NURS6623: Enhancing Patient Safety Assessment

Assignment Overview

Purpose and Structure

• The purpose of this information leaflet is to determine understanding of Weeks 1-3 of the course material with a focus on course learning outcomes 1-5.

• The assignment is an information leaflet (word doc).

• The leaflet is a two-page document.

• It provides a representation of information, data, or knowledge (including graphics/images) and is intended to present information quickly and clearly.

• The focus is on the exploration of a leadership/management situation you have faced or may face in your area of clinical practice.

• You must conduct a situational analysis. This will help you assess factors that may impact the situation, including internal and external factors, strengths and weakness (including you, others and the system), and stakeholders (consultations). The situational analysis will also assist you to consider the scope of the impact of these factors and help you determine the best way forward.

Complete the Following Steps (Content Requirements)

1. Problem/Situation (10 marks)

• Identify a situation you experienced, or are experiencing, that requires you to apply your leadership and/or management skills in your practice area.

• This situation may be related to:

  • staffing

  • management

  • an ethical issue that required negotiation with management or medical staff

  • a change in practice

  • a risk mitigation plan

  • resource issues

  • clinical governance

  • clinical errors or

  • a change in practice requirement

• Includes title – make sure title reflects your problem.

• Outline of problem or situation – this is a summary of the situation that you are dealing with.

• Use references – You are required when you outline your situation you link it to literature. This may include: best practice guidelines, current research, protocols ect.

2. SMART Goal (5 marks)

• Develop a SMART goal.

• Identify the change/decision goal that will be required. Some may have sub-goals for sequential outcomes toward the final goal.

• Ensure you work through the Module for Week 2 - SMART goals.

• Include all the elements and make sure it makes sense.

3. Situational Analysis (10 marks)

• Undertake a situational analysis of your situation.

• Choose one – SWOT, GAP, Force Field Methods.

• Ensure that the situational analysis ensures outcomes toward the final goal.

• Module Week 2 - Situational Analysis Tools. * Remember to cite information you have gathered from other sources.

• Talk to others in your workspace if you to consider the full situation.

Presentation (5 marks)

• Word count not applicable.

• LIMIT to 2 pages for information (additional pages will not be marked).

• Reference list is on page 3 and can be more than one page if required.

• Include images to capture attention.

• Ensure text is at least size 11 font.

• Use APA referencing – used CANVAS discussion for questions re referencing.

Summary of Assessment Requirements

The assessment requires students to create a two-page information leaflet demonstrating their understanding of course content from Weeks 1–3, aligned with Learning Outcomes 1–5. The leaflet must clearly present information through concise text, images, and graphics.

Key Requirements

1. Identify a Leadership or Management Situation (10 marks)

   • Choose a real or potential clinical situation requiring leadership/management skills.

   • Situations can relate to staffing, ethical issues, risk mitigation, governance, resource allocation, change in practice, or clinical errors.

   • Provide a clear title matching the identified problem.

   • Summarise the issue and support the description with relevant literature, guidelines, or research.

2. Develop a SMART Goal (5 marks)

   • Formulate a specific, measurable, achievable, relevant, and time-bound goal.

   • Include sub-goals if needed to achieve the final goal.

   • Use guidance from Week 2 content on SMART goal formulation.

3. Conduct a Situational Analysis (10 marks)

   • Use ONE analytical framework: SWOT, GAP, or Force Field Analysis.

   • Consider internal/external factors, strengths/weaknesses, system issues, and stakeholders.

   • Consult colleagues where appropriate and cite any sources used.

4. Presentation Requirements (5 marks)

   • Strictly limited to two pages for the main content; references appear on page 3.

   • Include images for visual engagement.

   • Minimum 11-point font.

   • Use APA referencing.

How the Academic Mentor Guided the Student Step by Step

The mentor supported the student by breaking the task into manageable stages, ensuring clarity of expectations and alignment with the marking criteria.

Step 1: Understanding the Assessment Purpose

The mentor first explained that the goal of the leaflet is not simply to retell a workplace event but to apply leadership and management principles learned in Weeks 1–3.
The student was guided to understand that the leaflet must demonstrate:

• Critical thinking

• Application of theory to practice

• Ability to analyse situational factors

• Skills in presenting information concisely

The mentor emphasised the need to connect every section to literature and course concepts.

Step 2: Selecting a Suitable Leadership/Management Situation

The mentor helped the student brainstorm situations from their clinical environment such as:

• understaffing during peak workload

• a conflict requiring negotiation

• a risk issue needing escalation

• implementation of a new clinical procedure

Together, they evaluated which scenario:

• clearly demonstrated a leadership challenge,

• related well to course content, and

• allowed for meaningful situational analysis.

The chosen situation was then refined into a concise summary with key points that could be supported by best-practice references.

Step 3: Crafting a Clear, Relevant Title and Problem Statement

The mentor guided the student to:

• Create a title that directly reflected the identified clinical problem.

• Write a brief outline summarising the issue, stakeholders, clinical implications, and why leadership action was needed.

The mentor reminded the student to incorporate:

• clinical guidelines

• policy documents

• contemporary research

This ensured academic depth and strengthened the credibility of the problem description.

Step 4: Developing a SMART Goal

The mentor used Week 2 materials to help the student break down the desired change into the five SMART components:

• Specific – What exactly needs to change?

• Measurable – How will improvement be monitored?

• Achievable – Are the resources and authority available?

• Relevant – How does this support quality care or safety?

• Time-bound – What is the deadline?

The mentor also encouraged the student to add sub-goals (e.g., team training, stakeholder consultation) if these supported achievement of the final goal.

Step 5: Conducting the Situational Analysis

The mentor discussed all three frameworks SWOT, GAP, and Force Field and helped the student choose the method most appropriate to the selected scenario.

After choosing the preferred method (e.g., SWOT), the mentor assisted the student in:

• identifying strengths (skills, policies, resources)

• evaluating weaknesses (knowledge gaps, workload, communication issues)

• recognising opportunities (training, process redesign)

• analysing threats (risk exposure, compliance issues, resistance to change)

The mentor reinforced the importance of:

• consulting colleagues for insight

• referencing models or frameworks appropriately

• linking analysis findings back to the SMART goal

This ensured the situational analysis was not just descriptive but strategically aligned.

Step 6: Structuring and Designing the Leaflet

The mentor helped the student plan the layout across two pages, ensuring:

• content was concise and visually engaging

• headings and subheadings improved readability

• images/graphics supported the narrative

• APA references were included on a separate third page

The mentor reminded the student of the strict presentation requirements to avoid losing marks.

Final Outcome and Learning Achievements

Outcome of the Guided Process

The student produced a well-structured two-page information leaflet that:

• clearly identified a leadership/management challenge

• presented a concise, literature-supported problem summary

• included a coherent and effective SMART goal

• applied a rigorous situational analysis (SWOT/GAP/Force Field)

• showcased strong visual organisation and professional presentation

• adhered to APA referencing and all formatting rules

Learning Objectives Demonstrated

Through the mentor-guided process, the student successfully addressed the course learning outcomes by:

1. Applying leadership and management theories to a real clinical scenario.

2. Using decision-making and problem-solving frameworks (SMART goals, situational analysis tools).

3. Critically evaluating internal and external influences affecting clinical practice.

4. Reflecting on personal and organisational strengths and weaknesses.

5. Communicating information clearly and professionally in a concise leaflet format.

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