{"id":19736,"date":"2023-03-17T00:00:00","date_gmt":"2023-03-17T00:00:00","guid":{"rendered":"https:\/\/nursingessaybay.com\/help\/assessment-1-building-professional-capacity-nsb305\/"},"modified":"2023-03-17T00:00:00","modified_gmt":"2023-03-17T00:00:00","slug":"assessment-1-building-professional-capacity-nsb305","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/uk\/assessment-1-building-professional-capacity-nsb305\/","title":{"rendered":"ASSESSMENT 1. Building Professional Capacity NSB305"},"content":{"rendered":"<p data-start=\"0\" data-end=\"195\"><strong data-start=\"0\" data-end=\"43\">Assignment Brief.<\/strong><br data-start=\"43\" data-end=\"46\" \/><strong data-start=\"46\" data-end=\"111\">NSB305 \u2013 Leading and Learning: Building Professional Capacity<\/strong><br data-start=\"111\" data-end=\"114\" \/><strong data-start=\"114\" data-end=\"170\">Assessment 1 \u2013 Building Professional Capacity (2025)<\/strong><br data-start=\"170\" data-end=\"173\" \/><strong data-start=\"173\" data-end=\"193\">Semester 2, 2025<\/strong><\/p>\n<p data-start=\"0\" data-end=\"195\">Graduate Nursing Leadership: Advocacy and Delegation for Safe Care<\/p>\n<hr data-start=\"197\" data-end=\"200\" \/>\n<h3 data-start=\"202\" data-end=\"233\">Assessment Task Description<\/h3>\n<p data-start=\"234\" data-end=\"560\">This assessment simulates the preparation process for a graduate registered nurse (GRN) application and interview. It examines your capacity to apply leadership principles through advocacy and delegation within a professional nursing context. The assessment has two parts: a written academic paper and a short video interview.<\/p>\n<hr data-start=\"562\" data-end=\"565\" \/>\n<h3 data-start=\"567\" data-end=\"615\"><strong data-start=\"571\" data-end=\"615\">PART A \u2013 Written Essay (1000 words \u00b110%)<\/strong><\/h3>\n<p data-start=\"617\" data-end=\"678\"><strong data-start=\"617\" data-end=\"626\">Task:<\/strong><br data-start=\"626\" data-end=\"629\" \/>Write an academic paper addressing the following:<\/p>\n<ol data-start=\"679\" data-end=\"1040\">\n<li data-start=\"679\" data-end=\"888\">\n<p data-start=\"682\" data-end=\"888\">Explain how advocacy and delegation represent critical leadership functions in contemporary nursing, and why these are fundamental expectations of graduate registered nurses.<br data-start=\"856\" data-end=\"859\" \/><em data-start=\"862\" data-end=\"886\">(Suggested: 300 words)<\/em><\/p>\n<\/li>\n<li data-start=\"889\" data-end=\"1040\">\n<p data-start=\"892\" data-end=\"1040\">Critically analyse two patient care outcomes that may result from effective and\/or ineffective delegation practices.<br data-start=\"1008\" data-end=\"1011\" \/><em data-start=\"1014\" data-end=\"1038\">(Suggested: 500 words)<\/em><\/p>\n<\/li>\n<\/ol>\n<p data-start=\"1042\" data-end=\"1227\">Your essay should include an introduction and conclusion (~100 words each). It must draw upon contemporary, high-quality, peer-reviewed literature published within the last seven years.<\/p>\n<hr data-start=\"1229\" data-end=\"1232\" \/>\n<h3 data-start=\"1234\" data-end=\"1280\"><strong data-start=\"1238\" data-end=\"1280\">PART B \u2013 Video Interview (2\u20133 minutes)<\/strong><\/h3>\n<p data-start=\"1282\" data-end=\"1603\"><strong data-start=\"1282\" data-end=\"1291\">Task:<\/strong><br data-start=\"1291\" data-end=\"1294\" \/>Record a 2\u20133 minute video (uploaded via an unlisted YouTube link) in which you respond to the following:<br data-start=\"1398\" data-end=\"1401\" \/>\u201cYou are working as a GRN in a busy medical-surgical unit. Identify and describe two distinct forms of advocacy you might engage in to influence positive change. For each, outline the intended outcome.\u201d<\/p>\n<p data-start=\"1605\" data-end=\"1713\">Present professionally as you would for an interview, using appropriate clinical and leadership terminology.<\/p>\n<hr data-start=\"1715\" data-end=\"1718\" \/>\n<h3 data-start=\"1720\" data-end=\"1751\"><strong data-start=\"1724\" data-end=\"1751\">Submission Requirements<\/strong><\/h3>\n<ul data-start=\"1752\" data-end=\"2191\">\n<li data-start=\"1752\" data-end=\"1828\">\n<p data-start=\"1754\" data-end=\"1828\"><strong data-start=\"1754\" data-end=\"1765\">Format:<\/strong> Microsoft Word document with embedded YouTube link to video.<\/p>\n<\/li>\n<li data-start=\"1829\" data-end=\"1906\">\n<p data-start=\"1831\" data-end=\"1906\"><strong data-start=\"1831\" data-end=\"1849\">File Contents:<\/strong> Cover page, written essay, reference list, video link.