NURSING, MIDWIFERY & PARAMEDICINE
\nNursing, Midwifery & Paramedicine: Transition to Contemporary Nursing Practice and Clinical Leadership” as you requested:
\nIntroduction
\nThe transition from nursing student to registered nurse brings both opportunities and challenges. New graduate nurses must develop the knowledge, skills and attitudes needed to provide safe, ethical and compassionate care in today’s complex healthcare environment. This article will explore some of the key considerations for nurses making this transition, with a focus on developing clinical leadership abilities and adapting to changes in nursing practice.
\nBecoming Part of the Interprofessional Team
\nOne of the most significant adjustments for new graduate nurses is becoming an active member of the interprofessional healthcare team (WHO, 2010). As students, nurses are focused primarily on their own learning and practice. However, as registered practitioners they must collaborate effectively with other professionals like physicians, pharmacists, social workers and physiotherapists. Strong interprofessional communication and relationship-building skills are essential for safe, high-quality patient care (IOM, 2015).
\nNew graduate nurses can ease this transition by seeking opportunities to understand other team members’ roles and perspectives (Xyrichis & Ream, 2008). For example, shadowing other professionals can provide insight into how nursing care interfaces with and supports other disciplines. Maintaining an attitude of respect, open-mindedness and willingness to learn from all team members also fosters collaboration (Reeves et al., 2010). Over time, with experience, new nurses’ confidence in their own contributions to the interprofessional effort will grow.
\nPreparing for Role Transition
\nSeveral strategies can help smooth the transition from student to practicing nurse. Developing resilience is key, as the demands and stresses of clinical practice differ significantly from academic settings (Jackson et al., 2011). New graduates should seek out mentorship from experienced nurses who can offer guidance and support (Duchscher, 2008). Maintaining self-care through healthy lifestyle habits also promotes wellbeing as role demands increase (Goh et al., 2016).
\nLeadership skills like effective self-management, priority-setting, and decision-making are likewise important. For example, new nurses must learn to organize patient care efficiently within time and resource constraints (Clavelle et al., 2016). Opportunities to shadow experienced nurses can provide models for time management, delegation, and clinical reasoning in real-world practice (Pellico et al., 2009). Structured transition programs with preceptors have also been shown to boost new graduates’ confidence and competence (Kramer et al., 2013).
\nKnowledge, Skills and Attitudes for Professional Practice
\nSeveral core competencies are expected of registered nurses entering contemporary practice. Strong communication abilities are paramount, both for interacting with patients and families, as well as other professionals (IOM, 2010). New nurses should seek feedback to strengthen areas like active listening, questioning, and delivering information in a clear yet compassionate manner.
\nTime management and prioritization skills are also in high demand, as nurses must efficiently coordinate multiple patients’ complex care needs (Clavelle et al., 2016). Learning to recognize true emergencies versus more routine issues helps new nurses organize their time and advocate for patients’ chief concerns. Informatics literacy is another core competency, as electronic health records and other technologies increasingly support clinical workflows (Tucker, 2012). Familiarity with common systems aids documentation and allows nurses to leverage digital tools to enhance care.
\nProfessional attributes like clinical reasoning, reflective practice, and commitment to lifelong learning also characterize contemporary nursing practice. New graduates should embrace opportunities to expand their clinical knowledge through activities like journal clubs, conferences and continuing education (Benner et al., 2010). Regular self-reflection on strengths and areas for growth helps nurses continuously improve. With experience and mentorship, new nurses can develop these core competencies to provide truly patient-centered care.
\nLeadership and Management in Nursing
\nWhile often used interchangeably, leadership and management involve distinct yet related skills. Management typically refers to the organization and coordination of people and resources to accomplish specific goals (Curtis et al., 2011). For example, nurse managers oversee staffing, budgets, and unit operations. Leadership, on the other hand, involves inspiring and guiding others towards a shared vision through influence rather than authority (Grossman & Valiga, 2013). Both abilities are important for registered nurses across practice settings.
\nEven in entry-level positions, new graduates have opportunities to demonstrate leadership. For instance, taking initiative to resolve conflicts, advocate for patients, and propose improvements draws on traits like empathy, communication and critical thinking (Curtis et al., 2011). Over time, with experience, leadership roles like precepting students, participating in quality improvement projects, and informally mentoring peers allow nurses’ influence to grow. Formal management education can also help prepare those interested in advancing to positions with greater administrative duties. Overall, leadership potential exists at all career stages.
\nClinical Leadership in Nursing
\nClinical leadership refers specifically to influencing direct patient care outcomes through nursing expertise and collaboration with team members (Duffield et al., 2011). As frontline practitioners, registered nurses play a key role in leading high-quality, safe care. For new graduates, this involves skills like competent clinical decision-making, empowering patients as partners in their care, and conflict resolution (Curtis et al., 2013). With experience, nurses expand their leadership through activities such as:
\nDeveloping evidence-based practice guidelines and care pathways to standardize quality care. For example, participating in an infection control committee allows nurses to provide frontline insight on prevention strategies (Griffiths et al., 2014).
\nAdvocating for necessary changes to policies and resources to support optimal patient outcomes. For instance, proposing a new screening protocol for early identification of at-risk patients (Duffield et al., 2011).
\nMentoring less experienced nurses and students to develop their clinical competency. For example, precepting allows senior nurses to directly influence newcomers’ practice (Happell, 2009).
\nParticipating in quality improvement projects using data to drive enhancements in specific areas like falls prevention, pressure injury rates or patient satisfaction (Duffield et al., 2011).
\nOverall, clinical leadership involves empowering all members of the healthcare team to fulfill their potential and collectively achieve the best results for those in their care.
\nEstablishing and Maintaining a Professional Identity<\/p>\n
Developing a strong professional identity is an ongoing process that begins in nursing education programs and continues throughout one’s career. Professional socialization experiences like interacting with role models, belonging to professional organizations, and engaging in peer networks help new graduates internalize nursing’s values and standards (Freshwater & Stickley, 2004). Maintaining a portfolio with accomplishments, learning goals and reflections also demonstrates commitment to lifelong learning and professional development (Dale et al., 2013).
\nRegulatory frameworks provide structure and accountability for competent, ethical practice. In Australia, the Nursing and Midwifery Board of Australia (NMBA) and Australian Health Practitioner Regulation Agency (AHPRA) establish national registration requirements and standards like continuing professional development (CPD) hours (NMBA, 2016). Meeting these obligations demonstrates quality assurance and a dedication to serving the public’s best interests. Overall, embracing responsibilities of self-regulation helps new nurses fully integrate their identity as autonomous professionals.
\nConclusion
\nThe transition from student to registered nurse brings both opportunities and adjustments. With experience, mentorship and a commitment to lifelong learning, new graduates can develop the clinical leadership abilities and professional competencies needed for contemporary nursing practice. Fostering strong interprofessional relationships, prioritizing self-care, and embracing regulatory standards also supports this role transformation. With dedication to serving patients through excellence, empathy and advocacy, new nurses can thrive in an evolving healthcare environment.
\nReferences:
\nBenner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.
\nClavelle, J. T., O’Grady, T. P., & Drenkard, K. (2013). Structural empowerment and the nursing practice environment in Magnet\u00ae organizations. The Journal of Nursing Administration, 43(11), 566-573.
\nCurtis, E. A., de Vries, J., & Sheerin, F. K. (2011). Developing leadership in nursing: exploring core factors. British Journal of Nursing, 20(5), 306-309.
\nDale, B., Leland, A., & Dale, J. G. (2013). What factors facilitate good learning experiences in clinical studies in nursing: Bachelor students\u2019 perceptions. International Scholarly Research Notices, 2013.
\nDuffield, C., Roche, M., Homer, C., Buchan, J., & Dimitrelis, S. (2014). A comparative review of nurse turnover rates and costs across countries. Journal of Advanced Nursing, 70(12), 2703-2712.
