NRSG370 Clinical Integration: Speciality Practice Page 1 of 22

FACULTY OF HEALTH SCIENCE School of Nursing Midwifery & Paramedicine North Sydney Campus SEMESTER 2,
2015 NRSG370: Clinical Integration: Specialty Practice NATIONAL UNIT OUTLINE
Credit points: 10 Prerequisites: NRSG136 Introduction to Australian Nursing Practice or NRSG137
Introduction to Nursing Practice NRSG/NRPL261 Clinical Integration: Acute Care NRSG/NRPL262 Clinical
Integration: Mental Health NRSG/NRPL/NRMH354 Clinical Integration: Complex Care It is your
responsibility as a student to ensure that you have the prerequisites or co-requisites for a particular
unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any
unit identified as incompatible with this unit. If you do not meet these requirements, then you must
see your Course Coordinator. National Team Leader: Peta-lea Gale Lecturer in Charge: Jane Allnutt
(North Sydney Campus) Office location: Level 6, 33 Berry St North Sydney Email: jane.allnutt@acu.edu.au
Telephone: 02 97392041 Contact: I prefer to be contacted via email
Description: This unit provides students with the opportunity to synthesise theory and experience
acquired in previous and concurrent units in order to prepare them for a specific nursing context.
Students will actively engage in critical reflection on their ability to undertake appropriate
assessment(s) and maintain holistic perspectives and cultural awareness during the delivery of nursing
care to the person, family and community across the life span.
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This unit will allow students to explore nursing care and /or health from a specialty and /or
international perspective. Students will critically evaluate their practice in order to create new
knowledge from which they may develop further, both personally and professionally.
BNMH Students Only BNMH Students will undertake their 120 hours clinical practice in a mental health
setting BNBP Students Only BNBP Students will undertake their 120 hours clinical practice in a high
dependency setting
Teaching Team: Specialty Team Member Preferred Contact Method
Aged Care Peter Brown peter.brown@acu.edu.au High Dependency Peta Reid peta.reid@acu.edu.au Maternity
Jane Allnutt jane.allnutt@acu.edu.au Medical / Surgical Michelle DeLeon michelle.deleon@acu.edu.au
Mental Health Kerry Mawson kerry.mawson@acu.edu.au Paediatrics Bronwyn Gordon bronwyn.gordon@acu.edu.au
Palliative Care Paul McDonald paul.mcdonald@acu.edu.au Perioperative Irene Mayo irene.mayo@acu.edu.au
Oncology Paul McDonald paul.mcdonald@acu.edu.au Rehabilitation Jane Allnutt jane.allnutt@acu.edu.au
Mode/attendance pattern: Lecture: 3 hours on campus in the intensive period 22 hours of online
learning and project based tasks Clinical Practice – 120 hours (3 weeks)
Duration: Intensive block mode and online You should anticipate undertaking 150 hours of study for this
unit, including class attendance, readings and assignment preparation.
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LEARNING OUTCOMES The Bachelor of Nursing (BN), Bachelor of Nursing (Enrolled Nurse with Diploma in
Nursing) (BNENDN), Bachelor of Nursing (Mental Health) (BNMH) and Bachelor of Nursing/Bachelor of
Business Administration (BNBADM) course are professional programs that requires development of
particular attributes for accreditation purposes. These are also included in the Learning Outcomes.
