Task 2: Analytical Review of a Contemporary Transitional Factor – written report
Weight: 50%
Word Count: 2000 words (+/- 10%)
In this task, students are required to write an analytical report that outlines the factors that influence how nursing students transition from a beginner to becoming a professional nurse.
TOPIC
Proficiency in managing and executing technical skills (i.e., monitoring and recording of vital signs, medication administration, providing wound care, inserting catheters, etc; using technology to share patient and family education information; electronic medical records (EMRs) for patient documentation).
The assessment is designed to assess students’ understanding of contemporary transitional factors as they apply to nursing, and demonstrate the ability of students to find and review literature, produce clear academic writing, and show skills in critical analysis.
In the report, students MUST address the following points related to their allocated contemporary transitional factor. In doing so, they should use evidence from current scholarly literature, i.e., less than seven (7) years old, and include the relevant Registered Nurse standards for practice, Code of conduct for nurses, and/or Code of ethics for nurses.
- ABSTRACT (approx. 200 words): The abstract is a concise summary of the essential elements of the report, from the introduction through to, and including, the recommendations. Find attachment.
- INTRODUCTION/BACKGROUND (approx. 200 words): Describe the contemporary transitional factor you will be addressing using evidence from the literature. State its importance or relevance to the field of nursing.
Outline the aim of your report in a single sentence that is clear and concise.
- FINDINGS (approx. 500 words):Outline what you have discovered from reviewing the literature on your allocated topic. For example, outline different ways in which graduate nurses currently prioritise and cope with unexpected events, and the importance of this. These should be statements of current facts obtained from the literature, e.g., ‘Recent literature indicates that nurses prioritise and cope with unexpected events in three main ways: first… second… etc (Smith, 2021)’. (NB: Make sure you provide citations for information drawn from the literature and paraphrase, do not quote this information.)
Leave your evaluation, and comparison and contrast of these findings to the Analysis section.
- ANALYSIS/DISCUSSION (approx. 700 words): This section is where you compare and contrast findings from the literature on your chosen transitional factor and discuss the implications of the findings.
- Discuss and analyse two (2) reasons why the contemporary transitional factor is faced by new graduate nurses.
- Include in your response the impact this factor has on the ability to adhere to the nursing codes/Standards and delivery of safe, high quality patient care.
- Use evidence from the literature in your response.
- CONCLUSION (approx. 200wds): The conclusion should be a brief summary of the main points of the findings and analysis sections. Include in this which one of the Nursing Standards is being met in your report and outline clearly how it is being met (there may be many, but you will need to prioritise and select only the most relevant Standard).
- RECOMMENDATIONS (approx. 200wds): Using the evidence provided in the Findings section, describe two
(2) concrete and actionable recommendations:
One (1) recommendation should explicitly describe appropriate self-care techniques that new graduates can use to overcome/address the transitional factor under consideration in the report;
One (1) recommendation should be aimed at how healthcare organisations can overcome/address the transitional factor to ensure the provision of safe high-quality nursing care by new graduates.
The recommendations should be a short section comprising statements of practical action that should follow from the Findings and Discussion. i.e.,
–What needs to be done? (based on the findings/analysis)
–Who needs to do it? (based on the findings/analysis)
–How, when (in what order if appropriate) and where it needs to be done? (based on the findings/analysis)
Prior to preparing your assessment, please note the following:
- This report requires you to state findings from the literature and to review and assess findings from the literature. For information about the requirements of a report and how to set it out, please access the following attachments.
- An introduction and conclusion are required, and each should not exceed 10% of the overall word count (i.e., 200 words each).
- Students need to cite at least eight current academic references (i.e., peer-reviewed literature no more than seven years old).
- Students should refer to (and cite) relevant Registered Nurse standards for practice, Code of conduct for nurses, and/or Code of ethics for nurses. These should be included in your reference list, but these will not be counted toward the minimum references required, i.e., the standards and codes constitute additional references to the eight peer-reviewed articles required. Therefore, it is expected that more than 10 references will be used in total.
- Referencing is to be according to APA 7th edition guidelines.
Regarding academic requirements, please adhere to the following guidelines:
- The word count includes in-text citations, headings, and subheadings. The table of contents and reference list are not counted.
