategy and one (1) organisational/workplace strategy clearly and comprehensively discussed and justified. Both strategies are relevant and appropriate. Comprehensive, concise, and critical discussion that is all directly relevant the question. All arguments are supported and justified by a wide range of relevant and credible sources One (1) personal, resilience focused strategy and one (1) organisational/ workplace strategy clearly discussed and justified. Both strategies are relevant and appropriate. Significant, concise, and critical discussion that is directly relevant to the question. Most arguments are supported and justified by a range of relevant and credible sources. One (1) personal, resilience focused strategy and one (1) organisational/ workplace strategy discussed and justified with some clarity. Both strategies are relevant and appropriate. Discussion is mostly relevant to the question, however, is descriptive throughout. Some arguments are supported and justified by relevant and credible sources One (1) personal, resilience focused strategy and one (1) organisational/ workplace strategy discussed, and some justification provided. Discussion lacks clarity. Either one (1) or both strategies are mostly relevant and appropriate. Discussion has some relevance question, however, is descriptive throughout. Many arguments lack support and justification and supported by some relevant and credible sources. Either one (1) personal resilience focused strategy or one (1) organisational/workplace strategy omitted. Discussion is not justified and lacks clarity. Strategies are mostly irrelevant and/or not appropriate. Discussion has limited relevance to the question and not supported by relevant and credible sources. There are no strategies identified. Criteria (marks) High Distinction (HD) 100- 85% Distinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail - No Attempt Knowledge, understanding and Critical Thinking and Evaluation of the Evidence Question 2 20 marks 17.0 – 20.0 15.0 – 16.5 13.0 – 14.5 10.0 – 12.5 0 – 9.5 0 Two (2) areas related to planning and implementation of care are identified and relevant. Recommendations which promote efficient and effective patient care are comprehensively identified and relevant. Comprehensive, concise, and critical discussion that is all directly relevant the question. All arguments are supported and justified by a wide range of relevant and credible sources Two (2) areas related to planning and implementation of care are identified and relevant. Recommendations that would promote efficient and effective patient care are clearly identified and are relevant. Significant, concise, and critical discussion that is directly relevant to the question. Most arguments are supported and justified by a range of relevant and credible sources. Two (2) areas related to planning and implementation of care are identified and mostly relevant. Recommendations that would promote efficient and effective patient care are mostly identified and are mostly relevant. Discussion is mostly relevant to the question, however, is descriptive throughout. Some arguments are supported and justified by relevant and credible sources Two (2) areas related to planning and implementation of care are identified and are somewhat relevant. Recommendations that promote efficient and effective patient care are somewhat identified and somewhat relevant. Discussion has some relevance question, however, is descriptive throughout. Many arguments lack support and justification and supported by some relevant and credible sources. Either one (1) or both areas related to planning and implementation of care omitted. Recommendations that promote efficient and effective patient care are not identified. Discussion has limited relevance to the question and not supported by relevant and credible sources. There are no areas for improvement identified. There are no recommendations provided Knowledge, understanding and Critical Thinking and Evaluation of the Evidence Question 3 20 marks 17.0 – 20.0 15.0 – 16.5 13.0 – 14.5 10.0 – 12.5 0 – 9.5 0 Two (2) Clinical Leadership attributes identified. Discussion is relevant to the question being addressed. Comprehensive, concise, and critical discussion that is all directly relevant to the question. All arguments are supported and justified by a wide range of relevant and credible Two (2) Clinical Leadership attributes identified. Discussion is relevant to the question being addressed. Significant, concise, and critical discussion that is directly relevant to the question. Most arguments are supported and justified by a range of relevant and Two (2) Clinical Leadership attributes identified. Discussion is mostly relevant to the question being addressed, however, is descriptive throughout. Discussion is mostly relevant to the question, however, is descriptive throughout. Some arguments are supported and justified by Two (2) Clinical Leadership attributes identified. Discussion has some relevance question, however, is descriptive throughout. Discussion has some relevance question, however, is descriptive throughout. Many arguments lack support and justification Either one (1) or both Clinical Leadership attributes omitted. Discussion has limited relevance to the question and not supported by relevant and credible sources.