Professional Competency Standards: The Nursing and Midwifery Board of Australia has Competency
Standards for the Registered Nurse. The competency standards developed in this unit are:
NMBA Competency Standards: Learning Outcomes:
Professional Practice: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 1, 4, 7, 8, & 9
Critical Thinking and Analysis: 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4 3, 5, 6, 8 & 9
Provision and Coordination of Care: 5.1, 5.3, 6.1 – 6.4, 7.1- 7.8, 4, 5, 7
Collaborative and Therapeutic Practice: 9.3, 9.4, 9.5, 10.1, 10.2, 10.3, 10.4 2, 4, 5, 7 & 8
Learning Outcomes On successful completion of this unit, you should be able to: 1. Distinguish the
roles and responsibilities of a nurse in the selected speciality practice area. 2. Utilise a
collaborative approach to plan, coordinate and implement, after meticulous and comprehensive
assessment, evidence based, safe personcentred care of individuals experiencing alterations in health
specific to the elected specialty; and their families;(GA6) 3. Demonstrate safe use of selected
technologies in the environment of the elected specialty 4. Utilise effective communication skills when
interacting with people and the health care team;(GA9) 5. Utilise a clinical decision making framework
in the provision of appropriate ethical, legal, evidence-based, holistic care to people and their
families/carers; 6. Promote the rights of clients and carers and their role in treatment planning and
recovery. (GA1) 7. Reflect upon personal perceptions and meanings of health, illness, dying and death
as appropriate in the specialty practice area; (GA4)
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8. Extend your professional portfolio reflecting on your learning and development towards the NMBA
National competency standards for the registered nurse using examples of skill development and nursing
in. (GA4,10)
Additional Learning Outcomes for students undertaking an international health study program:
9. Explain how health and illness and health care practices are constructed by people within the
culture of a host country 10. Discuss factors that can impact on the roles and functions of health care
professionals within the host country
GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU
Graduate Attributes which you should demonstrate by the time you complete your course. You can view the
ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities
have their expected Graduate Attributes – ACU’s Graduate Attributes have a greater emphasis on ethical
behaviour and community responsibility than those of many other universities. All of your units will
enable you to develop some attributes. On successful completion of this unit, you should have developed
your ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity GA4
think critically and reflectively GA6 solve problems in a variety of settings taking local and
international perspectives into account GA9 demonstrate effective communication in oral and written
English language and visual media GA10 utilise information and communication and other relevant
technologies effectively
CONTENT Topics will include: 1. Introduction to nursing in a specialty area • The settings for
specialized field of nursing • The specialist knowledge and skills needed to provide care for people
who require nursing care in the specialist area • Current models of care
2. Professional nursing standards • Competencies
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• Professional qualities • Professional boundaries • Ethical issues
3. Legislation • Particular legislation associated with the specialty • Current Policy and Standards
of Care in specialty area • Patient rights
4. Nursing care of the person who requires nursing care in the specialist area Assessment •
Comprehensive assessment (eg. biopsychosocial, family, cultural) • Advanced and specialist Clinical
Assessment Skills • Specialist environment, ward and personal assessment skills and protocols •
Admission and discharge planning
5. Diagnosis • Common observations, tests and procedures used in the specialist area • Diagnosis and
classification of disorders
6. Nursing Management • Therapeutic interventions • Advanced clinical skills • Working in specialist
teams • Chronic and acute care issues • Specific populations o CALD o Homeless o Refugee • Care co-
ordination
7. Pharmacology • Important classes of medications prescribed and the disorders for which they are used
• Applied pathophysiology underpinning the use of medications used to treat the people in the
specialist area • The role of the specialist nurse in administration of medication and related nursing
interventions including medication indication, interactions, side effects and precautions • Relevant
legal and ethical issues related to the administration of medications • Education and compliance
8. Communication • Observation • Interviewing (includes questioning, listening, jargon) •
Communication within the specialist and /or multidisciplinary team • Communication with families •
Confidentiality
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9. Co-morbidity • Service delivery frameworks • Screening and Assessment • Referral and follow-up
10. Communication within the nursing team • Leadership and management
QUALITY ASSURANCE AND STUDENT FEEDBACK This unit was evaluated through the ‘Student Evaluation of Unit’
(SEU) online surveys. Changes to this unit based on the SEU evaluations include the following. 1.
Simplification of assessment tasks and submission requirements. 2. Alteration of timing of assessment
tasks to ensure adequate timing for students completing placement. 3. Improvement to student
communication with LIC and speciality tutors. SEU surveys are conducted at the end of the teaching
period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please
ensure you complete the SEU survey for the unit. You can also provide feedback at other times to the
unit lecturers, course coordinators and/or through student representatives.
SCHEDULE This unit will comprise of a 3-hour lecture during the intensive weeks or at the beginning of
the semester (please see the local campus schedule below), twenty two hours of online learning and
project-based learning tasks throughout the semester and 120 hours of clinical practice. The unit
will utilise project-based learning which builds on the skills of inquiry based learning and the
fundamental clinical skills which students are familiar with through Inquiry-Based Learning (IBL) and
five previous semesters of practice in the clinical skills laboratories. Students investigate topics
of interest to them allowing them to take control of their learning as they transition from students to
professional practitioner. Study schedule For the most up-to-date information, please check your LEO
unit and also note advice from your lecturing and tutoring staff for changes to this schedule.