Learning outcomes/attributes
This assessment task relates to the following learning outcomes and graduate attributes as per the course descriptor:
Learning Outcomes: K1; K2; K3; K4; S1; S2; S4; A2; A3
Graduate Attributes: GA1 Thinkers; GA2 Innovators; GA3 Citizens; GA4 Communicators; GA5 Leaders
Marking Guide
| High Distinction Distinction Credit Pass Fail | |||||
| CONTENT Abstract 5 marks | Excellent abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. 5 marks | Very good abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. 4 marks | Good abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. 3 marks | Fair abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. 2 marks | Poor abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. 0-1 mark |
| CONTENT Introduction & Background 5 marks | Excellent Introduction that leads to a very clear statement of purpose related to the allocated transitional factor. Main discussion themes are very clearly identified. | Very good introduction that leads to a clear statement of purpose related to the allocated transitional factor. Main discussion themes are clearly identified. | Good introduction but lacks clear linkage to a statement of purpose related to the allocated transitional factor. Main discussion themes are identified but not clearly. | Fair introduction that is not very clearly linked to the topic statement of purpose related to the allocated transitional factor. Main discussion themes are not well identified and are unclear. | Poor introduction that is not linked at all to a purpose statement related to the allocated transitional factor. Main discussion themes are /not identified at all. |
| Excellent background information about the allocated transitional factor which is well supported with evidence. Relevance to impact on graduate nurses is clear and concise. | Very good background information about the allocated transitional factor which is supported with evidence. Relevance to impact on graduate nurses is clear. | Good background information about the allocated transitional factor, however lacks clear linkage to topic and/or more supporting evidence is required. Relevance to impact on graduate nurses could be more clearly articulated. | Fair background information about the allocated transitional factor selected, however lacks supporting evidence. Relevance to impact on graduate nurses is weakly articulated. | Background information about the transitional factor selected is poorly articulated and/or not supported with evidence. Relevance to impact on graduate nurses is unclear or omitted. OR Allocated transitional factor not addressed. | |
| 5 marks | 4 marks | 3 marks | 2 marks | 0-1 mark | |
| CONTENT Findings 20 marks | Excellent discussion of findings related to the allocated transitional factor which is well supported with evidence. 18-20 marks | Very good discussion of findings related to the allocated transitional factor which is well supported with evidence. 15-17 marks | Good discussion of findings related to the allocated transitional factor which is supported with evidence. 12-14 marks | Fair discussion of findings with some relevance to the allocated transitional factor and/or needs further support from the literature. 10-11 marks | Poor/little/no discussion of findings in relation to the allocated transitional factor and/or limited/nil support from the literature. 0-9 marks |
| CONTENT Critical Analysis 30 marks | Excellent comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. | Very good comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. | Good comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. | Fair comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. | Poor/little/no comparison and/or contrast of findings in relation to graduate nurses and the allocated factor. |
| Excellent discussion of the impacts on the quality of nursing and delivery of patient care. | Very good discussion of the impacts on the quality of nursing and delivery of patient care. | Good discussion of the impacts on the quality of nursing and delivery of patient care. | Fair discussion of the impacts on the quality of nursing and delivery of patient care. | Poor/no discussion of the impacts on the quality of nursing and delivery of patient care. | |
| Excellent application of critical analysis of the allocated factor in relation to graduate nurses with extensive evidence throughout the paper. | Very good application of critical analysis of the allocated factor in relation to graduate nurses with supporting evidence throughout most parts of the paper. | Good application of theory through analysis of the allocated factor and thought in relation to graduate nurses with supporting evidence in some parts of the paper. | Fair application of theory through analysis of the allocated factor in relation to graduate nurses with use of supporting evidence. | Poor/no discussion of the allocated factor and/or graduate nurses. | |
| 24-30 marks | 21-23 marks | 18-20 marks | 15-17 marks | 0-14 marks | |
| CONTENT Conclusion 5 marks | Excellent summary of the main points is presented and related to the allocated transitional factor. Implications for nursing practice are logical, relevant and clear. 5 marks | Very good summary of the main points is presented and related to the allocated transitional factor. Implications for nursing practice are provided with some demonstration of logic, relevance and clarity. 4 marks | Good summary of the main points is presented, with some discussion related to the allocated transitional factor. Implications for nursing practice are included but with minimal logic, relevance or clarity. 3 marks | Fair summary of the main points presented, with some discussion related to the allocated transitional factor. Implications for nursing practice are included but lack demonstration of logic, relevance or clarity. 2 marks | Poor summary of the main points is presented OR Summary is not related to the allocated transitional factor AND/OR Implications for nursing practice are absent, illogical, irrelevant, or unclear AND/OR New information has been included. 0-1 mark |