<\/p>\n<\/li>\n<li data-start=\"1907\" data-end=\"2045\">\n<p data-start=\"1909\" data-end=\"1926\"><strong data-start=\"1909\" data-end=\"1924\">Formatting:<\/strong><\/p>\n<ul data-start=\"1929\" data-end=\"2045\">\n<li data-start=\"1929\" data-end=\"1988\">\n<p data-start=\"1931\" data-end=\"1988\">Font: Arial or Times New Roman, size 12, double-spaced.<\/p>\n<\/li>\n<li data-start=\"1991\" data-end=\"2009\">\n<p data-start=\"1993\" data-end=\"2009\">Margins: 3 cm.<\/p>\n<\/li>\n<li data-start=\"2012\" data-end=\"2045\">\n<p data-start=\"2014\" data-end=\"2045\">Referencing: APA 7th edition.<\/p>\n<\/li>\n<\/ul>\n<\/li>\n<li data-start=\"2046\" data-end=\"2109\">\n<p data-start=\"2048\" data-end=\"2109\"><strong data-start=\"2048\" data-end=\"2063\">Word Count:<\/strong> 1000 words \u00b110% (excluding reference list).<\/p>\n<\/li>\n<li data-start=\"2110\" data-end=\"2191\">\n<p data-start=\"2112\" data-end=\"2191\"><strong data-start=\"2112\" data-end=\"2127\">Submission:<\/strong> Via Turnitin, Week 7, Sunday 8th September 2025, by 11:59 pm.<\/p>\n<\/li>\n<\/ul>\n<hr data-start=\"2193\" data-end=\"2196\" \/>\n<h3 data-start=\"2198\" data-end=\"2233\"><strong data-start=\"2202\" data-end=\"2227\">Assessment Weighting:<\/strong> 50%<\/h3>\n<p data-start=\"2234\" data-end=\"2267\"><strong data-start=\"2234\" data-end=\"2265\">Learning Outcomes Assessed:<\/strong><\/p>\n<ol data-start=\"2268\" data-end=\"2433\">\n<li data-start=\"2268\" data-end=\"2343\">\n<p data-start=\"2271\" data-end=\"2343\">Apply knowledge of professionalism and leadership within the GRN role.<\/p>\n<\/li>\n<li data-start=\"2344\" data-end=\"2433\">\n<p data-start=\"2347\" data-end=\"2433\">Evaluate and prioritise person-centred care practices through leadership capabilities.<\/p>\n<\/li>\n<\/ol>\n<hr data-start=\"2435\" data-end=\"2438\" \/>\n<h3 data-start=\"2440\" data-end=\"2477\"><strong data-start=\"2444\" data-end=\"2477\">Required Literature Standards<\/strong><\/h3>\n<ul data-start=\"2478\" data-end=\"2727\">\n<li data-start=\"2478\" data-end=\"2556\">\n<p data-start=\"2480\" data-end=\"2556\">Minimum of <strong data-start=\"2491\" data-end=\"2500\">eight<\/strong> peer-reviewed references published between 2018\u20132025.<\/p>\n<\/li>\n<li data-start=\"2557\" data-end=\"2602\">\n<p data-start=\"2559\" data-end=\"2602\">Up to 25% of references may be textbooks.<\/p>\n<\/li>\n<li data-start=\"2603\" data-end=\"2646\">\n<p data-start=\"2605\" data-end=\"2646\">Prefer evidence-based nursing journals.<\/p>\n<\/li>\n<li data-start=\"2647\" data-end=\"2727\">\n<p data-start=\"2649\" data-end=\"2727\">Use recent professional frameworks (e.g., NMBA Standards, ICN Code of Ethics).<\/p>\n<\/li>\n<\/ul>\n<hr data-start=\"2729\" data-end=\"2732\" \/>\n<h3 data-start=\"2734\" data-end=\"2778\"><strong data-start=\"2738\" data-end=\"2778\">Indicative Criterion Reference (CRA)<\/strong><\/h3>\n<div class=\"_tableContainer_1rjym_1\">\n<div class=\"group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse\">\n<table class=\"w-fit min-w-(--thread-content-width)\" data-start=\"2779\" data-end=\"3246\">\n<thead data-start=\"2779\" data-end=\"2808\">\n<tr data-start=\"2779\" data-end=\"2808\">\n<th data-start=\"2779\" data-end=\"2790\" data-col-size=\"sm\">Criteria<\/th>\n<th data-start=\"2790\" data-end=\"2799\" data-col-size=\"sm\">Weight<\/th>\n<th data-start=\"2799\" data-end=\"2808\" data-col-size=\"md\">Focus<\/th>\n<\/tr>\n<\/thead>\n<tbody data-start=\"2842\" data-end=\"3246\">\n<tr data-start=\"2842\" data-end=\"2951\">\n<td data-start=\"2842\" data-end=\"2870\" data-col-size=\"sm\">Knowledge &amp; Understanding<\/td>\n<td data-start=\"2870\" data-end=\"2876\" data-col-size=\"sm\">30%<\/td>\n<td data-start=\"2876\" data-end=\"2951\" data-col-size=\"md\">Insightful analysis of advocacy and delegation as leadership functions.<\/td>\n<\/tr>\n<tr data-start=\"2952\" data-end=\"3049\">\n<td data-start=\"2952\" data-end=\"2973\" data-col-size=\"sm\">Critical Synthesis<\/td>\n<td data-start=\"2973\" data-end=\"2979\" data-col-size=\"sm\">40%<\/td>\n<td data-start=\"2979\" data-end=\"3049\" data-col-size=\"md\">Evaluation of delegation impact on patient outcomes with evidence.<\/td>\n<\/tr>\n<tr data-start=\"3050\" data-end=\"3142\">\n<td data-start=\"3050\" data-end=\"3078\" data-col-size=\"sm\">Presentation &amp; Expression<\/td>\n<td data-start=\"3078\" data-end=\"3084\" data-col-size=\"sm\">20%<\/td>\n<td data-start=\"3084\" data-end=\"3142\" data-col-size=\"md\">Logical structure, clarity, precision, APA compliance.