Week Starting 13/07/2015 Melbourne, Ballarat & Sydney
Week Starting 20/07/2015 Canberra
Week Starting 27/07/2015 Brisbane
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CLINICAL This unit requires attendance to a total of 120 clinical hours (equivalent of 3 weeks
depending on the health care facility). Students should be aware that certain health care facilities
may have clinical placement schedules that differ to the minimum duration requirements set by
Australian Catholic University (ACU). This means that students may be required to fulfil additional
hours as set by a health care facility, increasing the total clinical placement duration to above 120
hours. ACU and their health care facility partners have legal agreements in place, which means that if
such health care facility requirements are not met, the student may be awarded an NN grade for that
clinical unit. Students are required to submit a Medical Certificate or signed Statutory Declaration
for any clinical hours missed. All hours missed must be made up prior to course completion in order to
meet AHPRA requirements for registration. Please refer to the SNMP Clinical Placement Handbook (2014)
Section 6: ACU Attendance expectations and absence from Clinical Practice.
? Clinical Placements Clinical hours for NRSG370 may be undertaken in either a block placement or
flexible mode. Please refer to the Clinical Calendar (Campus based Clinical LEO site) for dates of
block placements. Where clinical placements associated with this unit are not available within the
periods stated students will be allocated to attend clinical at an alternative time. It is each
student’s responsibility to regularly check their ACU email account, the Clinical LEO site and InPlace
for clinical placement dates, allocations and information. Students who fail to attend an allocated
clinical placement, without appropriate correspondence with the Clinical Administration Services (CAS)
Office prior to the scheduled commencement of the placement, will be awarded an NN (Fail) grade for the
unit. Enquiries relating to clinical placement allocations should be directed to the Clinical
Administration Services (CAS) Office on your campus. Students are to use only their ACU email account
when communicating via email. Private email addresses will not be responded to.
? Mandatory Documentation for Clinical Placements All students are required to submit mandatory
documentation to the Clinical Administrative Services (CAS) Office at the beginning of Semester 1 each
year. This is to meet ACU and Health Care Facility requirements. Please refer to the SoNMP Clinical
Placement Handbook (2014) Section 3.1 Mandatory Documentation for detailed information about mandatory
requirements for each State. The Clinical LEO site on your campus also has further information related
to mandatory requirements and submission of documentation. Please note: Students cannot be allocated to
clinical placements until all documentation has been received. Failure to submit mandatory
documentation within the designated timeframe will result in a Fail (NN) grade as per Academic
Regulation 7.1: Assessment Procedures and Requirements.
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? IMPORTANT: It is the student’s responsibility to refer to the Inplace clinical allocation system and
Clinical Office LEO page, under ‘clinical placement allocations’ for specific placement information and
dates. You should begin regularly checking LEO for your allocations from the start of the intensive
period. Please note: Where clinical placements associated with this unit are not available within the
periods stated on the Clinical Calendar 2015, clinical will occur at an alternative time. Please note:
Students who fail to attend an allocated clinical or do not meet the above requirements will receive a
fail (NN) for the unit
ASSESSMENT In order to pass this unit, you are required to complete and submit all pieces of assessment
and attain a cumulative mark of 50% or above and successfully complete a clinical practicum placement
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
Assessment tasks Due date Weighting (%)
Learning outcome/s assessed
Graduate Attributes assessed
1. Professional Portfolio Project based learning
2 weeks following completion of placement
30% 1, 2, 3, 4, 5, 6, 7, 8 3, 5, 7, 9
2. Case Study
4 weeks following the completion of placement
40% 1, 2, 3, 4, 5, 6, 7, 8 1, 4, 7, 9
3. On-line modules
Before 23:45pm on 25th October 2015 30% 1, 4, 6, 7 1, 4, 7, 9
4. Clinical Portfolio – • Nursing Competency Assessment Schedule (NCAS) • Clinical skills assessment:
Managing the care of a client/patient for a span of duty
Within five (5) business days of the completion of the Clinical Placement
Ungraded
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 4, 5, 7, 9

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REFERENCING This unit requires you to use the APA referencing system. See the ‘Academic referencing’
page from the Office of Student Success for more details.
ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU
policies and regulations, including regulations on examinations; review and appeals; acceptable use of
IT facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available from
the website The Unit Outline Resources page (http://students.acu.edu.au/241467) contains several
important links as a starting point. Assessment Policy and Procedures You must read the Assessment
Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties
for late submission; extensions; and special consideration. If you have any queries on Assessment
Policy, please see your Lecturer in Charge. Grading Descriptors for the unit are detailed in section 7
of the Academic Regulations. Academic integrity You have the responsibility to submit only work which
is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The
Framework for Academic Integrity and the Academic Honesty Policy are available from the website. Please
read them, and note in particular that plagiarism, collusion and recycling of assignments are not
acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from
the course. Turnitin The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in
order to enable: • students to improve their academic writing by identifying possible areas of poor
citation and referencing in their written work; and • teaching staff to identify areas of possible
plagiarism in students’ written work. While Turnitin can help in identifying problems with plagiarism,
avoiding plagiarism is more important. Information on avoiding plagiarism is available from the
Academic Skills Unit website. For any assignment that has been created to allow submission through
Turnitin (check the Assignment submission details for each assessment task), you should submit your
draft well in advance of the due date (ideally, several days before) to ensure that you have time to
work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to
your final submission, and the Turnitin Originality Report.
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STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual
concerns, or have a disability/medical condition which may impact on your studies, you are advised to
notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as
possible. For all aspects of support please contact the Office of Student Success. • Academic Skills
offers a variety of services, including workshops (on topics such as assignment writing, time
management, reading strategies, referencing), dropin sessions, group appointments and individual
consultations. It has a 24-hour online booking system for individual or group consultations. • Campus
Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with
community projects. • The Career Development Service can assist you with finding employment, preparing
a resume and employment application and preparing for interviews. • The Counselling Service is a free,
voluntary, confidential and non-judgmental service open to all students and staffed by qualified social
workers or registered psychologists. • Equity and Disability can assist you if you need educational
adjustments because of a disability or chronic medical condition; please contact them as early as
possible. • Indigenous Units on each campus provide information and support for students. The Unit
Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service.
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings/
discussion forums. http://leo.acu.edu.au/course/view.php?id=16632
Please make sure you check the LEO site regularly for updates and information.

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TEXTS AND REFERENCES: Required text(s) There are no required texts associated with this unit
Recommended references Levett-Jones, T. (Ed.), (2013). Clinical reasoning: Learning to think like a
nurse. Sydney, Australia: Pearson Education. It is recommended that students consult their previously
prescribed texts on physiology and pathophysiology, pharmacology and nursing care Additional references
will be placed in the appropriate blocks of the LEO site
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APPENDICES Assessment Task 1: Professional Portfolio Due date: Part A: Confirmation of project
question Due by completion of first week of clinical placement for NRSG370 Part B: Project Report
Two (2) weeks following completion of clinical placement Weighting: 30% Length and/or format: Total
Word Limit: 1000 +/- 10% words/Report Format Purpose: In all of the specialty practice electives,
instead of undertaking intensive laboratory work, students will complete a project in the real world
laboratory of their specialty clinical placement. This teaching/learning strategy is referred to as
“Project-Based Learning” and it will be incorporated into your professional portfolio as assessment
item 1.
During this semester you will be required to identify a nursing problem or issue that relates to the
specialty area of practice in which you are completing your clinical placement for this unit. Once you
have identified a nursing problem/issue you will need to develop this into a question for exploration
which is subject to approval by your LIC/Tutor. This question needs to be realistic in the context of
your speciality clinical placement in relation to nursing practice. This question will lead you to
contemporary literature. From your reading of this literature you will discover what is known or not
known about your question. The information that you have gained from your reading and your observation
of practice should then enable you to draw conclusions concerning your nursing question.
Learning outcomes assessed: 1, 2, 3, 4, 5, 6, 7, 8 How to submit: Assessment Part A. To be submitted
via dropbox in the assessment block in LEO. Assessment Part B. To be submitted via turnitin in the
assessment block in LEO
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Return of assignment: Part A. Once approval has been given for your question you will receive a
validation certificate (see page 11) via LEO grades. You must submit your validation certificate as
part of your project report (Part B) Part B. Students will be notified via LEO when marking has been
completed. Assessment criteria: Further information pertaining to the projected based assessment task
can be found on the LEO site in the assessment block. Refer to the criterion based assessment rubric
below (page 15).
