NRSG139 Integrating Practice 1: Assessment in Health – Assessment Task: Clinical Skills, Reflection and Safe Practice
This assessment brief is aligned with NRSG139 Integrating Practice 1: Assessment in Health at Australian Catholic University and mirrors current unit aims, learning outcomes and assessment strategy for 2023–2025 offerings. The task focuses on clinical skills, reflective practice and demonstration of safe, person-centred assessment in line with contemporary Bachelor of Nursing requirements. It is designed to consolidate foundational concepts such as critical thinking, clinical reasoning, communication and nursing assessment introduced through lectures, labs and simulation.
Unit context and alignment
NRSG139 is a first-year, foundational clinical nursing practice unit that prepares students to link theory to practice and conduct safe, systematic assessments. The assessment below is constructively aligned with the unit learning outcomes, the Bachelor of Nursing program outcomes and professional standards for safe, person-centred care.
Credit points: 10 cp (first-year, Semester 1 clinical practice unit).
Focus: person-centred assessment, communication, critical thinking, clinical reasoning and clinical judgement.
Assessment strategy: clinical skills portfolio, written reflection and OSCE/simulation-based safe practice.
Assessment overview
This combined written and practice-focused task draws on actual NRSG139 assessment types (skills portfolio, reflection, OSCE) and adapts them into a single integrated written assignment plus supporting evidence. The emphasis is on demonstrating person-centred nursing assessment, therapeutic communication and safe decision-making in a simulated or practice-based scenario.
Assessment title: Integrating Practice 1 – Clinical Assessment, Reflection and Safe Practice
Type: Written report with integrated clinical skills portfolio and reflective component
Length: 1,500–2,000-word paper, plus attached portfolio evidence (no word count on appendices)
Weighting: 35% (indicative, consistent with reflective and documentation-focused assessments in NRSG139)
Mode: Individual submission
Assessment task description
Task summary
Write a 1,500–2,000-word report in which you demonstrate how you conduct a safe, person-centred nursing assessment for an adult patient in a simulated or clinical setting. You will integrate a brief clinical skills portfolio (selected evidence from labs/simulation), a structured nursing assessment, and a critical reflection on your learning and future practice.
Task components
Part A: Clinical skills portfolio (evidence overview)
Compile a concise portfolio of three to five artefacts that demonstrate your participation in NRSG139 skills laboratories and/or simulation activities related to person-centred assessment and communication.
Examples of artefacts may include:
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Checklists or sign-offs for basic assessment skills (e.g. vital signs, pain assessment, respiratory assessment).
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Photographs or screenshots of completed lab worksheets or simulation preparation activities (de-identified).
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Brief facilitator feedback notes or self-assessment tools used in class.
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Short written notes from scenario-based learning tasks that show how you applied person-centred communication or clinical reasoning.
In the body of your paper (approximately 300–400 words), provide a narrative overview of the portfolio. Describe what each artefact demonstrates about your clinical skills, your use of person-centred communication and your developing understanding of safe assessment.
Part B: Person-centred nursing assessment (case-based)
Using a provided NRSG139 case scenario or an allocated simulation patient, present a structured, person-centred assessment that reflects the nursing process and relevant models of nursing assessment.
In 800–1,000 words you must:
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Briefly introduce the patient scenario, highlighting key person-centred details such as preferences, values, cultural considerations and psychosocial context.
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Describe how you would establish a therapeutic relationship, including the introduction, working and termination phases of an initial assessment interview.
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Demonstrate use of respectful, professional and therapeutic communication strategies (e.g. active listening, empathy, open and closed questions, appropriate use of silence and touch).
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Present a focused assessment using a recognised nursing assessment framework or model of nursing, appropriate to the scenario (for example, functional health patterns, body-systems approach, or a specific assessment tool).
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Identify and justify two to three priority actual or potential problems/needs based on your assessment findings, supported by current evidence.
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Outline an initial, person-centred plan for nursing care that addresses these priorities and promotes safety, autonomy, dignity and inclusion.
Part C: Critical reflection on learning and safe practice
In 400–600 words, write a structured reflection that demonstrates critical thinking about your learning in NRSG139 and how it will inform your future practice as a student nurse.
Your reflection should:
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Use a recognised reflective model (e.g. Gibbs, Rolfe or similar) to structure your discussion.
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Explore one or two specific learning experiences from labs, simulation or class discussions that shaped your understanding of person-centred assessment, clinical reasoning or communication.
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Discuss how you used feedback from tutors, peers or self-assessment to improve your practice and decision-making.