<\/td>\n<\/tr>\n<tr data-start=\"3143\" data-end=\"3246\">\n<td data-start=\"3143\" data-end=\"3179\" data-col-size=\"sm\">Professional Presentation (Video)<\/td>\n<td data-start=\"3179\" data-end=\"3185\" data-col-size=\"sm\">10%<\/td>\n<td data-start=\"3185\" data-end=\"3246\" data-col-size=\"md\">Professional communication and understanding of advocacy.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<hr data-start=\"3248\" data-end=\"3251\" \/>\n<h3 data-start=\"3253\" data-end=\"3298\"><strong data-start=\"3257\" data-end=\"3287\">Estimated Time Commitment:<\/strong> 30 hours<\/h3>\n<hr data-start=\"3300\" data-end=\"3303\" \/>\n<h3 data-start=\"3305\" data-end=\"3360\"><strong data-start=\"3309\" data-end=\"3358\">Suggested Learning Resources (Harvard Format)<\/strong><\/h3>\n<ol data-start=\"3361\" data-end=\"4457\">\n<li data-start=\"3361\" data-end=\"3688\">\n<p data-start=\"3364\" data-end=\"3688\">Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., Micaroni, S. P. M., &amp; Chatterjee, G. E. (2021). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. <em data-start=\"3583\" data-end=\"3625\">International Journal of Nursing Studies<\/em>, 121, 103990. <a class=\"decorated-link cursor-pointer\" target=\"_new\" rel=\"noopener\" data-start=\"3640\" data-end=\"3686\">https:\/\/doi.org\/10.1016\/j.ijnurstu.2021.103990<\/a><\/p>\n<\/li>\n<li data-start=\"3690\" data-end=\"3860\">\n<p data-start=\"3693\" data-end=\"3860\">Henderson, A., &amp; Eaton, E. (2019). Assisting nurses to facilitate clinical leadership. <em data-start=\"3780\" data-end=\"3803\">Nurse Education Today<\/em>, 78, 35\u201338. <a class=\"decorated-link cursor-pointer\" target=\"_new\" rel=\"noopener\" data-start=\"3816\" data-end=\"3858\">https:\/\/doi.org\/10.1016\/j.nedt.2019.04.010<\/a><\/p>\n<\/li>\n<li data-start=\"3862\" data-end=\"4016\">\n<p data-start=\"3865\" data-end=\"4016\">Australian Commission on Safety and Quality in Health Care. (2020). <em data-start=\"3933\" data-end=\"3997\">National Safety and Quality Health Service Standards (2nd ed.)<\/em>. Sydney: ACSQHC.<\/p>\n<\/li>\n<li data-start=\"4018\" data-end=\"4208\">\n<p data-start=\"4021\" data-end=\"4208\">Stanley, D., Gannon, J., &amp; Madjar, S. (2022). Clinical leadership in nursing: A contemporary overview. <em data-start=\"4124\" data-end=\"4153\">Journal of Advanced Nursing<\/em>, 78(5), 1378\u20131390. <a class=\"decorated-link cursor-pointer\" target=\"_new\" rel=\"noopener\" data-start=\"4173\" data-end=\"4206\">https:\/\/doi.org\/10.1111\/jan.15032<\/a><\/p>\n<\/li>\n<li data-start=\"4210\" data-end=\"4457\">\n<p data-start=\"4213\" data-end=\"4457\">Labrague, L. J., Nwafor, C. E., &amp; Tsaras, K. (2020). Influence of transformational leadership on nursing performance: A systematic review and meta-analysis. <em data-start=\"4370\" data-end=\"4401\">Journal of Nursing Management<\/em>, 28(8), 1936\u20131949. <a class=\"decorated-link cursor-pointer\" target=\"_new\" rel=\"noopener\" data-start=\"4421\" data-end=\"4455\">https:\/\/doi.org\/10.1111\/jonm.12929<\/a><\/p>\n<\/li>\n<\/ol>\n<p>__________________________________________________<\/p>\n<p><strong>NSB305.<\/strong><br \/>\n<strong>Leading and Learning: Building Professional Capacity<\/strong><br \/>\n<strong>ASSESSMENT 1. Building Professional Capacity.<\/strong><br \/>\nSemester 2. 2020<br \/>\nThis document contains:<br \/>\n\u2022 Assessment requirements.<br \/>\n\u2022 Detailed instructions for completing the<br \/>\ntask.<br \/>\n\u2022 Criterion Reference Assessment (CRA)<br \/>\nRubric that markers use to grade the<br \/>\nassessment task.<br \/>\nNSB305. Leading and Learning: Building Professional Capacity.<br \/>\nNSB305 \u2013 Assessment Task 1. 2020 Page 2 of 6<br \/>\nAssessment Task 1.<br \/>\nAssessment name: Building Professional Capacity.<br \/>\nTask description: This assessment piece simulates preparation for and responding to an application for a<br \/>\ngraduate registered nurse position. The focus is for you to demonstrate your<br \/>\nunderstanding of two specific leadership roles. One of being an advocate and the other,<br \/>\ndelegation as a graduate registered nurse. The task is in 2 parts. One is a written<br \/>\nessay, the other as a video recording.<br \/>\nWhat you need to do<br \/>\nto prepare:<br \/>\nPreparation should include:<br \/>\n\u2022 Engagement in the activities and resources provided in Modules 1 and 3.