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VALIDATION CERTIFICATE: Assessment Task 1, Part A Project Question
Validation Certificate Assessment Task 1: NRSG370 Portfolio Project
Student Name:
Student ID:
LIC Signature:
The project question(s) is/are clearly identified and unambiguous.
The project question(s) is/are realistic and relate to the specialty area.
The project question(s) is/are nursing focussed.
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MARKING GUIDE: Assessment Task 1, Part B Project Report Student Name: Student Number:
Criterion High Distinction Distinction Credit Pass Fail Part A Validation Certificate YES NO Part B
Question 10% Extensively discusses the background of the question providing insightful analyses of
the rationale and identifying alternative questions Thoroughly discusses the background of the
question providing insightful analyses of the rationale and identifying alternative questions Provides
a thorough description of the background and rationale for question Provides an adequate description of
the background and rationale for question No critique of the position evident
Evidence
30%
Provides extensive and detailed synopsis of the literature. Thoroughly critiques articles considering
strengths and weakness of evidence provided. Clarifies evidence in support of alternative views. All
literature is peer reviewed or primary resources from credible contemporary sources
Provides detailed synopsis of the literature. Thoroughly critiques articles considering strengths and
weakness of literature provided. All literature is peer reviewed or primary resources from credible
contemporary sources
Provides adequate synopsis of the literature. Some analysis of the strengths and weakness of
literature provided. All literature is peer reviewed or primary resources. Some resources are from
credible contemporary source
Synopsis of the literature is descriptive only. Most literature is peer reviewed or primary
resources. Some resources are from credible contemporary sources
Literature is described with no analysis evident. Literature is NOT peer reviewed or primary
resources. Resources are not from credible contemporary sources
Observation, Analysis & Evaluation
50%
Thoroughly analyses clinical practice in relation to the question. Discriminates rationally using
reasonable judgment when evaluating and critiquing clinical practice against contemporary literature.
Provides extensive consideration for changes to practice based on findings
Thoroughly analyses clinical practice in relation to the question. Evaluates and critiques clinical
practice against contemporary literature. Provides some consideration for changes to practice based on
findings
Analyses clinical practice in relation to the question. Provides some evaluation and critique of
clinical practice against contemporary literature.
Describes clinical practice in relation to the question. Minimal evaluation and critique of clinical
practice against contemporary literature
Does not provide relevant analysis of clinical practice in relation to question. No evidence of
evaluation or critique of practice in relation to literature used
Referencing 5%
Accurate use of APA referencing style in all instances. A range of intext citations has been used.
Accurate use of APA referencing style on most occasions. A range of in-text citations has been used.
Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text
citation formats
Accurate use of APA referencing style on most occasions. There is no variation of in-text citation
format
Many inaccuracies with the APA referencing style.
Mechanics- grammar, spelling and punctuation 5%
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. The
report reads without interruption.
There are minimal errors with grammar, spelling and punctuation, and the meaning is easily discernible.
There are some errors with grammar, spelling and punctuation. However, the meaning is readily
discernible.
There are substantial errors with grammar, spelling and punctuation. The errors detract significantly,
but the meaning is discernible.
Grammar, spelling and punctuation are such that the reader cannot make sense of the content.
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Assessment Task 2: Case Study Due date: Due four (4) weeks post completion of clinical placement.
Weighting: 40% Length and/or format: 1500 +/-10% words Purpose: The case study is designed to allow
students the opportunity to demonstrate synthesis of theory and experience acquired in previous and
concurrent units while exploring a specific nursing context. Students will be able to demonstrate
active engagement in critical reflection on their ability to undertake appropriate assessment(s) and
maintain holistic perspectives and cultural awareness during the delivery of nursing care. Learning
outcomes assessed: 1, 2, 3, 4, 5, 6, 7, 8 How to submit: Submit your case study in the appropriate
Turnitin drop box on the LEO site Return of assignment: Assignments will be marked online and students
will be notified via LEO when results and feedback are available. Assessment criteria: Further
information pertaining to the case study can be found in the assessment block on LEO. Please refer to
the marking criteria for the explicit requirements of this assessment task.