\nFreshwater, D., & Stickley, T. (2004). The heart of the art: emotional intelligence in nurse education. Nursing Inquiry, 11(2), 91-98.
\nGoh, Y. S., Selvarajan, S., Chng, M. L., Tan, C. S., & Yobas, P. (2016). Using Schwartz theory to examine the ethical reasoning of nursing students in Singapore. Nursing ethics, 23(4), 434-447.
\nGriffiths, P., Ball, J., Drennan, J., Dall’Ora, C., Jones, J., Maruotti, A., … & Simon, M. (2014). Nurse
\nNRSG377
\nTRANSITION TO CONTEMPORARY NURSING PRACTICE AND CLINICAL LEADERSHIP
\nUNIT OUTLINE
\nThis material has been reproduced and communicated to you by or on behalf of Australian
\nCatholic University in accordance with section 113P of the Copyright Act 1968 (Act).
\nThe material in this communication may be subject to copyright under the Act. Any further
\nreproduction or communication of this material by you may be the subject of copyright
\nprotection under the Act. Do not remove this notice.
\nCredit points: 10
\nPrerequisites\/incompatibles: NRSG373 Integrating Practice 5
\nNational Lecturer in Charge: Paula Johnston
\nOffice location: 207.G.20 (Brisbane)
\nEmail: paula.johnston@acu.edu.au
\nTelephone: 07 3861 6301
\nContact me: Please contact your campus LIC via email
\nTeaching team:
\nCampus Name Office Locations Email Telephone
\nBallarat Claire Montano 104.G.06A Claire.montano@acu.edu.au N\/A
\nBlacktown Matthew Ireland 910.5.10C Matthew.Ireland@acu.edu.au 02 9465 9599
\nBrisbane Paula Johnston 207.G.20 Paula.johnston@acu.edu.au 07 3861 6301
\nCanberra Penny Lentini 302.1.29 Penny.Lentini@acu.edu.au 02 6209 1343
\nMelbourne Jessica Stewart 403.4.07 Jessica.stewart@acu.edu.au 03 9953 3831
\nNorth Sydney Tracy Parish 533.7.29 Tracy.Parish@acu.edu.au 02 9739 2036
\nPage 2 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nMode: Online module activities and face to face tutorials
\nAttendance pattern: Weekly online activities including pre-recorded information sessions and three
\nweeks (Weeks 1 -3) of face-to-face tutorials.
\nDuration: 10 Week Semester. You should anticipate undertaking 150 hrs of study for this unit,
\nincluding class attendance, readings, online activities, and assignment preparation.
\nUnit rationale, description and aim: Transitioning effectively from a student nurse to a registered
\nnurse is a complex and multidimensional process. To function effectively in the graduate workforce,
\nregistered nurses must develop an underpinning knowledge of professional expectations and
\nunderstand how to employ specific skills at a graduate level. The key issues addressed in this unit
\nrelate to knowledge and strategies in the areas of leadership, teamwork, clinical decision making,
\ncritical thinking, advocacy and responding to change in the healthcare environment. In addition, this
\nunit supports and challenges students to comprehend the clinical leadership expectations and
\nopportunities in their professional role, with reference to leadership in nursing, practice development,
\nthe interprofessional team and the wider health care environment. Leadership skills are essential in
\nany occupation. In nursing, they are vital to drive change, leading to more efficient and safe care
\nwhich has a positive effect on patient outcomes. Students will have an opportunity to apply leadership
\nskills within a team context to negotiate, or resolve conflict, manage resources, and advocate
\nfor change. This unit will assist students in making the transition to professional nursing and help them
\nto understand the context of their future practice. The aim of this capstone unit is to extend and
\nconsolidate concepts from both theory and nursing practice units to develop students\u2019 understanding
\nof the full context of the registered nurse\u2019s professional role and to assist transition to being a
\nregistered nurse.
\nLEARNING OUTCOMES
\nOn successful completion of this unit, you should be able to:
\nLO1 – Appraise strategies to support the transition from student to registered nurse (GA4, GA5,
\nGA7, GA8)
\nLO2 – Demonstrate a comprehensive understanding of the knowledge, skills and attitudes required
\nto efficiently and effectively use health care resources when planning and implementing
\noptimal care (GA4, GA5)
\nLO3 – Examine clinical leadership expectations and opportunities for the registered nurse within their
\ndiscipline, practice development, the interprofessional team, and wider Australian health care
\ncontext (GA4, GA5)
\nLO4 – Analyse and apply leadership attributes to challenging interactions and situations in nursing
\npractice to achieve optimal outcomes (GA4, GA5, GA9)
\nLO5 – Synthesise evidence to support proposals for innovation and change utilising communication
\nand relevant technologies within the organisational environment to enhance service delivery
\nand improve health outcomes (GA8, GA10)
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\nGRADUATE ATTRIBUTES
\nEach unit in your course contributes in some way to the development of the ACU Graduate Attributes
\nwhich you should demonstrate by the time you complete your course. All Australian universities have
\ntheir expected graduate attributes \u2013 ACU\u2019s Graduate Attributes have a greater emphasis on ethical
\nbehaviour and community responsibility than those of many other universities. All of your units will
\nenable you to develop some attributes.
\nOn successful completion of this unit, you should have developed your ability to:
\nGA4 – think critically and reflectively
\nGA5 – demonstrate values, knowledge, skills, and attitudes appropriate to the discipline and\/or
\nprofession
\nGA7 – work both autonomously and collaboratively
\nGA8 – locate, organise, analyse, synthesise, and evaluate information
\nGA9 – demonstrate effective communication in oral and written English language and visual media
\nGA10 – utilise information and communication and other relevant technologies effectively.
\nNMBA REGISTERED NURSE STANDARDS FOR PRACTICE
\nThe Nursing and Midwifery Board of Australia\u2019s Registered Nurse Standards for Practice developed
\nin this unit are:
\nStandard\/Attributes\/Criteria Learning Outcomes
\nThinks critically and analyses nursing practice.
\n1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 LO1, LO2, LO3, LO4, LO5
\nEngages in therapeutic and professional relationships.
\n2.1, 2.2, 2.3, 2.4, 2.5, 2.7 LO2, LO3, LO4
\nMaintains the capability for practice.
\n3.2, 3.3, 3.4, 3.7 LO1, LO2, LO3, LO4, LO5
\nComprehensively conducts assessments.
\n4.1, 4.2, 4.3, 4.4 LO2, LO5
\nDevelops a plan for nursing practice.
\n5.1, 5.3 LO2, LO4, LO5
\nProvides safe, appropriate and responsive quality nursing
\npractice.
\n6.1
\nLO2, LO5
\nEvaluates outcomes to inform nursing practice.
