NSB104: Leading and Learning
This document contains:
• Essential assessment
information and detailed
instructions for completing
the task.
• Links to resources to
assist you complete the
task.
• The Criterion Reference
Assessment (CRA) Rubric
that will be used to grade
your work.
NSB104
Leading and Learning
Assessment Task 2
NSB104: Leading and Learning
NSB202
Aboriginal & Torres Strait Islander
| People Asses Peopl Asse |
s’ Well-being sment Task 1 es’ Well-being sment Task 1 |
| NSB2 | 02 |
AssignmentTutorOnline
Aboriginal & Torres Strait Islander
Assessment Task 2
| Assessment name: | Written assignment: Responding to leadership challenges |
| Learning outcomes measured: |
1. Explain leadership theory and critically examine ideas of leadership in relation to the role of the nurse and the nursing profession, including the provision of safe and quality person centred care. 2. Identify personal learning and leadership styles and reflect on how these can influence health care settings and enable self development. 3. Analyse contemporary health care environments to explain key leadership challenges for the future of nursing—including global health challenges and the impact of digital health, health technology and health informatics on health care. |
| Length: | • Part one 500 words maximum • Part two 1500 words maximum Excluding references. |
| Estimated time to complete task: |
You should allocate regular weekly planning, researching and writing time over the 13 week semester. |
| Weighting: | 60% (Unit weighting: Part one 10%; Part two 50%). |
| Individual/Group: | Individual |
| Formative/Summative: | Summative |
| How will I be assessed: | 7 point grading scale using a rubric |
| Due dates: | • Part one: Thursday 29th March (Week 6) submitted via Turnitin in your NSB104 Blackboard site by 11:59pm. • Part two: Friday 1st June (Week 13) submitted via Turnitin in your NSB104 Blackboard site by 11:59pm. Assessment submitted after the due date without an approved extension will not be marked and will receive a grade of 1. More information about QUT’s Late Assessment Policy is available here. |
| Presentation requirements: |
This assessment task must: • Be written in essay style. It is appropriate to use first person in the reflective components of your essay. • Use QUT APA referencing for citing academic literature. As a guide, you should have cited at least 10 journal articles for part two. • Be submitted in electronic format via Turnitin. More information about Turnitin is available here. |
NSB104: Leading and Learning
| Task description: | This assessment requires you to apply leadership and learning skills, by reflecting on and thoughtfully responding to clinical scenarios. There are two parts, designed to allow feedback on your individual progress. |
| What you need to do: | Part one requires you to read through the RN short stories in Gordon’s (2010) When chicken soup isn’t enough (available online as QUT library eBook), and identify a single scenario that you find significant and challenges your thinking as a beginning student nurse. Write a short personal reflection (500 words maximum) that explores: • Why you identify with that story as significant – personal values, assumptions and beliefs • The issues raised for you and your professional development as a student nurse, and • How your preferred leading and learning style might influence your response if faced with a similar situation in clinical practice Part two builds on your short reflection (1500 words maximum): Develop an action plan, supported with evidence based literature, to address the issues raised for your personal development as a leader and learner. Your essay should (with approximate word limits): • Provide a brief introduction outlining the structure of the essay (50 words). • Include a revised short personal reflection (from part one) based on your tutor’s feedback (500 words) • Develop and discuss clear strategies for each of the leadership challenges identified, supported with evidence based literature (800 words) • Draw some key conclusions about what you have learned from the unit assessment (150 words) Your assignment should be well-referenced. As a guide, you should have cited at least 10 journal articles for part two. |
| Resources needed to complete task: |
• QUT Cite|Write APA guide. • Turnitin Tip Sheets. |
NSB104: Leading and Learning Assessment Task 2 Rubric
NSB104 – Leading and Learning
Bachelor of Nursing
| Criteria | 7 | 6 | 5 | 4 | 3, 2, 1 |
| PART ONE (10% unit weighting) | |||||
| Reflective process drives learning |
Highly developed self awareness. Makes clear, insightful connections between the chosen scenario and issues and own personal values, assumptions and beliefs. Identifies highly relevant professional issues, with perceptive observations to create a personal learning experience. Sophisticated application of relevant models of leading and learning to examine personal responses. |
Well-developed self awareness. Makes clear and well-considered connections between the chosen scenario and issues and own personal values, assumptions and beliefs. Identifies highly relevant professional issues, with well considered observations; explains relevance for self development. Well-developed application of relevant models of leading and learning to examine personal responses. |
Developing self-awareness. Makes clear connections between the chosen scenario and issues and own personal values, assumptions and beliefs. Identifies relevant and well conceptualised professional issues in some detail; explains relevance for self development. Sound application of relevant models of leading and learning to examine personal responses. |