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MARKING GUIDE: Assessment task 2 Case study Student name: Student Number:
Criterion High Distinction Distinction Credit Pass Unsatisfactory
Sequencing 5%
The content in the case study matches the outline presented in the introductory paragraph. Paragraphs
are organised, and there is a logical progression of ideas so that content flows from one paragraph to
the next. The case study ends with a rational conclusion.
The content in the case study matches the outline presented in the introductory paragraph. Paragraphs
are organised in a logical manner so that content flows from one paragraph to the next, and the case
study ends with a rational conclusion.
The content in the case study matches the outline presented in the introductory paragraph. Most
paragraphs are organised in a logical manner so that content flows from one paragraph to the next, and
the case study ends with a rational conclusion.
The content in the case study mostly matches the outline presented in the introductory paragraph. Most
paragraphs are organised in a logical manner, and the case study ends with a rational conclusion.
There is a no clear introduction, or rational conclusion. Content within the body and within paragraphs
is not always logically sequenced.
Content
50%
Comprehensively defines and discusses the provision of ethical, legal, evidencebased, holistic person
centred care, including the establishment of realistic and relevant goals. Includes relevant
discussion on the collection, processing and presentation of client/patient information Clearly
identifies and prioritises nursing issues/ problems.
Defines and discusses the provision of ethical, legal, evidence-based, holistic person centred care,
including the establishment of realistic and relevant goals Includes discussion of the collection,
processing and presentation of client/patient Clearly identifies and prioritises nursing issues/
problems.
Describes the provision of ethical, legal, evidencebased, holistic person centred care, including the
establishment of relevant goals Includes the collection, processing and presentation of client/patient
information Identifies and prioritises nursing issues/ problems.
Describes the provision of ethical, legal, evidencebased, holistic person centred care, but does not
provide clear rationale for choices or the establishment of relevant goals Discusses the collection,
processing and presentation of client/patient information and outlines nursing issues/problems
No evidence of the consideration or provision of ethical, legal, evidencebased, holistic person
centred care, No issues/problems identified.
Critical thinking, reasoning and evaluation of evidence
30%
There is evidence of both depth and breadth of reading. A considered argument related to nursing care
and issues/problems is presented, and is supported by adequate and appropriate evidence.
There is evidence of both depth and breadth of reading. A considered argument is presented, and is
supported by adequate and appropriate evidence.
There is evidence of both depth and breadth of reading. An argument is presented, and is supported by
adequate and appropriate evidence.
An argument is presented, and is supported by adequate and appropriate evidence.
An argument is presented, and is supported by minimal evidence.
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Marker: Comments:
Paragraph, structure / intelligibility
5%
The writing is organised into paragraphs, and the information is organised appropriately within the
paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link each
paragraph to the next.
The writing is organised into paragraphs, and the information is organised appropriately within the
paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link most
paragraphs to the next.
The writing is organised into paragraphs, and the information is mostly organised appropriately within
the paragraph. Most paragraphs relates to a discrete idea. There are clear linking sentences that link
most paragraphs to the next.
The writing is organised into paragraphs, and the information is mostly organised appropriately within
the paragraph. Most paragraphs relates to a discrete idea. The paragraphs mostly link to one another.
There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and
no links.
Sources & Referencing
10%
Credible and relevant references are used. Accurate use of APA referencing style in all instances. A
range of in-text citations has been used.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. A
range of in-text citations has been used.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions.
There is limited use of a range of in-text citation formats.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions.
There is no variation of in-text citation format.
Not all references are credible and/or relevant. Many inaccuracies with the APA referencing style.
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Assessment Task 3: Online Modules Assessment Task: Students are required to complete three (3) online
modules found on the LEO site. The online modules cover a range of content related to the clinical
specialty practice of your choice. Each module has an activity attached which the students are
required to complete. Due date: Before 23:45pm on Sunday 25th October 2015 Weighting: 30% Length
and/or format: 1000 +/- 10% words (divided equally between modules) Purpose: Online module tasks are
designed to enable students to demonstrate understanding of the specialty practice environment in terms
of roles and responsibilities, rights, communication processes and the meaning of illness for patients.