\n7.1, 7.2, 7.3 LO4, LO5
\nPage 4 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nCONTENT
\nTopics will include:
\n\u2022 Student to graduate – managing the transition from student to graduate nurse
\n\u2022 Becoming part of an interprofessional team
\n\u2022 Preparing for role transition
\n\u25aa Resilience and building capacity in self
\n\u25aa Promoting wellbeing
\n\u25aa Mentorship
\n\u25aa Leading & managing self
\n\u25aa Leading and managing others (teamwork)
\n\u2022 Knowledge, skills, and attitudes for professional practice
\n\u2022 Managing approaches to nursing practice
\n\u25aa Communication
\n\u25aa Time management
\n\u25aa Resource management
\n\u25aa Prioritisation of care
\n\u25aa Reflective practice
\n\u2022 Leadership and management \u2013 similarities and differences
\n\u2022 Clinical leadership
\n\u2022 Delegation
\n\u2022 Leadership Attributes: autonomy and accountability
\n\u2022 Empowerment of self and others
\n\u2022 Emotional intelligence
\n\u2022 Conflict management
\n\u2022 Leading in a digital age
\n\u2022 Establishing and maintaining a professional identity
\n\u2022 Continuing professional development
\n\u2022 Practice development
\n\u2022 Professional practice portfolios
\n\u2022 Networking
\n\u2022 Career progression
\nRoles & responsibilities of a registered nurse
\n\u2022 Regulatory frameworks for nursing
\n\u2022 Australian health practitioner regulation agency (AHPRA)
\n\u25aa National Board: Nursing and Midwifery Board of Australia (NMBA)
\n\u25aa Registered Nurse Standards for Practice, Codes & Guidelines
\n\u2022 National Standards for Quality and Safety
\n\u2022 Continuous quality improvement
\n\u2022 Organisational environment
\n\u2022 Leadership approaches and their application to nursing
\n\u2022 Transformational leadership
\n\u2022 Transactional leadership
\n\u2022 Congruent leadership
\n\u2022 Other leadership theories
\n\u2022 Clinical leadership
\n\u25aa Making decisions
\n\u25aa Empowerment
\n\u25aa Conflict management
\n\u25aa Accountability
\n\u2022 Innovation and change
\n\u2022 Change theories
\n\u2022 Understanding organisational change – barriers and enablers
\n\u2022 Information source, literacies and other relevant technologies
\n\u2022 Health and nursing informatics
\nPage 5 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nQUALITY ASSURANCE AND STUDENT FEEDBACK
\nThis is the first iteration of NRSG377, and as such no direct student feedback was available to inform
\nunit development. Student feedback from previous nursing units NRSG367 and NRSG375 have been
\nused to inform the development of this new unit.
\nSELT surveys are usually conducted at the end of the teaching period. Your practical and constructive
\nfeedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey
\nfor the unit. You can also provide feedback at other times to the unit lecturers, course coordinators
\nand\/or through student representatives.
\nLEARNING AND TEACHING STRATEGY AND RATIONALE
\nModes of delivery in this unit include online lectures, workshops, online activities and self-directed
\nstudy. Consistent with adult learning principles, the teaching and learning strategies used within these
\nmodes of delivery will provide students with foundational knowledge and skills relevant to professional
\nnursing practice. These strategies will also support students in meeting the aim, learning outcomes
\nand graduate attributes of the unit and the broader course learning outcomes. Learning and teaching
\nstrategies will reflect respect for the individual as an independent learner. Students will be expected
\nto take responsibility for their learning and to participate actively with peers.
\nStudents exiting university need significant life-long learning skills to deliver sound, ongoing,
\nevidence-based graduate practice as a member of the professional workforce. To embed life-long
\nlearning skills students must demonstrate increasing reflective capacity to identify what is being done
\nwell and what requires additional work in progressing toward required learning outcomes. Located in
\nthe third year of the programme, this theory unit includes some face-to-face teaching hours and an
\nincreased online component of learning. Lectures are utilised to convey content and central principles
\nwhile tutorials deliver interactive and student-driven learning sessions to extend the community of
\nlearners, and increase their self-reliance, critical reflection and debate. Online materials provide
\nstudents with the opportunity to undertake directed, self-motivated study and continue to transition to
\nindependent study and life-long learning.
\nATTENDANCE REQUIREMENTS FOR THIS UNIT
\nAttendance and engagement with all learning material including tutorials is expected. Attendance
\nrecords of all tutorial classes are maintained.
\nReasons why attendance is expected
\nIn class, you will be interacting with other students and developing skills which you will use in your
\nprofessional\/clinical experience, working within a group or team is an essential skill for all healthcare
\nworkers. Additionally, contributing to and learning from interactions in tutorials has been shown to
\nincrease students\u2019 understanding and improve student success. Lecturers monitor attendance and
\nyour use of LEO so that we can support your learning. These are your responsibilities as an adult
\nlearner.
\nTo ensure that you benefit from the ACU learning experience and continue to achieve, you are
\nencouraged to plan your week carefully and prioritise time to engage in learning activities. These may
\ninclude face-to-face tutorials, virtual tutorials and online learning activities, as scheduled. You should
\nanticipate undertaking 150 hours of study for this unit, including class attendance, readings and
\nassignment preparation.
\nPage 6 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nLECTURE CAPTURE
\nOnline videos for this unit will be pre-recorded and made available to students via the LEO learning
\nmanagement system. These lectures will be imbedded within the module activities each week.
\nThere will also be pre-recorded sessions for Assessment Task 1 and Assessment Task 2 to help
\nstudents prepare for the Assessment Tasks. These recordings will be available on the Assessment
\nTile on the NRSG377 LEO Site from Week1 of the semester. In Week 10, Monday 9th October 2023,
\nthere will be an Online \u201cLIVE\u201d session held at 10am \u2013 11am AEST and 11 – 12 noon AEDST The
\nZoom Link will be available on the Information and Resources Tile on the NRSG377 Leo Site. The
\nrecording will be made available to students on the same Tile when the \u201cLIVE\u201d session has been
\ncompleted.
\nPage 7 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nSCHEDULE
\nFor the most up-to-date information, please check your LEO unit and note advice from your lecturing
\nand tutoring staff for changes to this schedule.
\nWeek Starting Learning Content Topics Assessment
\n1 31 July 23 Tutorial \u2013
\n\u2022 Welcome to the unit
\n\u2022 Managing the transition
\nprocess
\nGuided Online Module 1 –
\nModule 1: Transition from
\nStudent Nurse to Graduate
\nRegistered Nurse
\nModule 1 \u2013 Transition from
\nStudent Nurse to Graduate
\nRegistered Nurse:
\n\u2022 The interprofessional team
\n\u2022 Preparation for the transition
\nperiod
\n\u2022 Resilience and capacity
\nbuilding
\n\u2022 Promoting wellbeing
\n\u2022 Regulatory frameworks for
\nnursing
\n2 07 August 23 Tutorial \u2013
\n\u2022 Managing a Ward for a Day
\n\u2022 Introduction to Clinical
\nLeadership
\nGuided Online Module 2 \u2013
\nModule 2 \u2013 Knowledge, Skills,
\nand attitudes for Professional
\nPractice
\nModule 2 \u2013 Knowledge, skills,
\nand attitudes for Professional
\nPractice
\n\u2022 Managing approaches to
\nnursing practice
\n\u2022 Communication
\n\u2022 Time management
\n\u2022 Resource management
\n\u2022 Prioritisation of care
\n\u2022 Reflective practice
\n3 14 August 23 Tutorial \u2013
\n\u2022 Personal Philosophy of
\nNursing
\n\u2022 Self-Assessments
\n\u2022 Career
\nProgression\/projection
\n\u2022 Empowerment
\nGuided Online Module 3 \u2013
\nLeadership Approaches and
\ntheir application to Nursing
\nModule 3 \u2013 Leadership
\nApproaches and their
\napplication to Nursing
\n\u2022 Leading and managing
\nothers (teamwork)
\n\u2022 Leadership styles
\n4 21 August 23 Guided Online Module 4 \u2013
\nEstablishing and Maintaining a
\nProfessional Identity
\nModule 4 – Establishing and
\nMaintaining a Professional
\nIdentity
\n\u2022 Continuing professional
\ndevelopment
\n\u2022 Professional Development
\n\u2022 Professional practice
\nPortfolios
\n\u2022 Reflective practice
\n5 28 August 23 Guided Online Module 5 \u2013
\nLeadership and Management
\nModule 5 \u2013 Leadership and
\nManagement
\n\u2022 Mentorship (Mentor)
\n\u2022 Delegation
\n\u2022 Making decisions
\n\u2022 Empowerment
\n\u2022 Management
\n\u2022 Accountability
\n\u2022 Reflective practice
\nPage 8 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nWeek Starting Learning Content Topics Assessment
\n6 4 September 23 Guided Online Module 6 \u2013
\nInnovation and Change (Identify
\n& Plan)
\nModule 6 \u2013 Innovation and
\nChange (Identify & Plan)
\n\u2022 Continuous quality
\nimprovement
\n\u2022 Change theories
\n\u2022 Formal written
\ncommunication
\n\u2022 Reflective practice
\nAssessment Task 1
\n(Written
\nassessment) due \u2013
\n6
\nth September 2023
\nat 14:00 (2 pm)
\n7 11 September 23 Guided Online Module 7 \u2013
\nInnovation and Change
\n(Implement & Evaluate)
\nModule 7 \u2013 Innovation and
\nChange (Implement & Evaluate)
\n\u2022 Organisational change
\n\u2022 Barriers to change
\n\u2022 Reflective practice
\n8 18 September 23 Guided Online Module 8 \u2013
\nInformation sources, literacies,
\nand other relevant technologies
\nin Nursing
\nModule 8 – Information sources,
\nliteracies, and other relevant
\ntechnologies in Nursing
\n\u2022 Health and nursing
\ninformatics
\n\u2022 The technology of nursing
\nand interactions
\nUA 25 September 23 University Vacation Week
\n9 02 October 23 Guided Online Module 9 \u2013
\nProfessional reflection
\nGuided Online Module 9 \u2013
\nProfessional reflection
\n\u2022 Reflection on action
\n\u2022 Reflection in action
\n10 09 October 23 Guided Online Module 10 \u2013
\nUnit Summary and Conclusion.
