NRSG377 :Transition to Contemporary Nursing and Clinical Leadership Assesment

Assessment Title Assessment 1 Written Assessment

Purpose

Enables students to articulate an understanding of potential challenges for new nursing graduates and their application to the various levels of nursing and healthcare leadership. LOs Assessed LO1, LO2, LO3 Provide a critical analysis of current literature when answering the following questions:

Task

NRSG377 Assessment Task 1: Written Assessment - © Australian Catholic University 2025

1. The transition from student nurse to graduate registered nurse is a complex process. Recommend and justify one (1) personal, resilience-focused, strategy and one (1) organisational/workplace strategy that could be implemented to support you in your transition period. Use current nursing related literature to support your discussion. (500 words)

1. As a Registered Nurse, it is expected that you demonstrate comprehensive knowledge, skills, and attitudes. Identify two (2) strategies that you could adopt in your planning and implementation of care each shift and critically discuss one (1) evidence-based recommendation for each identified strategy that promotes efficient and effective patient care. (500 words)

1. Clinical leaders are not identified because of their position, job title role in the health service. Clinical leaders can be found in any clinical area and involved in any aspect of patient care or clinical service. Clinical Leaders hold very different roles and responsibilities Clinical Managers. Identify two (2) evidence -based attributes that are adopted/ embodied by clinical leaders. Critically analyse how these attributes enable clinical leadership within an interprofessional team and throughout healthcare in Australia. (500 words)

A minimum of eight (8) high quality nursing related resources are to be used.

Age of References Published in the last 5 years as this area of knowledge is rapidly developing List Heading “References” is centred, bold, on a new Page (14point Calibri or Arial) Alphabetical Order References are arranged alphabetically by author family name Hanging Indent Second and subsequent lines of a reference have a hanging indent DOI Presented as functional hyperlink Spacing Double spacing the entire reference list, both within and between entries

ADMINISTRATION

Late Penalties Late penalties will be applied from 14:01 on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will receive feedback but will not be allocated a mark.

Penalty Timeframe Penalty Marks Deducted

Final Assignment Marks for the final assessment NRSG377 will be withheld until after grade ratification and grade release.

NRSG377 Assessment Task 1: Written Assessment

Section A - Written assignment construction

Cohesive writing that has The writing is organised The writing is organised The writing is organised There is evidence of No paragraphs. 

paragraph structure

information organised into paragraphs, and into paragraphs, and into paragraphs, and paragraphs, however reader cannot make appropriately within each the information is the information is the information is paragraph structure is sense of the content. paragraph. organised appropriately mostly organised somewhat organised disorganised, with no clear Each paragraph relates to a within the paragraph. appropriately within appropriately within ideas, and no links or there is discrete idea. Each paragraph relates the paragraph. the paragraph. no evidence of paragraphs There are clear linking to a discrete idea. Most paragraphs relate Some paragraphs sentences that link each There are clear linking to a discrete idea. relate to a discrete paragraph to the next. sentences that link There are clear linking idea. most paragraphs to the sentences that link The paragraphs mostly next. most paragraphs to the link to one another. next. There are no errors with There are minimal (1-2) There are some (3-4) There are multiple (5-6) There are substantial (>7) Grammar, spelling and grammar, spelling and errors with grammar, errors with grammar, errors with grammar, errors with grammar, spelling punctuation are such punctuation, and the meaning spelling and spelling and spelling and and punctuation, such that the that the reader cannot is easily discernible. punctuation. However, punctuation. The errors punctuation. The errors errors detract significantly from make sense of the the meaning is easily detract somewhat, but detract, but the the meaning. content. discernible the meaning is easily meaning is discernible

discernable. with some effort.

 Knowledge, understanding and application of evidence

understanding and One (1) personal, resilience One (1) personal, One (1) personal, One (1) personal, Either one (1) personal There are no strategies

Critical Thinking focused strategy and one (1) resilience focused resilience focused resilience focused resilience focused strategy or identified.

and Evaluation of organisational/workplace strategy and one (1) strategy and one (1) strategy and one (1) one (1)

the Evidence strategy clearly and organisational/ organisational/ organisational/ organisational/workplace comprehensively discussed workplace strategy workplace strategy workplace strategy strategy omitted. Discussion is Question1 and justified. clearly discussed and discussed and justified discussed, and some not justified and lacks clarity. Both strategies are relevant justified. with some clarity. justification provided. Strategies are mostly irrelevant (20 marks) and appropriate. Both strategies are Both strategies are Discussion lacks and/or not appropriate. Comprehensive, concise, and relevant and relevant and clarity. Either one (1) or critical discussion that is all appropriate. appropriate. both strategies are Discussion has limited directly relevant the question. Significant, concise, Discussion is mostly mostly relevant and relevance to the question and All arguments are supported and critical discussion relevant to the appropriate. not supported by relevant and and justified by a wide range of that is directly relevant question, however, is Discussion has some credible sources. relevant and credible sources to the question. descriptive throughout. relevance question, Most arguments are Some arguments are however, is descriptive supported and justified supported and justified throughout. by a range of relevant by relevant and Many arguments lack and credible sources. credible sources support and justification and supported by some relevant and credible sources. NRSG377 Assessment Task 1: Written Assessment - © Australian Catholic University 2025