<br \/>\n\u2022 Reading prescribed materials recommended on the Blackboard site for this<br \/>\nunit.<br \/>\n\u2022 Attending Workshop 1 and preparation materials<br \/>\n\u2022 Read the TASK instructions carefully being sure that you define and<br \/>\nunderstand all of the key words and directive terms, before planning your<br \/>\nbroader search of the literature.<br \/>\n\u2022 Approach this paper from a graduate registered nurse perspective and include<br \/>\nthese terms in your task search.<br \/>\nTASK.<br \/>\nHow to write your<br \/>\npaper.<br \/>\nWRITTEN ESSAY<br \/>\nPART A. You have applied for a graduate nurse position. As part of the application,<br \/>\nyou are being asked to write a paper that addresses all parts of the task below. Refer to<br \/>\nthe CRA for further guidance.<br \/>\n\u2022 Explain why being an advocate and delegating care are leadership roles in<br \/>\nnursing and explain why these leadership roles are expected of the graduate<br \/>\nregistered nurse. (300 words suggested)<br \/>\n\u2022 Critically discuss 2 (in total) patient care outcomes (eg. patient safety) that may<br \/>\noccur as a result of effective and\/or ineffective delegation of care. (500 words<br \/>\nsuggested)<br \/>\nThis written essay requires an introduction and a conclusion (~100 words each) and<br \/>\nmust be written as an academic paper with reference to high quality literature.<br \/>\nVIDEO RECORDING<br \/>\nPART B. You are being interviewed for a graduate registered nurse position via a<br \/>\nvideo link. Your question is:<br \/>\n\u2022 You are working in a busy medical adult hospital ward environment, please<br \/>\nidentify and describe 2 (in total) different workplace or workforce types of<br \/>\nadvocacy that you may be expected to engage in as a graduate registered<br \/>\nnurse to bring about change as a beginning leader. Describe the outcome you<br \/>\nwould aim to achieve for both examples.<br \/>\nThis part must be in the format of a video recording of 2-3 minute (no longer). As in<br \/>\nany interview, there is no requirement for evidence or referencing. You must<br \/>\nrespond as if in an interview with no reading from a script or looking off camera.<br \/>\nLength: 1000 words +\/-10%. Word length includes in-text referencing, but excludes your<br \/>\nreference list, direct quotes and appendices. Please note: markers will not mark beyond<br \/>\nthe word limit.<br \/>\nVideo \u2013 2-3 minutes in length only. Upload to youtube and provide link to markers.<br \/>\nNSB305. Leading and Learning: Building Professional Capacity.<br \/>\nNSB305 \u2013 Assessment Task 1. 2020 Page 3 of 6<br \/>\nLiterature and writing<br \/>\nstandard<br \/>\nrequirements:<br \/>\nThis paper component of this piece of assessment needs to be:<br \/>\n\u2022 Written as an academic paper in 3rd person, with an introduction, body and<br \/>\nconclusion.<br \/>\n\u2022 This is a contemporary paper, and unless you are referring to a historical event,<br \/>\nliterature and resources need to be within 7 years of age<br \/>\n\u2022 Literature must be of highest possible quality, with peer reviewed evidence-based<br \/>\nmaterial as the preference.<br \/>\n\u2022 Textbooks may be used but to a maximum of 25% of your total reference list.<br \/>\n\u2022 Legitimate websites such as the Nursing and Midwifery Board of Australia may be<br \/>\nused also.<br \/>\n\u2022 Careful use of well-developed paragraphs that logically and clearly address the task<br \/>\nsteps and marking criteria (CRA) is essential<br \/>\n\u2022 There is an expectation of no grammatical, spelling or punctuation errors.<br \/>\n\u2022 Correct use of the QUT APA referencing style is required.<br \/>\nUnreferenced material cannot be accepted as credible or accurate.<br \/>\nThe video component of this piece of assessment.<br \/>\n\u2022 Students should be dressed as if for a job interview. Your QUT clinical<br \/>\nplacement clothing is sufficient.<br \/>\n\u2022 You should not read from a script or palm cards but be able to respond looking<br \/>\ndirectly at the camera.<br \/>\n\u2022 It must be a video recording (not an audio recording), that is between 2 \u2013 3<br \/>\nminutes in duration. Any device that will record a clear image and clear audio is<br \/>\nnecessary.<br \/>\n\u2022 There does not need to be any reference to the literature, however you are<br \/>\nwelcome to refer to standards of practice, ethical and legal codes and<br \/>\nexpectations.