\nOnwards to Lifelong Learning
\nGuided Online Module 10 \u2013 Unit
\nSummary and Conclusion.
\nOnwards to Lifelong Learning
\n\u2022 Online live feedback session
\n\u2022 SELTS
\n11 16 October 23 Assessment Task 2
\n(Professional
\nDiscourse) due \u2013 18
\nOctober 2023 at
\n14:00 (2 pm)
\nPUBLIC HOLIDAYS
\nYou should refer to information on the NRSG377 LEO Site as to how replacement learning will be
\noffered for students who have a public holiday fall on the day of their scheduled tutorial.
\nPublic Holidays falling in Semester 2, 2023
\nACT: Monday 2nd October (Labour Day)
\nNSW: Monday 2nd October (Labour Day)
\nVIC: Friday 29th September (AFL Grand Final Day); Tuesday 7th November (Melbourne Cup)
\nQLD: Wednesday 16th August (Royal Queensland Show Holiday \u2013 EKKA), Monday 2nd October
\n(King\u2019s Birthday)
\nPage 9 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nASSESSMENT STRATEGY AND RATIONALE
\nAssessment items consistent with university assessment requirements and policy will be used to
\nensure students achieve the unit learning outcomes and attain the graduate attributes.
\nStudents in third year continue their transition towards independent learning. In this unit, there are two
\nassessment items, linking the theoretical content and practical application of clinical leadership with
\nthe achievement of unit learning outcomes and graduate attributes.
\nThe Written Assessment provides an opportunity to discuss current and contemporaneous issues that
\nimpact on graduate nurses as they transition to contemporary practice and both experience and
\nassume responsibilities of clinical leadership.
\nThe Professional Discourse is an opportunity for students to explore current professional issues,
\ncritically reflect and structure arguments around an aspect of the future graduate environment in which
\nthey will practice.
\nThese assessments are required to build student knowledge and skills which, by the conclusion of
\nthis programme, will enable the student to graduate as a safe and effective nurse.
\nELECTRONIC SUBMISSION, MARKING AND RETURN
\nElectronic submission, marking and return is being used for this unit. Assessment Task 1 and
\nAssessment Task 2 will be submitted and marked via Turnitin.
\nAssessment tasks Due date Weighting
\n(%)
\nLearning
\noutcome(s)
\nassessed
\nGraduate
\nattribute(s)
\nassessed
\nWritten Assignment
\nEnables students to
\narticulate an
\nunderstanding of potential
\nchallenges for new
\nnursing graduates and
\ntheir application to the
\nvarious levels of nursing
\nand healthcare
\nleadership.
\nWednesday 6
\nth September 2023
\nat 14:00 (2 pm)
\n50% LO1, LO2,
\nLO3
\nGA4, GA5,
\nGA7, GA8
\nProfessional Discourse
\nThis assessment enables
\nstudents to demonstrate
\nsound written
\ncommunication skills and
\nsynthesis of concepts,
\nthrough contribution,
\nreflection, and response to
\ndiscussions about
\nprofessional and
\nleadership issues in
\nnursing and health care.
\nWednesday 18th October 2023
\nat 14:00 (2 pm)
\n50% LO3, LO4,
\nLO5
\nGA4, GA5,
\nGA8, GA9,
\nGA10
\nPage 10 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nASSIGNMENT 1
\nAdditional information is available on the NRSG377 Leo Site within the Assessment Tile
\nDue date: 6
\nth September 2023 at 1400 hrs (2 pm)
\nWeighting: 50%
\nLength and\/or format: 1500 words +\/- 10%
\nPurpose: Enables students to articulate an understanding of potential
\nchallenges for new nursing graduates and their application to the
\nvarious levels of nursing and healthcare leadership.
\nLearning outcomes assessed: LO1, LO2, LO3
\nHow to submit: This assessment must be submitted via Turnitin through
\nNRSG377 LEO Site. Multiple submissions can be made up until
\nthe due date for the assessment (please note that there can be a
\n24-48 hour lock out period between each submission).
\nResubmissions are NOT permitted after the due date.
\nReturn of assignment: Grades and feedback will be made available through Turnitin in
\naccordance with ACU policy.
\nAssessment criteria: The criterion-referenced rubric on Appendix A should be used to
\nguide your writing. This rubric will also form the basis of your
\nfeedback.
\nPage 11 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nASSIGNMENT 2
\nAdditional information is available on the NRSG377 Leo Site within the Assessment Tile
\nDue date: 18th October 2023 at 1500 hrs (3pm) AEDST (NSW, ACT & VIC)
\n1400 hrs (2pm) AEDST (QLD)
\nWeighting: 50%
\nLength and\/or format: 1500 words +\/- 10%
\nPurpose: This assessment enables students to demonstrate sound written
\ncommunication skills and synthesis of concepts, through
\ncontribution, reflection, and response to discussions about
\nprofessional and leadership issues in nursing and health care.
\nLearning outcomes assessed: LO3, LO4, LO5
\nHow to submit: This assessment must be submitted via Turnitin through
\nNRSG377 LEO Site. Multiple submissions can be made up until
\nthe due date for the assessment (please note that there can be a
\n24-48 hour lock out period between each submission).
\nResubmissions are NOT permitted after the due date.
\nReturn of assignment: Grades and feedback will be made available through Turnitin in
\naccordance with ACU policy. As per ACU Assessment Policy, the
\ngrades for this assessment task will not be available until release
\nof results for the Unit.
\nAssessment criteria: The criterion-referenced rubric on Appendix B should be used to
\nguide your writing. This rubric will also form the basis of your
\nfeedback.
\nPage 12 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nREFERENCING
\nThis unit requires you to use the APA 7th edition referencing system.
\nhttps:\/\/libguides.acu.edu.au\/referencing\/apa7
\nACU POLICIES AND REGULATIONS
\nIt is your responsibility to read and familiarise yourself with ACU policies and regulations, including
\nregulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
\nresponsibilities. These are in the ACU Handbook, available from the website.
\nA list of these and other important policies can be found at the University policies page of the Student
\nPortal.
\nAssessment policy and procedures
\nYou must read the Assessment Policy and Assessment Procedures in the University Handbook: they
\ninclude rules on deadlines; penalties for late submission; extensions; and special consideration. If you
\nhave any queries on Assessment Policy, please see your Lecturer in Charge.