Question2

promote efficient and effective Recommendations that Recommendations that Recommendations that promote efficient and effective provided patient care are would promote would promote promote efficient and patient care are not identified. comprehensively identified and efficient and effective efficient and effective effective patient care Discussion has limited relevant. patient care are clearly patient care are mostly are somewhat relevance to the question and Comprehensive, concise, and identified and are identified and are identified and not supported by relevant and critical discussion that is all relevant. mostly relevant. somewhat relevant. credible sources. directly relevant the question. Significant, concise, Discussion is mostly Discussion has some All arguments are supported and critical discussion relevant to the relevance question, and justified by a wide range of that is directly relevant question, however, is however, is descriptive relevant and credible sources . to the question. descriptive throughout. throughout. Most arguments are Some arguments are Many arguments lack supported and justified supported and justified support and by a range of relevant by relevant and justification and and credible sources. credible sources supported by some relevant and credible sources.

Question3

critical discussion that is all addressed. question being however, is descriptive credible sources. question and is not directly relevant to the Significant, concise, addressed, however, is throughout. supported by relevant question. and critical discussion descriptive throughout. Discussion has some and credible sources.

All arguments are supported that is directly relevant Discussion is mostly relevance question, and justified by a wide range of to the question. relevant to the however, is descriptiv relevant and credible sources. Most arguments are question, however, is throughout supported and justified descriptive throughout. Many arguments lack by a range of relevant Some arguments are support and and credible sources. supported and justified justification and by relevant and supported by some credible sources. relevant and credible sources.

Assessment Requirements Summary

Assessment Title: NRSG377 Assessment Task 1 Written Assessment
Purpose: To evaluate students’ understanding of challenges faced by new nursing graduates and their application to nursing and healthcare leadership. Students are expected to critically analyse current literature and provide evidence-based recommendations.

Learning Outcomes Assessed: LO1, LO2, LO3

Tasks and Key Requirements:

1. Transition from Student Nurse to Graduate Nurse (500 words)

   • Recommend one personal, resilience-focused strategy.

   • Recommend one organisational/workplace strategy.

   • Justify both strategies using current nursing literature.

2. Planning and Implementation of Care (500 words)

   • Identify two strategies to implement patient care each shift.

   • Critically discuss one evidence-based recommendation for each strategy to promote efficient and effective patient care.

3. Clinical Leadership Attributes (500 words)

   • Identify two evidence-based attributes of clinical leaders.

   • Critically analyse how these attributes enable clinical leadership in interprofessional teams and healthcare delivery.

Additional Requirements:

• Minimum eight nursing-related references (published within the last 5 years).

• References formatted: Alphabetical order, hanging indent, DOI as hyperlink, double-spaced.

• Structured paragraphs with cohesive writing and clear linking sentences.

• Adherence to grammar, spelling, and academic writing standards.

Approach to the Assessment Academic Mentor Guidance

Step 1: Understanding the Task

• The mentor first reviewed the assignment brief with the student, highlighting key sections, word limits, and learning outcomes.

• Emphasis was placed on evidence-based writing and use of current nursing literature.

Step 2: Research and Literature Review

• The student was guided to search for recent peer-reviewed journal articles (last 5 years) related to resilience in nursing, patient care strategies, and clinical leadership.

• The mentor emphasized identifying credible, relevant sources to support each section.

Step 3: Structuring the Assignment

• Section 1 Transition Strategies:

  • Identify personal and workplace strategies.

  • Justify with literature showing their effectiveness in supporting new graduates.

• Section 2 Care Planning and Implementation:

  • Choose two strategies (e.g., prioritisation of care, effective communication).

  • Support with evidence-based recommendations that improve patient outcomes.

• Section 3 Clinical Leadership:

  • Identify two attributes (e.g., effective communication, decision-making).

  • Analyse how these enhance team collaboration and patient care in an Australian context.

Step 4: Writing and Critical Analysis

• Mentor encouraged concise, cohesive paragraphs with linking sentences.

• Each argument was critically analysed, rather than just descriptive.

• Literature was used to justify recommendations, ensuring relevance to nursing practice.

Step 5: Referencing and Formatting

• References were arranged alphabetically with DOIs as hyperlinks, following ACU guidelines.

• The student used double spacing and ensured correct paragraphing and headings.

Outcome Achieved

• The student produced a structured 1500-word written assessment covering all three sections.

• Both personal and organisational strategies for resilience were justified with literature.

• Two strategies for patient care planning were identified with evidence-based recommendations.

• Two clinical leadership attributes were critically analysed in the context of interprofessional teamwork.

• Learning Objectives Covered:

  • LO1: Understanding challenges for new nursing graduates.

  • LO2: Applying strategies for effective patient care.

  • LO3: Recognising and analysing clinical leadership attributes.

• The final outcome demonstrated critical thinking, evidence-based decision-making, and professional academic writing skills.

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