<br \/>\n\u2022 You should upload your video to YouTube and submit the link to the marker on<br \/>\nthe last page of your paper (after the reference list). Use this information link to<br \/>\nguide you if you need assistance How to create your own Youtube channel<br \/>\nand upload a video<br \/>\nFormat of assignment Your assignment should be formatted and presented as follows:<br \/>\n\u2022 Create your own cover sheet that includes the assessment title, your name, student<br \/>\nnumber, tutor name and word count, as a single word document.<br \/>\n\u2022 Include a \u2018footer\u2019 on each page with your name, student number, unit code and<br \/>\npage number.<br \/>\n\u2022 3 cm margins on all sides, double-spaced text<br \/>\n\u2022 Times new roman\/arial, font size 12<br \/>\n\u2022 QUT APA style referencing (see http:\/\/www.citewrite.qut.edu.au\/)<br \/>\n\u2022 Headings and sub-headings may be used to structure your assignment if you prefer<br \/>\n\u2022 To be submitted in electronic format as a WORD doc via Turnitin.<br \/>\nWhat you need to<br \/>\nsubmit:<br \/>\nOne WORD document that contains the following items: cover sheet; written essay and Video<br \/>\nRecording (as a youtube link).<br \/>\nPDF files cannot be effectively graded, so ensure that your submission is in Word format.<br \/>\nResources needed to<br \/>\ncomplete task:<br \/>\n\u2022 Support for Learning on the Blackboard site<br \/>\n\u2022 HiQ and the library resources.<br \/>\n\u2022 Recommended readings and literature on the Blackboard site.<br \/>\n\u2022 QUT Cite|Write APA guide.<br \/>\n\u2022 Turnitin Tip Sheets.<br \/>\nAssessment Support \u2022 Workshop 1.<br \/>\n\u2022 Online activity workbook.<br \/>\n\u2022 BLOG site for clarifications.<br \/>\n\u2022 ZOOM sessions for clarification up to 2 weeks before the due date.<br \/>\n\u2022 Dates and times will be advertised on the announcements page.<br \/>\nNSB305. Leading and Learning: Building Professional Capacity.<br \/>\nNSB305 \u2013 Assessment Task 1. 2020 Page 4 of 6<br \/>\nEstimated time to<br \/>\ncomplete task:<br \/>\n30 hours.<br \/>\nWeighting: 50%<br \/>\nLearning Outcomes<br \/>\nassessment.<br \/>\n1. Apply knowledge and skills of professionalism and strategic<br \/>\nleadership in the context of the role of the new graduate registered nurse.<br \/>\n2. 3. Within the context of transition to graduate registered nurse, employ leadership<br \/>\ncapabilities to critically evaluate practice priorities in the provision of safe, effective and<br \/>\nholistic person-centred care.<br \/>\nIndividual\/Group: Individual<br \/>\nFormative\/Summative: Summative<br \/>\nHow will I be<br \/>\nassessed:<br \/>\n7-point grading scale using a rubric<br \/>\nDue date: Sunday 6<br \/>\nth September, 2020 (Week 7) submitted via Turnitin in your NSB305<br \/>\nBlackboard site by 11.59pm. More information about Turnitin is available on the FAQs<br \/>\nabout Turnitin page.<br \/>\nAcademic Integrity<br \/>\nThe School of Nursing takes academic integrity very seriously. All work submitted must be<br \/>\nyour own work. The work of others needs to be correctly acknowledged and referenced<br \/>\naccording to the APA guidelines.<br \/>\nThere are serious consequences that will be imposed should you be found to breach<br \/>\nacademic integrity. Make sure you are familiar with the MOPP C\/5.3 Academic Integrity<br \/>\nand view the Academic Integrity video and explore the Academic Case Studies available<br \/>\non your Blackboard site.<br \/>\nMaintaining academic integrity is your responsibility. If in doubt, check it carefully.<\/p>\n<p>NSB305 Assessment 1. 2020 Page 5 of 6<br \/>\nNSB305. Assessment Task 1. Building Professional Capacity CRA.<br \/>\nLearning outcomes assessed: 1 and 3. Weighting: 50 %<br \/>\nCriteria 7 6 5 4 3 2 1<br \/>\nKnowledge &amp;<br \/>\nunderstanding<br \/>\nWeighting: 30%<br \/>\nThe explanation<br \/>\ndemonstrates an insightful<br \/>\nunderstanding of advocacy<br \/>\nand delegation as leadership<br \/>\nroles for the graduate<br \/>\nregistered nurse.<br \/>\nThe writing is well supported<br \/>\nby accurate and highly<br \/>\nrelevant, and well-focused<br \/>\nquality literature that exactly<br \/>\naddresses the task.<br \/>\nThe explanation<br \/>\ndemonstrates a<br \/>\ncomprehensive<br \/>\nunderstanding of<br \/>\nadvocacy and delegation<br \/>\nas leadership roles for the<br \/>\ngraduate registered nurse.