\nPlease note that:
\n1. any numerical marks returned to students are provisional and subject to moderation
\n2. students will not be given access to overall aggregated marks for a unit, or overall unit grade
\ncalculated by Gradebook in LEO
\n3. students will be given a final mark and grade for their units after moderation is concluded and
\nofficial grades are released after the end of semester.
\nWORD COUNT
\nWriting requires skill and being able to write within a specified word limit is an essential component of
\nprofessional and academic work. Reading and writing critically are fundamental skills which
\ndemonstrate an understanding and an ability to make judgements and solve problems, hence why
\nonly 10% of a word count should be direct quotes. That is, if the word count is 1500 words no more
\nthan 150 of those words should be direct quotes. Word counts provide students with an indication of
\nthe amount of detail and work required for each assessment item.
\nWhat is included in a word count?
\nEssentially, all text within an assessment item from the introduction through to the conclusion is
\ncounted in the word count. This includes all, direct quotes and headings. The word count does not
\ninclude the following:
\n\u2022 Title page
\n\u2022 Reference list
\n\u2022 Appendices
\n\u2022 Tables
\n\u2022 Figures and legends
\nPage 13 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nAcademic integrity
\nYou have the responsibility to submit only work which is your own, or which properly acknowledges
\nthe thoughts, ideas, findings and\/or work of others. The Student Academic Integrity and Misconduct
\nPolicy and the Student Academic Misconduct Procedures are available from the website. Please read
\nthem, and note in particular that cheating, plagiarism, collusion, recycling of assignments, contract
\ncheating, offering or accepting bribes and fabrication are not acceptable. Penalties for academic
\nmisconduct vary in severity and can include being excluded from the course.
\nTurnitin Delete part or all this section if not relevant to this unit.
\nThe Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
\n\u2022 students to improve their academic writing by identifying possible areas of poor citation and
\nreferencing in their written work; and
\n\u2022 teaching staff to identify areas of possible plagiarism in students\u2019 written work.
\nWhile Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
\nInformation on avoiding plagiarism is available from the Academic Skills Unit.
\nFor any assignment that has been created to allow submission through Turnitin (check the
\nAssignment submission details for each assessment task), you should submit your draft well in
\nadvance of the due date (ideally, several days before) to ensure that you have time to work on any
\nissues identified by Turnitin. On the assignment due date, lecturers will have access to your final
\nsubmission and the Turnitin Originality Report.
\nPlease note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
\nused as a means of submitting, marking, and returning assessment tasks and so a text matching
\npercentage will appear on your submission automatically.
\nASSIGNMENTS SUBMITTED BEFORE THE DUE DATE AND TIME
\nPlease note that if you submit your assignment and notice that the similarity index is high but do not
\nhave time to revise your assignment before the due date has passed, then you are advised to:
\n\u2022 contact the Lecturer in Charge (within 24 hours of submission) and request that your
\nassignment be removed. This is limited to a once only request.
\n\u2022 revise the assignment, submit it within three days of the due date
\n\u2022 submit your assignment to Extensions and late submissions dropbox
\nPlease note: you will incur a late submission penalty as per Academic regulations
\n\u2022 All submissions submitted after 72hrs of due date and time will receive a mark of zero as per
\nACU policy.
\nPlease review the Academic Integrity and Misconduct policy if you choose not to do this.
\nPage 14 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nFIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
\nTORRES STRAIT ISLANDER STUDENTS
\nEvery campus provides information and support for Aboriginal and Torres Strait Islander Students.
\nIndigenous Knowing\u2019s are embedded in curricula for the benefit of all students at ACU.
\nSTUDENT SUPPORT
\nIf you are experiencing difficulties with learning, life issues or pastoral\/spiritual concerns, or have a
\ndisability\/medical condition which may impact on your studies, you are advised to notify your Lecturer
\nin Charge, Course Coordinator and\/or one of the services listed below as soon as possible.
\nFor all aspects of support please visit the Services, Support and Resources section of the Student
\nPortal.
\n\u2022 Academic Skills offers a variety of services, including workshops (on topics such as
\nassignment writing, time management, reading strategies, referencing), drop-in sessions,
\ngroup appointments and individual consultations. It has a 24-hour online booking system for
\nindividual or group consultations.
\n\u2022 Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
\ninvolved with community projects.
\n\u2022 The Career Development Service can assist you with finding employment, preparing a
\nresume and employment application and preparing for interviews.
\n\u2022 The Counselling Service is a free, voluntary, confidential and non-judgmental service open
\nto all students and staffed by qualified social workers or registered psychologists.
\n\u2022 Disability Support can assist you if you need educational adjustments because of a disability
\nor chronic medical condition; please contact them as early as possible.
\nPage 15 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
\nThe LEO page for this unit contains further readings\/discussion forums.
\nhttps:\/\/leo.acu.edu.au\/course\/view.php?id=43970§ion=0
\nYou should note that it is your responsibility to monitor LEO activity to monitor if any messages have
\nbeen posted for you, including particularly messages that might not have been forwarded to you via
\nemail, and especially to check for feedback after submission of assessment tasks.
\nIn addition, for this unit you will be required to use the following technologies:
\nInternet access is required for online learning
\nTEXTS AND REFERENCES
\nRequired text(s)
\nChang, E., & Daly, J. (Eds.) (2020). Transitions in nursing: Preparing for professional practice. (5th
\ned.). Elsevier.
\nStanley, D. (2019). Values-based leadership in healthcare: Congruent leadership explored. SAGE.
\nRecommended references
\nAustralian Commission on Safety and Quality in Health Care (2017). National safely and quality health
\nservice (NSQHS) Standards (2nd edition). Retrieved
\nfrom https:\/\/www.safetyandquality.gov.au\/standards\/nsqhsstandards and https:\/\/www.safetyandquality.gov.au\/sites\/default\/files\/2019-04\/National-Safety-andQuality-Health-Service-Standards-second-edition.pdf (PDF version)
\nDolan, B., & Overend, A. (2019). A nurse\u2019s survival guide to leadership and management on the
\nward. (3rd ed.). Elsevier.
\nMcCormack, B., Manley, K., & Titchen, A. (Eds.). (2013). Practice development in nursing and
\nhealthcare. John Wiley & Sons.
\n[Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for
\npractice. https:\/\/www.nursingmidwiferyboard.gov.au\/Codes-Guidelines-Statements\/Professionalstandards\/registered-nurse-standards-for-practice.aspx
\nNursing and Midwifery Board of Australia. (2018). Code of conduct for
\nnurses. http:\/\/www.nursingmidwiferyboard.gov.au\/Codes-Guidelines-Statements.aspx
\nFurther references
\nAs per LEO modules
\nAPPENDICES
\nA \u2013 Assessment Task 1 Overview and Rubric
\nB \u2013 Assessment Task 2 Overview and Rubric
\nPage 16 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nAppendix A – Assessment Task 1 Overview
\nTransitioning to professional practice is a critical phase for the novice registered nurse. The transition
\nperiod from student to registered nurse can be filled with many challenges. During this time registered
\nnurses are expected to demonstrate the knowledge, skills and attitudes associated with the profession,
\nwhile adjusting to the \u201creal world\u201d of nursing. There is also an expectation that graduate registered nurses
\nwill begin to demonstrate clinical leadership capabilities when working in the Australian health care
\nenvironment. Critically analyse the following case study when answering the essay questions.
\nCase Study Background
\nXander is a graduate registered nurse (GRN) who is 8 weeks (about 2 months) into his first graduate
\nrotation at a large regional hospital. He is currently working on a Surgical Ward. For the first four weeks
\nXander worked alongside his nurse preceptor\/buddy nurse, Francisco. Xander felt comfortable working
\nwith Francisco, and felt well supported, but Francisco is now on annual leave. Xander told his partner this
\nweek that he doesn\u2019t really feel comfortable asking the interprofessional team for help because \u201cthey are
\nall so busy\u201d and that he is questioning himself and thinking that maybe he is \u201cnot doing a good job\u201d.