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Identify areas where you need further development in assessment, judgement and professional communication to ensure safe, evidence-based practice.
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Connect your reflection to relevant professional standards, codes or competency domains (for example, patient safety, collaboration, delegation and culture of safety).
Learning outcomes addressed
This task is designed to address the NRSG139 learning outcomes related to person-centred assessment, communication, critical thinking and safe practice.
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Demonstrate fundamental person-centred assessment skills in simulated and/or clinical environments.
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Apply principles of therapeutic and professional communication during assessment and documentation.
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Use critical thinking and clinical reasoning to identify priority problems and inform safe, evidence-based nursing care.
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Engage in reflection to support ongoing learning, safe practice and professional development.
Structure and formatting requirements
Written paper
Length: 1,500–2,000 words (excluding title page, reference list and portfolio appendices).
Format: Academic report style, using clear headings for Parts A, B and C.
Referencing: Current ACU/School of Nursing guidelines (e.g. APA 7th or Harvard, as specified by the unit outline), applied consistently.
Sources: Minimum of 8–10 recent, peer-reviewed scholarly sources (2018–2025/2026) plus relevant professional standards or guidelines.
Submission: Via the designated learning management system drop-box (single PDF or Word document, including portfolio appendices).
Portfolio appendices
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Label each artefact clearly (e.g. Appendix A: Vital signs skills checklist; Appendix B: Simulation feedback note).
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De-identify all patient, staff and peer information in accordance with privacy and confidentiality requirements.
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Ensure all images or scans are legible and relevant.
Marking rubric / grading criteria
Criterion 1: Clinical skills portfolio and evidence of learning (25%)
High distinction: Portfolio includes highly relevant, clearly explained artefacts that comprehensively demonstrate development of assessment skills, professional communication and safe practice. Narrative integration is insightful and well linked to unit learning outcomes and standards.
Pass: Portfolio includes generally relevant artefacts with adequate explanation of learning. Narrative links to skills and outcomes are present but may be descriptive rather than analytical.
Criterion 2: Person-centred nursing assessment and planning (35%)
High distinction: Assessment is thorough, logically structured and strongly person-centred, with effective use of therapeutic communication and a suitable nursing assessment framework. Priorities and initial plan are clearly justified using high-quality, recent evidence.
Pass: Assessment covers key aspects of the scenario with some person-centred elements. Priorities and plan are generally appropriate but may rely on limited or partially integrated evidence.
Criterion 3: Critical reflection and integration of feedback (25%)
High distinction: Reflection demonstrates deep critical engagement with learning experiences, feedback and professional expectations. Clear, realistic strategies are articulated for ongoing development and safe practice.
Pass: Reflection describes experiences and feedback with some insight. Links to future practice and standards are present but may be general.
Criterion 4: Academic writing, structure and referencing (15%)
High distinction: Writing is clear, coherent and well organised. Accurate spelling, grammar and academic tone throughout. Referencing is precise and consistent with required style.
Pass: Writing is mostly clear with minor errors. Structure is apparent but not always refined. Referencing is generally correct with some inconsistencies.
Additional descriptor
This NRSG139 Integrating Practice 1 assessment guide supports first-year nursing students at ACU to complete a person-centred health assessment, reflection and clinical skills portfolio that align with current unit outcomes and Bachelor of Nursing requirements. It summarises what to include in the clinical assessment, how to structure the reflective component and what markers expect for safe, evidence-based practice in NRSG139 Assessment in Health.
Suggested peer-reviewed references (Harvard style)
Examples only; check your library for access and correct edition details.
Levett-Jones, T, Cant, R, Lapkin, S, Bogossian, F, McKenna, L, Bearman, M & James, A 2019, ‘A systematic review of the effectiveness of simulation-based education on satisfaction and self-confidence in nursing students’, Nurse Education Today, vol. 79, pp. 129–137.
Martin, P & Chanda, N 2018, ‘Person-centred care in nursing: theory, practice and education’, Journal of Clinical Nursing, vol. 27, no. 15–16, pp. 3205–3216.
Levett-Jones, T (ed.) 2018, Clinical Reasoning: Learning to Think Like a Nurse, 2nd edn, Pearson, Sydney.
Arnold, EC & Boggs, KU 2020, Interpersonal Relationships: Professional Communication Skills for Nurses, 8th edn, Elsevier, St Louis.
Cox, J, Harrison, R & Paterson, J 2020, ‘The impact of reflective practice on nursing students’ clinical decision-making’, Nurse Education in Practice, vol. 44, 102739.
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