<br \/>\nThe writing is well<br \/>\nsupported by accurate and<br \/>\nrelevant, and focused<br \/>\nquality literature that<br \/>\naddresses the task.<br \/>\nThe explanation<br \/>\ndemonstrates a clarity<br \/>\nof understanding of<br \/>\nadvocacy and<br \/>\ndelegation as<br \/>\nleadership roles for the<br \/>\ngraduate registered<br \/>\nnurse.<br \/>\nThe writing is<br \/>\nsupported by relevant,<br \/>\nquality literature that<br \/>\naddresses the task.<br \/>\nThe explanation<br \/>\ndemonstrates a<br \/>\nfundamental<br \/>\nunderstanding of<br \/>\nadvocacy and<br \/>\ndelegation as leadership<br \/>\nroles for the graduate<br \/>\nregistered nurse.<br \/>\nThe writing is supported<br \/>\nby mostly relevant<br \/>\nliterature that addresses<br \/>\nthe task.<br \/>\nThe description of the<br \/>\nnurse\u2019s role as an<br \/>\nadvocate and as a<br \/>\ndelegator, demonstrates<br \/>\nan awareness,<br \/>\nwith\/without an attempt<br \/>\nto address leadership.<br \/>\nThe writing is mostly<br \/>\nsupported by material,<br \/>\nthat is not always<br \/>\nrelevant to the task.<br \/>\nThe description of the<br \/>\nnurse\u2019s role as an<br \/>\nadvocate and\/or as a<br \/>\ndelegator, demonstrates<br \/>\na rudimentary<br \/>\nawareness. There is no<br \/>\nattempt to address<br \/>\nleadership.<br \/>\nThe writing is<br \/>\noccasionally supported<br \/>\nby material, that is\/is not<br \/>\nrelevant to the task.<br \/>\nNo attempt to<br \/>\nconsider the<br \/>\nnurses leadership<br \/>\nrole as either an<br \/>\nadvocate or a<br \/>\ndelegator.<br \/>\nLiterary support is<br \/>\nminimal or absent<br \/>\nand\/or does not<br \/>\nrelate to the task.<br \/>\nComprehension and<br \/>\nsynthesis<br \/>\nWeighting: 40 %<br \/>\nThe critical discussion is<br \/>\nsupported by a synthesis of<br \/>\nrelevant and quality<br \/>\nliterature that demonstrates<br \/>\nan insightful evidence-based<br \/>\nunderstanding of delegation<br \/>\nof care and patient<br \/>\noutcomes.<br \/>\nThe critical discussion is<br \/>\nsupported by relevant and<br \/>\nquality literature that<br \/>\ndemonstrates a<br \/>\ncomprehensive<br \/>\nunderstanding of<br \/>\ndelegation of care and<br \/>\npatient outcomes.<br \/>\nThe critical discussion<br \/>\ndemonstrates an<br \/>\nunderstanding of<br \/>\ndelegation of care for<br \/>\nthe patient.<br \/>\nThe writing is<br \/>\nsupported by relevant,<br \/>\nquality literature that<br \/>\naddresses the task.<br \/>\nThe discussion<br \/>\ndemonstrates an<br \/>\nunderstanding the<br \/>\ndelegation process in a<br \/>\npatient care situation.<br \/>\nThe writing is supported<br \/>\nby relevant literature that<br \/>\ngenerally addresses the<br \/>\ntask.<br \/>\nThe description<br \/>\ndemonstrates a general<br \/>\nunderstanding of the<br \/>\ndelegation process, with<br \/>\nsome consideration for<br \/>\nthe patient. The writing<br \/>\nis supported by relevant,<br \/>\nliterature.<br \/>\nThe description shows<br \/>\nsome understanding<br \/>\nof the delegation<br \/>\nprocess, with some\/no<br \/>\nconsideration for the<br \/>\npatient.<br \/>\nThe writing is<br \/>\noccasionally supported<br \/>\nby material, that is\/is not<br \/>\nrelevant to the task.<br \/>\nThere has been<br \/>\nno attempt to<br \/>\naddress<br \/>\ndelegation, and\/or<br \/>\nto consider the<br \/>\npatient care<br \/>\noutcome.<br \/>\nLiterary support is<br \/>\nminimal or absent<br \/>\nand\/or does not<br \/>\nrelate to the task.<br \/>\nVideo Recording.<br \/>\nPresentation<br \/>\n5%<br \/>\nThe student presents as a<br \/>\nprofessional, communicates<br \/>\nconfidently and uses<br \/>\ndiscipline specific language<br \/>\nthat focuses on being a<br \/>\nGRN working in a clinical<br \/>\narea.<br \/>\nStudent looks toward the<br \/>\ncamera 100% of the time.<br \/>\nThe student presents as a<br \/>\nprofessional,<br \/>\ncommunicates positively<br \/>\nusing discipline specific<br \/>\nlanguage that focuses on<br \/>\nbeing a GRN working in a<br \/>\nclinical area.<br \/>\nStudent looks at the<br \/>\ncamera 100% of the time.<br \/>\nThe student presents<br \/>\nas a professional,<br \/>\ncommunicates clearly<br \/>\nusing discipline<br \/>\nspecific language that<br \/>\nfocuses on being a<br \/>\nGRN working in a<br \/>\nclinical area.<br \/>\nStudent looks at the<br \/>\ncamera 95% of the<br \/>\ntime.<br \/>\nThe student presents as<br \/>\na professional,<br \/>\ncommunicates using<br \/>\ndiscipline specific<br \/>\nlanguage that relates to<br \/>\nbeing a GRN working in<br \/>\na clinical area. Student<br \/>\nlooks towards the<br \/>\ncamera 85% of the time.