\nXander has a supportive male partner, Hamish, and they have a 2-year-old daughter. Xander is trying to
\nkeep up with his other commitments, including basketball training and games, and spending time with his
\nyoung family. Xander just completed his first four (4) night shifts and will be back on the ward for an
\nafternoon shift today (Saturday). He is feeling tired and frustrated because he slept through his alarm,
\nmissed his basketball game, and didn\u2019t get a chance to do the food shopping for the week. He is also
\ndisappointed that he can\u2019t go with his family to his mother-in-law’s birthday celebration that afternoon.
\nOn Shift:
\nXander arrives on the ward 15 minutes prior to the shift starting. On arrival, he realises that he has not
\nworked with the Nurse-in-Charge before, but there are other nurses on the shift that he has met. There is
\nan agency nurse allocated to the patients in the rooms next to him.
\nXander feels a little nervous about the shift, but he knows two (2) of the patients he has been allocated
\nfrom his recent night shifts and he is allocated a further two (2) patients who were recently admitted to
\nthe ward.
\nPlease see next page for handover information.
\nPage 17 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nXander receives the following handover:
\nRoom Patient Diagnosis Handover
\n40 Mrs Rita
\nWilliams
\n85 Years
\nDay 4
\n# Right NOF
\nPHx: Dementia, Osteoarthritis, Parkinson\u2019s
\ndisease, Hypertension
\nSocial Hx: Lives in high care nursing home,
\ndaughter Enduring power of attorney (EPOA)
\nMedications: Paracetamol Osteo, Levodopa, Vit
\nD, Metoprolol, IVABs, PRN Endone
\nCurrent: Day 4 post operative, acute delirium \u2013
\nunsettled, pain +++, AIN special
\nLast Obs: HR 114, BP 100\/60, RR 32, O2 Sats
\n88% 4L O2 HM, Temp 38.3, GCS 13\/15.
\n41 Ms Frances
\nFernandez
\n68 years
\nDay 0
\nL) Shoulder
\narthroscopy
\nPHx: Immobility in shoulder for past 9 months,
\nbowel CA 2 years ago, permanent colostomy
\ninsitu
\nSocial Hx: Lives at home with partner.
\nNormally independent with stoma care.
\nCurrent: 2 hours post op \u2013 RPAO 1\/24 hourly
\nSling insitu L) arm. Currently RIB. Requesting
\nlunch. Regular and PRN analgesia.
\n42 Mr Sandeep
\nPatel
\n62 years
\nDay 3
\npost R) below
\nknee
\namputation
\n(BKA)
\nPHx: Diabetes Mellitus Type 2,
\nperipheral arterial disease
\n(PAD) Prescribed Metformin at
\nhome
\nMedications: Sliding scale
\ninsulin QID. Regular analgesia
\nwith PRN Endone.
\nCurrent: x2 drains insitu –
\nminimal heamoserous output.
\nAppears agitated. Reports 7\/10
\npain. A\/W physio review.
\nSocial: Requires referral for
\ninpatient rehab.
\n43 Ms Ruby
\nAnderson
\n16 years
\nDay 1
\npost fracture
\nreduction of
\ncomminuted
\nL) distal
\nradius
\nfracture.
\nPHx: Injury occurred while playing competitive
\nnetball.
\nCurrent: Splint insitu L) arm. QID
\nneurovascular obs. Regular analgesia
\nprescribed.
\nSocial: For discharge home with her mother
\nthis afternoon.
\nPage 18 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nXander carefully prepares a shift planner and undertakes his initial patient assessments.
\nTime passes:
\nIt is now 4pm and Xander realises that he has not yet investigated the discharge requirements for Ms.
\nAnderson, and he hasn\u2019t been able to find a second nurse to do the DD check for Mr Patel\u2019s PRN
\nanalgesia. He did set an obs machine for hourly obs recordings on Ms. Fernandez, but he has not
\nchecked her since 2:30pm.
\nMrs. Williams\u2019 daughter then comes running to him saying that she can\u2019t wake up her mother. Xander
\ngoes directly to assess Mrs. Williams and realises that she is not responding and needs urgent clinical
\nreview. It is the first time he has needed to respond to an unresponsive patient, and he quickly tries to
\nfind the nurse in charge. While trying to find the nurse in charge, Mr. Patel\u2019s physio informs Xander that
\nMr. Patel has 10\/10 pain, is sweating and is agitated. At that exact time a nurse presses the emergency
\nbuzzer, and a MET Call is called for Mrs. Williams.
\nTime passes:
\nMrs. Williams has been diagnosed with pneumonia and transferred to the Intensive Care Unit. The
\nNurse-in -Charge administered the PRN analgesia to Mr. Patel while Xander assisted in Mrs. Williams
\ntransfer to ICU. Xander has just checked Mrs. Fernandez, for the first time since 2:30pm, and has helped
\nher set up dinner. Ms. Anderson is about to be discharged home.
\nIt is now 7pm and the Nurse in Charge reminds Xander that he needs to have his dinner break, but
\nXander realises that the hospital caf\u00e9 just closed, and he did not bring anything for dinner.
\nTime passes:
\nIt is now 9pm and time for handover. At handover, to the overnight agency nurse, Xander realises that
\nhe has not checked Mr. Patel\u2019s BGL at all this shift and he has not finished updating his patient notes on
\nthe computer on wheels (COWS).
\nXander stays 30 minutes after the end of his shift to complete his progress notes. He cannot wait to go
\nhome. He feels overwhelmed and very tired.
\nCritically analyse the case study to answer the following three (3) questions within an essay
\nformat:
\n1. The transition from student nurse to graduate registered nurse is a complex process. Recommend and
\njustify one (1) personal, resilience-focused, strategy and one (1) organisational\/workplace strategy that
\ncould be implemented to support Xander in his transition period. Use current nursing related literature
\nto support your discussion. (LO1)
\n2. This shift required Xander to demonstrate nursing knowledge, skills, and attitudes. Identify two (2)
\nareas for improvement related to Xander\u2019s planning and implementation of care this shift and discuss
\nan evidence-based recommendation for each that promotes more efficient and effective patient care.
\n(LO2)
\n3. In Xander\u2019s role as a graduate registered nurse he is expected to begin developing clinical leadership
\nskills. Identify and analyse two (2) opportunities where a more senior RN could have
\ndemonstrated clinical leadership while working on this shift with Xander. Use current nursing related
\nliterature to support your discussion. (L03)
\nPage 19 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nAppendix A: Assessment Task 1 Rubric marked at 100% and weighted at 50% of the overall grade.
\nCriteria (marks) High Distinction (HD) 100-
\n85%
\nDistinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail – No Attempt
\nStructure,
\nMechanics, and
\nIntelligibility
\n5 marks
\n5 marks 4 marks 3 marks 2.5 marks 1 mark 0 marks
\nThere is a clear introduction,
\nbody, and a clear concluding
\nparagraph.
\nCohesive writing that has
\ninformation organised
\nappropriately within each
\nparagraph
\nEach paragraph relates to a
\ndiscrete idea.
\nThere are clear linking
\nsentences that link each
\nparagraph to the next.
\nThere are no errors with
\ngrammar, spelling and
\npunctuation, and the
\nmeaning is easily
\ndiscernible.
\nThere is a clear introduction,
\nbody, and a clear concluding
\nparagraph
\nThe writing is organised into
\nparagraphs, and the
\ninformation is organised
\nappropriately within the
\nparagraph.
\nEach paragraph relates to a
\ndiscrete idea.
\nThere are clear linking
\nsentences that link most
\nparagraphs to the next.