Basic self-awareness. Makes some connections between the chosen scenario and issues and own personal values, assumptions and beliefs. Identifies relevant professional issues, although tend to be broadly stated; Basic explanation of relevance for self-development. Basic application of relevant models of leading and learning to examine personal responses. |
Limited self-awareness. Makes weak or no connections between the chosen scenario and issues and own personal values, assumptions and beliefs. Describes issues that are of little or no relevance to professional development and learning. Cursory examination of relevance for self-development. Limited or inaccurate application of models of leading and learning to examine personal responses. |
| PART TWO (50% unit weighting) | |||||
| Reflective process drives learning |
As above, and attends to all tutor feedback for part one; strong evidence of growth and development of ideas based on tutor feedback for part one. |
As above, and attends to all tutor feedback for part one; clear evidence of growth and development of ideas based on tutor feedback. |
As above, and attends to all tutor feedback for part one; clear evidence of improvement based on tutor feedback. |
As above, and selectively attends to tutor feedback for part one; partial improvement based on tutor feedback. |
As above, and has not addressed tutor feedback for part one; no improvement based on tutor feedback. |
NSB104: Leading and Learning Assessment Task 2 Rubric
NSB104 – Leading and Learning
Bachelor of Nursing
| Knowledge and understanding |
Excellent discussion with clear goals and strategies/tools for future self-development; Fully explores what actions would be taken if presented with a similar situation in clinical practice. Your discussion was comprehensively supported by high quality evidence-based literature that is valid, authoritative and relevant to the scenario. Identified the most important personal learning outcomes from this assessment, including awareness of personal strengths and weaknesses; Draws insightful conclusions about what has been learned and implications for future learning. |
Well-developed discussion with clear goals and strategies/tools for future self development; Explores what actions would be taken if presented with a similar situation in clinical practice. Your discussion was well informed by high quality evidence-based literature that is relevant to the scenario. Identified important personal learning outcomes from this assessment, including awareness of personal strengths and weaknesses; Draws well-developed conclusions about what has been learned and implications for future learning. |
A clear discussion with goals and strategies/tools for future self-development; Explores what actions would be taken if presented with a similar situation in clinical practice. Your discussion was mostly well informed by high quality evidence-based literature that is relevant to the scenario. Identified some important personal learning outcomes from this assessment, including awareness of personal strengths and weaknesses; Draws sound conclusions about what has been learned and implications for future learning. |
A generic discussion of strategies for future self development. Partially explores what actions would be taken if presented with a similar situation in clinical practice. Your discussion was informed by some quality evidence based literature that is relevant to the scenario, although some parts were under-referenced. Identified some personal learning outcomes from this assessment, although tends to be generic. Draws basic conclusions about what has been learned and implications for future learning. |
Poorly developed discussion of strategies for future self development; Lacking clear goals and strategies/tools for future self-development. Limited exploration of what actions would be taken if presented with a similar situation in clinical practice. Your discussion was limited by the fact that you: cited literature that was often not relevant to chosen scenario; used limited valid academic sources; or you applied generic knowledge from non academic sources (e.g., websites). Struggled to identify learning outcomes from unit assessment; Is uncritical of him/herself, or overly critical (given level of development). Vague conclusions and implications for future learning. |
| Academic writing skills | Writing style is analytical and ideas are always expressed clearly, concisely and fluently. Correct spelling, grammar and punctuation; Always used appropriate professional language. QUT APA citations and references without errors. |
Writing style is analytical and coherent. Few and minor errors in spelling, grammar or punctuation; Always used appropriate professional language. QUT APA citations and references with few and minor errors. |
Writing style is mostly analytical and coherent. Minor errors in spelling, grammar or punctuation; Always used appropriate professional language. QUT APA citations and references with minor errors. |
An analytical writing style is attempted and ideas are mostly clear in expression. Some errors in spelling, grammar or punctuation; Occasional breaches in professional language. QUT APA citations and references with consistent errors. |
Writing style is descriptive and lacks synthesis. Organisation and logical flow of assignment is poorly constructed. Contains many spelling, grammatical or punctuation errors that impede readability; Uses lay language instead of language of the discipline. Major errors in the use of QUT APA citations and referencing. |