<br \/>\nThe student presents<br \/>\nwith little interest<br \/>\ndemonstrated in the<br \/>\nsubject matter.<br \/>\nDiscipline specific<br \/>\nlanguage is used most<br \/>\nof the time and relates to<br \/>\nbeing a GRN or RN.<br \/>\nStudent glancing<br \/>\ntowards notes or away<br \/>\nfrom camera for &gt; 15%<br \/>\nof the time.<br \/>\nThe student presents<br \/>\nwithout intention or<br \/>\napplication to nursing<br \/>\npractice.<br \/>\nVideo is outside of the 2-<br \/>\n3 minute requirement.<br \/>\nStudent reads from<br \/>\nnotes &gt;50%.<br \/>\nThere is no<br \/>\npresentation.<\/p>\n<p>NSB305 Assessment 1. 2020 Page 6 of 6<br \/>\nVideo Recording.<br \/>\nKnowledge and<br \/>\nunderstanding<br \/>\n5%<br \/>\nTwo types of advocacy were<br \/>\ncomprehensively and<br \/>\nsuccinctly described from a<br \/>\nGRN perspective. Outcome<br \/>\naims are described with<br \/>\nclarity and understanding.<br \/>\nTwo types of advocacy<br \/>\nwere comprehensively<br \/>\ndescribed from a GRN<br \/>\nperspective. Outcome<br \/>\naims are described with<br \/>\nunderstanding.<br \/>\nTwo types of advocacy<br \/>\nwere clearly described<br \/>\nfrom a GRN<br \/>\nperspective. Outcome<br \/>\naims are described<br \/>\nwith some<br \/>\nunderstanding.<br \/>\nTwo types of advocacy<br \/>\nwere described from a<br \/>\nGRN perspective.<br \/>\nOutcome aims are<br \/>\ndescribed.<br \/>\nOne or two types of<br \/>\nadvocacy were<br \/>\ndescribed from a nursing<br \/>\nor GRN perspective.<br \/>\nOutcome aims are not<br \/>\nclear.<br \/>\nOne or two types of<br \/>\nadvocacy was<br \/>\nintroduced from a<br \/>\nnursing perspective.<br \/>\nOutcome aims are<br \/>\nsuggested.<br \/>\nOne or no actions<br \/>\nare described in<br \/>\nrelation to nursing<br \/>\npractice.<br \/>\nOutcome aims are<br \/>\nabsent.<br \/>\nPresentation<br \/>\nTask Structure<br \/>\nLiterary Expression<br \/>\nReferencing Style<br \/>\nWeighting: 20%<br \/>\nYour introduction positions the<br \/>\nreader with a clear &amp; explicit<br \/>\nunderstanding of the task. There<br \/>\nis a logical flow within and<br \/>\nbetween paragraphs. The<br \/>\nconclusion is decisive and<br \/>\nrelates clearly and specifically to<br \/>\nthe task showing originality and<br \/>\ninspired thinking. No<br \/>\npresentation errors.<br \/>\nEnglish expression is succinct<br \/>\nand nondiscriminatory showing a<br \/>\nsophisticated use of terminology<br \/>\nand professional language that<br \/>\nis engaging and cohesive. There<br \/>\nare no grammatical, spelling<br \/>\nand\/or errors in punctuation and<br \/>\nsyntax.<br \/>\nThere is evidence of a single<br \/>\nreferencing style with no errors.<br \/>\nYour introduction concisely<br \/>\nand clearly introduces the<br \/>\ntask. There is a logical flow<br \/>\nbetween paragraphs. The<br \/>\nconclusion is insightful and<br \/>\njustified from the body and the<br \/>\ntopic of the paper.<br \/>\nEnglish expression is concise,<br \/>\ndefinite and nondiscriminatory,<br \/>\nwith an effective use of<br \/>\nterminology and professional<br \/>\nlanguage that extends thinking<br \/>\nand written in the correct<br \/>\ngenres. There are minor<br \/>\ngrammatical, spelling and\/or<br \/>\nerrors in punctuation and<br \/>\nsyntax.<br \/>\nThere is evidence of a single<br \/>\nreferencing style with minor<br \/>\ntechnical errors but correct<br \/>\napplication.<br \/>\nYour introduction is useful<br \/>\nto direct the reader\u2019s<br \/>\nattention to the topic and<br \/>\nthe paper. Each section<br \/>\naddresses the task and<br \/>\nshows a logical<br \/>\nprogression of thinking.<br \/>\nThe conclusion relates to<br \/>\nthe topic with an attempt<br \/>\nto make purposeful<br \/>\ncomments.<br \/>\nEnglish expression is<br \/>\nclear and unambiguous<br \/>\nwith a reasonable use of<br \/>\nterminology and<br \/>\nprofessional language<br \/>\nthat is informative and<br \/>\nrelevant to the nursing<br \/>\ndiscipline. There are a<br \/>\nfew (3 or 4) presentation,<br \/>\ngrammatical, spelling<br \/>\nand\/or errors in<br \/>\npunctuation and syntax.<br \/>\nThere is evidence of a<br \/>\nsingle referencing style<br \/>\nwith a few consistent<br \/>\ntechnical errors but<br \/>\ncorrect application.