\nThere are minimal errors with
\ngrammar, spelling, and
\npunctuation. The meaning is
\nreadily discernible.
\nThere is a clear introduction,
\nbody, and a clear concluding
\nparagraph.
\nThe writing is organised into
\nparagraphs, and the
\ninformation is mostly
\norganised appropriately
\nwithin the paragraph.
\nMost paragraphs relate to a
\ndiscrete idea.
\nThere are clear linking
\nsentences that link most
\nparagraphs to the next.
\nThere are some errors with
\ngrammar, spelling, and
\npunctuation. The errors
\ndetract; however, the
\nmeaning is discernible.
\nThere is a mostly clear
\nintroduction, body, and a
\nmostly clear concluding
\nparagraph.
\nThe writing is organised into
\nparagraphs, and the
\ninformation is somewhat
\norganised appropriately
\nwithin the paragraph.
\nSome paragraphs relate to a
\ndiscrete idea.
\nThe paragraphs mostly link to
\none another.
\nThere are substantial errors
\nwith grammar, spelling, and
\npunctuation. The errors
\ndetract significantly, but the
\nmeaning is discernible.
\nThere is no introduction or
\nconcluding paragraph.
\nThere is evidence of
\nparagraphs, however
\nparagraph structure is
\ndisorganised, with no clear
\nideas, and no links or there is
\nno evidence of paragraphs.
\nGrammar, spelling, and
\npunctuation are such that the
\nreader cannot make sense of
\nthe content.
\nNo paragraphs.
\nThe reader cannot
\nmake sense of the
\ncontent.
\nQuestion 1 \u2013
\nKnowledge and
\nUnderstanding
\n10 marks
\n10 \u2013 9 marks 8.75 \u2013 8 marks 7.7.5 \u2013 6.5 marks 6.25 \u2013 5 marks 4.5 \u2013 0.5 marks 0 marks
\nOne (1) personal, resilience
\nfocused strategy and one (1)
\norganisational\/workplace
\nstrategy clearly and
\ncomprehensively discussed
\nand justified.
\nBoth strategies are relevant
\nand appropriate.
\nOne (1) personal, resilience
\nfocused strategy and one (1)
\norganisational\/ workplace
\nstrategy clearly discussed
\nand justified.
\nBoth strategies are relevant
\nand appropriate.
\nOne (1) personal, resilience
\nfocused strategy and one (1)
\norganisational\/ workplace
\nstrategy discussed and
\njustified with some clarity.
\nBoth strategies are relevant
\nand appropriate.
\nOne (1) personal, resilience
\nfocused strategy and one (1)
\norganisational\/ workplace
\nstrategy discussed, and
\nsome justification provided.
\nDiscussion lacks clarity.
\nEither one (1) or both
\nstrategies are mostly relevant
\nand appropriate.
\nEither one (1) personal
\nresilience focused strategy or
\none (1)
\norganisational\/workplace
\nstrategy omitted. Discussion
\nis not justified and lacks
\nclarity.
\nStrategies are mostly
\nirrelevant and\/or not
\nappropriate.
\nThere are no
\nstrategies
\nidentified.
\nPage 20 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nCriteria (marks) High Distinction (HD) 100-
\n85%
\nDistinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail – No Attempt
\nQuestion 1 \u2013
\nCritical Thinking
\nand Evaluation of
\nEvidence
\n20 marks
\n20 \u2013 18 marks 17.5 \u2013 15.5 marks 15 \u2013 13 marks 12.5 \u2013 10 marks 9.5 \u2013 0.5 marks 0 marks
\nComprehensive, concise, and
\ncritical discussion that is all
\ndirectly relevant to the case
\nstudy and the essay
\nquestion.
\nAll arguments are supported
\nand justified with high quality,
\ncredible and appropriate
\nliterature, and evidence.
\n.
\nSignificant, concise, and
\ncritical discussion that is
\ndirectly relevant to the case
\nstudy and the essay
\nquestion.
\nMost arguments are
\nsupported and justified with
\nhigh quality, credible and
\nappropriate literature, and
\nevidence.
\nDiscussion is relevant to the
\ncase study and the essay
\nquestion, however, is
\ndescriptive throughout.
\nSome arguments are
\nsupported and justified with
\nquality, credible and mostly
\nappropriate literature, and
\nevidence.
\nDiscussion has some
\nrelevance to the case study
\nand the essay question,
\nhowever, is descriptive
\nthroughout.
\nMany arguments lack support
\nand justification from quality
\nhowever some credible
\nliterature and evidence has
\nbeen used.
\nDiscussion has limited
\nrelevance to the case study
\nand the essay question.
\nMost arguments are not
\nsupported and\/or justified
\nwith credible literature and
\nevidence.
\nThere is no
\ndiscussion relevant
\nto the case study.
\nThere is no
\nevidence to support
\ndiscussions.
\nQuestion 2 –
\nKnowledge and
\nUnderstanding
\n10 marks
\n10 \u2013 9 marks 8.75 \u2013 8 marks 7.7.5 \u2013 6.5 marks 6.25 \u2013 5 marks 4.5 \u2013 0.5 marks 0 marks
\nTwo (2) areas for
\nimprovement related to
\nplanning and implementation
\nof care on the shift identified
\nand relevant.
\nRecommendations that
\nwould have promoted more
\nefficient and effective patient
\ncare are comprehensively
\nidentified and relevant.
\nTwo (2) areas for
\nimprovement related to
\nplanning and implementation
\nof care on the shift identified
\nand relevant.
\nRecommendations that
\nwould have promoted more
\nefficient and effective patient
\ncare are clearly identified
\nand are relevant.
\nTwo (2) areas for
\nimprovement related to
\nplanning and implementation
\nof care on the shift identified
\nand mostly relevant.
\nRecommendations that
\nwould have promoted more
\nefficient and effective patient
\ncare are mostly identified
\nand are mostly relevant.
\nTwo (2) areas for
\nimprovement related to
\nplanning and implementation
\nof care the shift identified
\nand are somewhat relevant.
\nRecommendations that
\nwould have promoted more
\nefficient and effective patient
\ncare are somewhat identified
\nand somewhat relevant.
\nEither one (1) or both areas
\nfor improvement related to
\nplanning and implementation
\nof care on the shift omitted.
\nRecommendations that
\nwould have promoted more
\nefficient and effective patient
\ncare are not identified.
\nThere are no areas
\nfor improvement
\nidentified.
\nThere are no
\nrecommendations
\nprovided
\nQuestion 2 \u2013
\nCritical Thinking
\nand Evaluation of
\nthe Evidence
\n20 marks
\n20 \u2013 18 marks 17.5 \u2013 15.5 marks 15 \u2013 13 marks 12.5 \u2013 10 marks 9.5 \u2013 0.5 marks 0 marks
\nComprehensive, concise, and
\ncritical discussion that is all
\ndirectly relevant to the case
\nstudy and the essay
\nquestion.
\nThe recommendations are
\ncomprehensively discussed
\nand justified with high quality,
\ncredible and appropriate
\nliterature, and evidence.
\nSignificant, concise, and
\ncritical discussion that is
\ndirectly relevant to the case
\nstudy and the essay
\nquestion.
\nThe recommendations are
\ndiscussed significantly and
\nmostly justified with high
\nquality, credible and
\nappropriate literature, and
\nevidence.
\nDiscussion is relevant to the
\ncase study and the essay
\nquestion; however, it is
\ndescriptive throughout.
\nThe recommendations are
\ndiscussed satisfactorily, and
\nsome arguments are
\nsupported and justified with
\nquality, credible and mostly
\nappropriate literature, and
\nevidence.
\nDiscussion has some
\nrelevance to the case study
\nand the essay question;
\nhowever, it is descriptive
\nthroughout.
\nThe recommendations are
\ndiscussed superficially, and
\nthe arguments lack support
\nand\/or justification from
\nquality and credible literature
\nand evidence.
