Critically Explore the Role of Nurses and Deliver an Engaging Educational

Assessment Task Instructions

The assessment instructions are designed to enable you to understand what is required. In Assessment 1, you annotated and improved an AI response to the following statement: Nurses’ responsibilities in healthcare quality extend beyond the provision of safe care that is aligned with best evidence and clinical standards to include participation in improvement initiatives.

In Assessment 2 (this task), you will build on Assessment 1.

Unit Learning Outcomes

• ULO 2: Define the roles of nurses, midwives, and other health professionals in implementing quality improvement methodologies.

• ULO 3: Analyse the application of evidence-based practice to healthcare.

• ULO 4: Examine how the National Safety and Quality Health Service (NSQHS) Standards govern clinical practice.

Format and Structure

Mind Map and Bibliography of Sources

• Font: Times New Roman (12), Arial (11), or Calibri (11)

• Line Spacing: Double (2.0)

• Margins: 2.54 cm (top, bottom, left, right)

• Include a cover page

• Use APA 7th referencing style

• Bibliography must follow APA style

• No headers or footers

Presentation

• Unit title and code

• Assessment title

• Student name and ID number

• Begin your presentation by showing your student ID card on video for verification

• Ensure visibility throughout presentation

• Markers will stop watching after 6 minutes

• Submit PowerPoint slides

• Submit documents and video following university instructions

What You Should Include

1. Submit your mind map and bibliography of readings in one Word or PDF document

2. Submit your PowerPoint slides

Guidelines for Use of Gen AI in Assessments

Permitted use of Gen AI:

In this assessment, you may use generative AI tools for:

• Proofreading and clarity (e.g., checking grammar and spelling, improving readability)

• Research preparation (e.g., generating search terms or keywords for databases)

• Formatting and referencing (e.g., getting help with APA 7th style, formatting guidance)

Prohibited use of Gen AI

In this assessment, you must not use generative AI tools to:

• Write or paraphrase content (e.g., drafting sections of your literature review)

• Summarise or critique sources (e.g., reviewing or analysing articles on your behalf)

• Generate references (e.g., in-text citations or reference lists, as these are often inaccurate)

• Replace your own academic work (e.g., literature searching, critical analysis, or synthesis)

• Submit AI-generated text as your own

• Create full scripts or notes entirely with AI

• Produce your entire presentation with AI

Summary of Assessment Requirements

Assessment 2 builds upon Assessment 1 and focuses on exploring the roles of nurses, midwives, and other health professionals in implementing quality improvement methodologies. The key requirements include:

• Creating a mind map to visually represent the connection between nursing roles, evidence-based practice, and quality improvement initiatives.

• Compiling a bibliography of readings using APA 7th style.

• Preparing and submitting PowerPoint slides for a presentation (6 minutes maximum).

• Beginning the video presentation with student ID verification and ensuring clarity throughout.

• Following strict formatting requirements (font, margins, spacing, APA 7th referencing).

• Adhering to Gen AI guidelines: AI can be used for proofreading, formatting, and generating keywords, but not for content creation, paraphrasing, or source analysis.

The assessment emphasizes three learning outcomes:

1. Defining the roles of health professionals in quality improvement (ULO 2).

2. Analysing the use of evidence-based practice in healthcare (ULO 3).

3. Examining the application of NSQHS Standards in guiding clinical practice (ULO 4).

How the Academic Mentor Guided the Student

The academic mentor provided structured support to help the student approach each section step by step:

1. Understanding the Task
   The mentor first explained the purpose of the assessment and clarified the difference between Assessment 1 (annotation of AI-generated content) and Assessment 2 (developing a mind map, bibliography, and slides). This ensured the student understood how the new task builds on prior learning.

2. Breaking Down the Mind Map

   • The mentor guided the student to place the central theme: “Nurses’ Role in Quality Improvement.”

   • From this, branches were created for evidence-based practice, quality improvement methodologies, and NSQHS Standards.

   • Sub-branches were then added, showing practical nursing roles, such as medication safety, infection control, patient education, and interprofessional collaboration.

3. Selecting and Organizing Sources
   The mentor taught the student how to search databases using keywords and shortlist relevant peer-reviewed articles, clinical guidelines, and government health reports.

   • Emphasis was placed on evaluating credibility and relevance.

   • The mentor explained how to structure the bibliography in APA 7th style, ensuring citations were accurate.

4. Preparing PowerPoint Slides
   The student was guided to create a clear, concise, and professional presentation:

   • Each slide included a heading (e.g., "Role of Nurses in Quality Improvement").

   • Bullet points were used instead of paragraphs.

   • Visual aids (icons, charts, and mind map graphics) were incorporated to improve engagement.

   • The mentor also reminded the student to practice pacing to stay within the 6-minute limit.

5. Integrating Gen AI Tools Effectively
   The mentor explained the ethical use of Gen AI:

   • Use for grammar checks and slide formatting.

   • Avoid for writing or summarising academic content.
     This reinforced integrity and compliance with assessment rules.

6. Final Review and Practice
   The mentor conducted a mock presentation where the student presented their slides. Feedback focused on clarity, linking ideas back to the NSQHS Standards, and ensuring the student’s ID card was visible at the start.

Outcome and Learning Objectives Achieved

By the end of the process, the student produced:

• A well-structured mind map demonstrating the interconnected roles of nurses, midwives, and other health professionals.

• An APA-compliant bibliography showcasing strong academic research skills.

• A professional PowerPoint presentation that aligned with academic and technical requirements.

The learning objectives were successfully achieved as the student:

• Defined and articulated the role of nurses and midwives in quality improvement (ULO 2).

• Demonstrated critical analysis of evidence-based practice (ULO 3).

• Applied the NSQHS Standards as a framework for clinical governance (ULO 4).

Overall, the assessment not only strengthened the student’s knowledge of healthcare quality and safety but also improved academic skills such as research, presentation, and ethical use of AI tools.

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