| High Distinction Distinction Credit Pass Fail | |||||
| CONTENT Recommendations 10 marks | Two excellent and realistic recommendations that address the allocated factor and takes into consideration the professional and organisational factors. | Two very good recommendations that address the allocated factor and takes into consideration the professional and organisational factors. | Two good recommendations that address the allocated factor and takes into consideration the professional and/or organisational factors. | Two fair recommendations that do not fully address the allocated factor and/or take into consideration the professional and/or organisational factors. | Poor recommendations that do not address the allocated factor and/or take into consideration professional and/or organisational factors. |
| Both recommendations are strongly supported with the use of extensive evidence from the literature. | Recommendations are supported well with the use of evidence from the literature. | Recommendations are moderately supported with the use of some evidence from the literature. | Recommendations require further support from the use of evidence from the literature. | Recommendations require substantially more support from the use of evidence from the literature. | |
| 9-10 marks | 7-8 marks | 6 marks | 5 marks | 0-4 marks | |
| READABILITY 10 marks | Excellent structure that includes all elements and follows a logical sequence with linking dialogue. | Very good structure that includes all elements and mostly follows a logical sequence and linking dialogue. | Good structure that requires a more structured and sequenced plan, and/or has some elements missing. | Fair structure that lacks evidence of a sequenced plan. More attention required to link topics of discussion. | Poor structure that lacks evidence of a sequenced plan. Minimal linking dialogue between topics of discussion. |
| Information provided has extensive use of evidence throughout writing. | Information provided has thorough use of evidence throughout writing. | Information provided has some use of evidence throughout writing. | Information provided has limited use of supporting evidence throughout writing. | Information provided has very limited use of supporting evidence throughout writing. | |
| Excellent level of articulation and expression, with clear and concise sentence and paragraph structure, and no spelling or grammatical errors. | Very good level of articulation and expression, with clear and concise sentence and paragraph structure, and minimal spelling or grammatical errors. | Good level of articulation and expression, requiring sentence and paragraph structure to be more concise, and/or a number of spelling or grammatical errors. | Fair level of articulation and expression, with some sentence or paragraph structure unclear, and/or a number of spelling or grammatical errors. | Poor/inconsistent level of articulation and expression, with considerable sentence or paragraph structure unclear, and/or numerous spelling or grammatical errors. | |
| Excellent sentence and paragraph structure with introductory and linking dialogue. Key definitions are addressed. | Very good sentence and paragraph structure with introductory and linking sentences. | Good sentence and paragraph structure requiring more clarity with introductory and linking sentences. Some paragraphs are too long/short. | Fair sentence and/or paragraph structure which lacks introductory or linking sentences. Some paragraphs are too long/short. | Poor sentence and/or paragraph structure. Some sentences are too long or too short. The arrangement of content is haphazard/illogical and difficult to follow. | |
| 9-10 marks | 7-8 marks | 6 marks | 5 marks | 0-4 marks | |
| REFERENCES Selection and Credibility 10 marks | More than ten (10) requisite academic references cited throughout report and these are very competently integrated into analysis. | At least ten (10) requisite academic references cited throughout report and these are competently integrated into analysis | A minimum of eight (8) requisite academic references cited throughout report and these are well integrated into analysis | Only eight (8) requisite academic references cited throughout report and these are fairly well integrated into analysis | Fewer than the requisite eight (8) minimum academic references cited throughout report and these are not well integrated into analysis |
| All references are reputable, current, extensive and relevant. | Some references are reputable, current, extensive and relevant. | A few references are reputable, current, extensive and relevant. | Very few references are reputable, current, extensive and relevant. | No references are reputable, current, extensive or relevant. | |
| All in-text citations, quotes and references are in correct APA7 style. | Some in-text citations, quotes and references are in correct APA7 style. | A few in-text citations, quotes and references are in correct APA7 style. | Very few in-text citations, quotes and references are in correct APA7 style. | No in-text citations, quotes and references are in correct APA7 style. | |
| 9-10 marks | 7-8 marks | 6 marks | 5 marks | 0-4 marks | |
| ACADEMIC REQUIREMENTS 5 marks | Paper conforms to all presentation requirements as set out in task information. 5 marks | Paper mostly conforms to presentation requirements as set out in task information. 4 marks | Paper conforms to some of the presentation requirements as set out in task information. 3 marks | A number of areas of paper do not conform to requirements as set out in task information. 2 marks | Significant numbers of areas of paper do not conform to requirements as set out in task information. 0-1 mark |