<br \/>\nYour introduction offers<br \/>\nbasic preparation for the<br \/>\npaper and task. Each<br \/>\nsection of the paper is<br \/>\nunderstandable and<br \/>\ngenerally addresses the<br \/>\ntask. The conclusion is a<br \/>\ngeneral statement of fact<br \/>\ndrawn from the paper.<br \/>\nEnglish expression is<br \/>\nunderstandable,<br \/>\nnondiscriminatory and<br \/>\nfunctional with some<br \/>\nattempts to use correct<br \/>\nterminology and<br \/>\nprofessional language<br \/>\nrelevant to the nursing<br \/>\ndiscipline. There are a few<br \/>\npresentation errors but<br \/>\nmany grammatical errors. &gt;<br \/>\n5<br \/>\nThere is evidence of a<br \/>\nsingle referencing style with<br \/>\nmultiple technical errors with<br \/>\nan effort for correct<br \/>\napplication.<br \/>\nAn introduction and<br \/>\nconclusion was attempted<br \/>\nwith a clear intention of<br \/>\npurpose. Each section of<br \/>\nthe paper was evident.<br \/>\nSentence\/paragraph<br \/>\nconstruction broadly<br \/>\nreflected the task. Many<br \/>\npresentation and<br \/>\ngrammatical errors. The<br \/>\npaper is minorly outside the<br \/>\nstated word limit. +\/- 15%<br \/>\nThere is evidence of more<br \/>\nthan one referencing style<br \/>\nwith many technical errors<br \/>\nAn introduction and\/or a<br \/>\nconclusion was attempted<br \/>\nwithout a clear intention of<br \/>\npurpose. Each section of<br \/>\nthe paper was not evident.<br \/>\nA limited application to<br \/>\ndevelop<br \/>\nsentence\/paragraph<br \/>\nstructure.<br \/>\nThe paper is well outside<br \/>\nthe stated word limit. +\/-<br \/>\n20% Many presentation and<br \/>\ngrammatical errors.<br \/>\nThere is evidence of more<br \/>\nthan one referencing style<br \/>\nwith many technical errors<br \/>\nA rudimentary<br \/>\nattempt with no clear<br \/>\nframework to<br \/>\naddress the task.<br \/>\nThe paper is well<br \/>\noutside the stated<br \/>\nword limit. +\/- 30%.<br \/>\nConsistent<br \/>\npresentation and<br \/>\ngrammatical errors.<br \/>\nReferencing style is<br \/>\ngenerally inaccurate<br \/>\nwith consistent<br \/>\ntechnical errors.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assignment Brief.NSB305 \u2013 Leading and Learning: Building Professional CapacityAssessment 1 \u2013 Building Professional Capacity (2025)Semester 2, 2025 Graduate Nursing Leadership: Advocacy and Delegation for Safe\u2026<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7573,9732,7574,3309,9733,9734,7575,9735,8074,9736,7295,9744,8130,9737,5659,9708,9394,7579],"tags":[9745,4089,4501,9746,4511,4737,9747,9748,4096,9749,4662,6488,9750,4094,4091,4119],"class_list":["post-19736","post","type-post","status-publish","format-standard","hentry","category-1-assignment-help-online-service-for-students-in-the-usa","category-ai-plagiarism-free-essay-writing-tool","category-australian-best-tutors","category-best-nursing-paper-writing-service","category-can-someone-write-my-assignment-for-me","category-do-my-essay-assignment","category-help-me-write-my-dissertation","category-help-with-writing-an-essay","category-help-write-my-nursing-paper","category-homework-for-you","category-nursing-essay-writing-service-nursing-papers","category-nursing-leadership","category-nursing-paper-writing-help-service","category-online-essay-writers","category-online-nursing-papers","category-research-essay-pro-writers-students-assignment-help","category-research-study-bay-superior-essay-papers","category-write-my-assignment-help-for-college-students","tag-advocacy-in-nursing","tag-assignment-writers-canada-university-cost","tag-best-dissertation-writers-china","tag-delegation-in-healthcare","tag-doctoral-dissertation-writing-service","tag-free-ai-english-assignment-writers-china","tag-graduate-registered-nurse","tag-impact-of-delegation-on-patient-outcomes-in-clinical-nursing","tag-in-page-paper-write-an-essay","tag-leadership-roles-in-nursing-practice","tag-need-help-completing-this-assignment","tag-nursing-leadership","tag-patient-safety-outcomes","tag-professional-assignment-writers-usa","tag-uae-1-cheap-assignment-writing-service","tag-write-a-word-essay"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/19736","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/comments?post=19736"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/19736\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/media?parent=19736"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/categories?post=19736"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/tags?post=19736"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}