Identify and Describe Common Factors Giving Discrete Examples - Management Assignment Help

Assignment Task:

Task:

CRITERIA
Describe the Situation
At a high level, student was able to clearly identify and describe common factors giving discrete examples based on studies included in the report. Student was able to clearly and accurately indicate which factors would be positive or negative.
Student demonstrated an excellent ability to group /categorise common factors together as part of the description. Student should aim to develop 3 to 5 grouping of factors. These factors are supported with other literature about common factors of the patient experience. Student was able to provide a good overview identifying and describing common factors giving clear examples based on studies included in the report.
Contains good descriptions of the group of factors based on some supporting literature. Student was able to provide a moderately sound discussion identifying and describing common factors that may influence the patient experience. May have included limited detail from any of the related studies from the report.
Student is able to write a satisfactory description having identified some factors that may influence the patient experience. Description is quite basic and does not provide many details.
Limited connections with the studies included in the report The description contains a very limited description of the factors that may influence the patient experience, based on the report provided.
To gain higher marks in this section students should focus on:
Clear links between information from course material e.g. lectures, texts, the provided report and additional supporting literature.
Evidence of being able to identify, locate and retrieve quality scholarly information to support ideas.
Excellent clear descriptions of the groups of factors also based on other supporting literature about the patient experience, nursing care, caring behaviours, holistic and patient-centred care.
MARKS (25) 25 – 21.5 21 - 18.5 18 – 16 15 – 12.5 12--0 CRITERIA

• Stage 2
• Explore the situation
• An excellent description and understanding of nursing care, caring behaviours and is able to justify this understanding with supporting literature of the evidence around the importance of caring in nursing with patient outcomes. Provide well-structured, and clear and concise definitions of:
• Caring
• Caring Behaviours
• Student was able to demonstrate a high level of thinking in relation to the factors identified in Stage 1 and caring behaviours identified in the literature.
• Makes excellent articulate links between caring and patient-centred care and provides evidence to support how the types of caring behaviours can positively impact on the patient experience. A very good description and understanding of nursing care, caring behaviours and is able to justify this understanding with supporting literature of the evidence around the importance of caring in nursing with patient outcomes. Provided clear and concise definitions of:
• Caring
• Caring Behaviours
• Student was able to demonstrate a good level of thinking in relation to the factors identified in Stage 1 and caring behaviours identified in the literature.
• Makes articulate links between caring and patient-centred care and provides evidence to support how the types of caring behaviours can positively impact on the patient experience. A good description and understanding of nursing care, caring behaviours and is able to provide some supporting literature of the evidence around the importance of caring in nursing with patient outcomes. Provided definitions of:
• Caring
• Caring Behaviours
• Student was able to demonstrate a good level of thinking in relation to the factors identified in Stage 1 and caring behaviours identified in the literature.
• Makes an attempt to link between caring and patient-centred care and provides evidence to support how the types of caring behaviours can positively impact on the patient experience. A sound description of the importance of providing nursing care demonstrating caring behaviours. Basic descriptions of definitions provided. Minimal or lack of evidence of consideration of the importance of nurses demonstrating caring behaviours and links to the patient experience and outcomes. To gain higher marks in this section students should focus on:
• Developing key ideas on the importance of demonstrating caring to patients and support this with scholarly literature.
• Linking course material in the assessment – e.g. textbook readings.
• Considers nursing theory on caring and its application to practice and benefits to patients.
• Definitions may include more than just one – e.g. a number of caring definitions may be summarised and described to articulate common ideas.
• MARKS (35) 35 – 29.5 29 - 26 25.5 – 22.5 22 – 17.5 >17 - 0 CRITERIA
• Section 3
• Translation to Practice
• Critically reviews existing knowledge, questions, assumptions, and articulates new perspectives
• Student may be showing a higher level of understanding in interlinking of nursing care and caring and the patient experience
• Student is clearly able to identify a nursing caring theory and can demonstrate an excellent level of understanding of key aspects of the theory at a beginner’s level. The student shows an ability to demonstrate understanding of the theory by utilising a number of sources of literature.
• Active and careful consideration of existing knowledge and articulates new understanding
• Makes use of existing knowledge without an attempt to evaluate/appraise knowledge; demonstrates understanding but does not relate to other experiences or personal reaction
• Automatic/superficial responses with little conscious/deliberate thought or reference to existing knowledge; responses are offered without attempting to understand them
• Limited connections made between views and course content
• No evidence of insight about self or particular issue/concept/problem
• Limited connections made between views and course content
• No evidence of insight about self or particular issue/concept/problem
• To gain higher marks in this section students should focus on:
• Demonstrating a good understanding of the importance of the understanding the patient experience in providing care
• Identifying and describing a nursing caring theory (there are some examples provided in the textbook).
• Show evidence that you have extended your reading of the theory and key aspects beyond the textbook.
• Clear ability to articulate personal ideas that are well supported by relevant literature and show new learning.
• MARKS (10) 10 – 8.5 8.4 – 7.5 7.4 – 6.5 6.4 - 5 > 4.5-0 Academic Writing: structure, expression /grammar
• Word limit: Adhered to word limit +/- 10%
• Expression
• High standard of academic presentation. Expressed ideas clearly, concisely & fluently
• Very few, if any spelling or grammatical errors
• Structure
• Well-constructed paragraphs, main points linked to the question. Introduction and conclusion and sections.
• Word limit: Adhered to word limit +/- 10% Expression
• Sound academic structure and presentation
• Expressed ideas clearly and concisely. Very few spelling or grammatical errors
• Structure
• Well-constructed paragraphs, clearly expressed & linked main points, introduction, conclusion and sections
• Word limit: Adhered to word limit +/- 10% Expression
• Expressed ideas clearly, however not concisely & fluently
• Some spelling and grammatical errors
• Structure
• Provided paragraphs with main points however not clearly expressed
• Word limit: Adhered to word limit (+/-10%
• Expression
• Limited clarity of expression
• Errors in spelling & grammar
• Structure
• Provided paragraphs but either main points were inappropriate or they were not linked key content areas.
• Word limit: Not adhered to
• Expression
• Used incorrect terminology
• Numerous mistakes in spelling and/or grammar
• Structure
• No or limited structure
• To gain higher marks in this section students should focus on:
• Using scholarly, credible academic sources of information to support your writing
• Spelling, grammar and punctuation checks
• A clear logical layout to the assignment e.g. formatting requirements
• Logical order of ideas
• Referencing
• Correctly cited sources both within text & reference list
• No or limited mistakes in citation or referencing format using highly relevant literature References to literature are well supported References to literature are satisfactory Reference to literature is present but not strong Literature not appropriate or insufficient
• Incorrect referencing Using correct APA 7th edition referencing style – (see USQ library for guide) for both in-text citations and reference list
• MARKS LOST FOR LATE PENALTY (IF RELEVANT -5% of the total marks available for the assessment item per working day deducted from total mark gained) FINAL MARK:

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