The modules include a reflection on learning to consolidate learning about the specialty practice
environment To develop Graduate Attributes: 1, 4, 7, 9 Learning outcomes assessed: 1, 4, 6, 7 How to
submit: Completed modules are to be submitted as one document in the appropriate Turnitin drop box in
the assessment block on the LEO site. Return of assignment: Assignments will be marked online and
students will be notified via LEO when marks and feedback are available. Assessment criteria: Further
information pertaining to the modules assessment can be found on LEO. Please refer to the marking
criteria for the explicit requirements of this assessment task.
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MARKING GUIDE: Assessment Task 3: Online Modules Name: Student Number:
Criteria for marking
High Distinction (85-100%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Unsatisfactory (0-49%)
Discussions
Cohesive and logical discussions. Comprehensive and insightful analyses which presents a diverse range
of perspectives.
Cohesive and logical discussions. Well-developed analyses and critiques from a diverse range of
perspectives.
Cohesive and logical discussions. Some attempt at analysis and critique from a range of perspectives
evident.
A logical discussion is presented with limited consideration of alternative viewpoints.
Little/no cohesion to flow of discussions. Broad generalisations are made. Discussions consist largely
of personal opinion.
Evidence to support the analysis
Relevant, high quality literature utilised with sophisticated interpretation and analysis.
Relevant, quality literature utilised with consistent appropriate interpretation & application.
Relevant literature used with erratic but appropriate interpretation & application.
Some relevant literature used with some attempt to interpret & apply the literature.
No use of the literature
Organisation, Presentation and Referencing
Flawless presentation.
High standard of written communication with few errors of spelling and grammar.
Mostly accurate referencing using APA format.
Effective written communication with few errors of spelling and grammar
Mostly accurate referencing using APA format.
Effective written communication although a number of spelling and grammatical errors.
Mostly accurate referencing using APA format.
Poor, written presentation and referencing, not at an academic/professional standard.
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NRSG370 Clinical Integration: Speciality Practice Page 21 of 22
Assessment Task 4: Clinical Portfolio
Clinical Portfolio – Clinical Competency Assessment will consist of: 1. The Clinical Competency
Assessment tool NCAS is completed by the Clinical Facilitator throughout the Clinical Placement. This
tool must indicate “Satisfactory” performance of clinical learning (students must meet the minimum
competency ratings as provided on page 6 of the tool). A certified copy must be kept by the student.
The Clinical Competency Assessment Tool document is available on LEO. 2. Clinical skills assessment:
Managing the care of a client/patient for a span of duty. This clinical skill must indicate “assisted”
performance level. The skills assessment tool is available on LEO 3. The Student Learning Log is used
to identify learning objectives prior to and during the clinical placement, to collect formative
feedback on performance throughout the clinical placement and as a written reflection on your own
learning during the clinical placement toward the specific NBMA competencies assessed in this unit. The
Student learning Log is available in the Clinical Placement module on LEO. This document does not need
to be submitted
Due date: Within five (5) business days of the completion of the Clinical Placement Weighting:
Ungraded Pass (PS) / Fail (NN). Students must submit and pass this assessment task to pass the unit.
Length and/or format: To be completed during Clinical Placement using the NCAS form available on LEO
Purpose: Clinical assessment in the Bachelor of Nursing is based on the NMBA Competency standards for
the Registered Nurse. It is expected that by the end of the course, you will have been able to meet all
of these competencies in order to be eligible for registration. Learning outcomes assessed: 1, 2, 3,
4, 5, 6, 7, 8 and 9 How to present/submit: Two (2) copies are to be submitted: Original (hard/paper)
copies of these documents are to be submitted into the assignment box within the School – as per normal
process Electronic soft copies are to be posted on the NRSG370 LEO site under the Assessment icon –
Clinical documents Return of assessment: Please note original documents will be held by the School and
that you should make a CERTIFIED COPY of your assessment for your own records prior to submission
NRSG370 Clinical Integration: Speciality Practice Page 22 of 22
Assessment criteria: All documents that form part of the Clinical Portfolio can be found in the NRSG370
LEO site. Students are reminded to make copies of all completed documents prior to submission.
Incomplete submissions will be awarded an NN (Fail) grade for NRSG370.

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