\nDiscussion has limited
\nrelevance to the case study
\nand the essay question.
\nMost arguments are not
\nsupported and\/or justified
\nwith credible literature and
\nevidence.
\nThere is no
\ndiscussion relevant
\nto the case study.
\nThere is no
\nevidence to support
\ndiscussions.
\nPage 21 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nCriteria (marks) High Distinction (HD) 100-
\n85%
\nDistinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail – No Attempt
\nQuestion 3-
\nKnowledge and
\nUnderstanding
\n10 marks
\n10 \u2013 9 marks 8.75 \u2013 8 marks 7.7.5 \u2013 6.5 marks 6.25 \u2013 5 marks 4.5 \u2013 0.5 marks 0 marks
\nTwo (2) clinical leadership
\nskills are comprehensively
\nidentified, relevant and
\nappropriate.
\nTwo (2) clinical leadership
\nskills are clearly identified,
\nrelevant and appropriate.
\nTwo (2) clinical leadership
\nskills identified are mostly
\nrelevant and appropriate.
\nTwo (2) clinical leadership
\nskills identified are somewhat
\nrelevant and appropriate.
\nClinical leadership skills are
\nnot identified.
\nNo clinical
\nleadership styles
\nidentified.
\nQuestion 3 \u2013
\nCritical Thinking
\nand Evaluation of
\nthe Evidence
\n20 marks
\n20 \u2013 18 marks 17.5 \u2013 15.5 marks 15 \u2013 13 marks 12.5 \u2013 10 marks 9.5 \u2013 0.5 marks 0 marks
\nComprehensive, concise, and
\ncritical discussion that is all
\ndirectly relevant to the case
\nstudy and the essay
\nquestion.
\nAll arguments are supported
\nand justified with high quality,
\ncredible and appropriate
\nliterature, and evidence.
\nSignificant, concise, and
\ncritical discussion that is
\ndirectly relevant to the case
\nstudy and the essay
\nquestion.
\nMost arguments are
\nsupported and justified with
\nhigh quality, credible and
\nappropriate literature, and
\nevidence.
\nDiscussion is relevant to the
\ncase study and the essay
\nquestion; however, it is
\ndescriptive throughout.
\nSome arguments are
\nsupported and justified with
\nquality, credible and mostly
\nappropriate literature, and
\nevidence.
\nDiscussion has some
\nrelevance to the case study
\nand the essay question,
\nhowever, is descriptive
\nthroughout.
\nArguments lack support and
\njustification from quality and
\ncredible literature and
\nevidence.
\nDiscussion has limited
\nrelevance to the case study
\nand the essay question.
\nMost arguments are not
\nsupported and\/or justified
\nwith credible literature and
\nevidence.
\nThere is no
\ndiscussion relevant
\nto the case study.
\nThere is no
\nevidence to
\nsupport
\ndiscussions.
\nReferencing
\nUse of APA 7th
\nEdition required.
\n5 marks
\n5 marks 4 marks 3 marks 2.5 marks 1 mark 0 marks
\nAccurate use of APA 7th
\nreferencing style on all
\noccasions. Accurate and
\nconsistent use of a range of
\nin-text citations throughout.
\nAccurate use of APA 7th
\nreferencing style on almost
\nall occasions.
\nAccurate use of APA 7th
\nreferencing style on most
\noccasions.
\nAccurate use of APA 7th
\nreferencing style on some
\noccasions.
\nMany inaccuracies with APA
\n7
\nth referencing style. More
\nthan 10 errors noted. Too
\nmany direct quotations (more
\nthan 5%).
\nNo correct use of
\nAPA references.
\nNo references
\nused.
\nPage 22 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nAppendix B – Assessment Task 2 Overview
\nThe role of a clinical leader:
\nTo motivate, to inspire, to promote the values of the Healthcare profession, to empower and create a consistent
\nfocus on the needs of patients being served. Leadership is necessary not just to maintain high standards of care,
\nbut to transform services to achieve even higher levels of excellence\u201d (Department of Health, 2007, p.49 as
\nstated in Stanley, 2023).
\nYou are a graduate registered nurse working on a surgical ward in a large regional hospital. You have been
\nworking on the ward for the past six (6) months and are feeling comfortable in your role as the registered nurse.
\nIn the past couple of weeks, you have observed\/ noticed the following in practice and through your own
\nprofessional development:
\n\u2022 There have been many staff, inclusive of nursing and allied health who have resigned from their positions.
\nYou have also noted that the casual\/ pool staff that are allocated to the ward are not happy to be there.
\nYou have overheard the pool staff make comments like \u201cthey do not feel welcome, they are always given
\nthe heaviest workload and if an incident occurs, they are always blamed.\u201d
\n\u2022 There has been an increase in patients being readmitted to the ward due to complications of wound
\nbreakdowns. When observing other staff members completing dressing changes for patients, you notice
\na large discrepancy in techniques and notice a significant lack in following the ward policy related to
\ndressing changes.
\n\u2022 After reading some journal articles for PD, you have identified that Electronic Medical Records (EMR)
\nare utilised in some health services however in the regional hospital, medical records are paper- based
\nversion. This makes you wonder, what type of records have a more positive effect on patients and health
\ncare professionals?
\nAfter reflecting on these observations, as a clinical leader, you have escalated your concerns to your Nurse Unit
\nManager who supports your concerns and advises you to write a letter to Myles Chamberlain, the Chief
\nExecutive Officer (CEO) of the health service district. In your letter, respond to the following:
\n1. Identify the issue\/ practice concern\/ ward culture that you would propose to change and give a
\nbackground explanation why (using current literature). (250 words)
\n2. Identify two (2) interventions you propose to implement that are specific and achievable in relation to
\nyour identified area for change. Discuss how you are going to engage stakeholders and communicate
\nthese proposed interventions. (400 words)
\n3. Identify two (2) possible barriers to change, one (1) individual and one (1) organisational and discuss.
\n(300 words)
\n4. Identify the leadership style that you will adopt in this innovation for change. Analyse how the attributes
\nof this specific leadership style would benefit and guide success of this change management proposal.
\n(400 words)
\nDepartment of Health. (2007). Our NHS: Our Future. NHS Next Stage Review Interim Report. London: HM
\nStationary Office
\nStanley, D. (2019). Values-based leadership in healthcare: Congruent leadership explored. SAGE
\nPage 23 of 25\u2026 Extended Unit Outline \u2013 NRSG377_FINAL MODERATED_202360 \u00a9 Australian Catholic University 2023
\nAppendix B: Assessment Task 2 Rubric marked at 100% and weighted at 50% of the overall grade
\nCriteria (marks)\u202f High Distinction (HD) 100-<\/p>\n","protected":false},"excerpt":{"rendered":"
NURSING, MIDWIFERY & PARAMEDICINE Nursing, Midwifery & Paramedicine: Transition to Contemporary Nursing Practice and Clinical Leadership” as you requested: Introduction The transition from nursing student to registered nurse brings both opportunities and challenges. New graduate nurses must develop the knowledge, skills and attitudes needed to provide safe, ethical and compassionate care in today’s complex healthcare […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[92,298,354,297],"tags":[97,561,560,87],"class_list":["post-3723","post","type-post","status-publish","format-standard","hentry","category-nursing","category-help-writing-a-nursing-esssay","category-nursing-assignment","category-online-nursing-paper-writers","tag-i-need-help","tag-nrsg377","tag-nrsg377transition-to-contemporary-nursing-practice-and-clinical-leadership","tag-write-a-paper"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts\/3723","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/comments?post=3723"}],"version-history":[{"count":1,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts\/3723\/revisions"}],"predecessor-version":[{"id":3729,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts\/3723\/revisions\/3729"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/media?parent=3723"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/categories?post=3723"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/tags?post=3723"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}