Assessment Task 1 Overview
Transitioning to professional practice is a critical phase for the novice registered nurse. The transition
period from student to registered nurse can be filled with many challenges. During this transition phase,
graduate registered nurses are expected to demonstrate the knowledge, skills and attitudes associated
with the profession, while adjusting to the “real world” of nursing. There is also an expectation that graduate
egistered nurses will begin to demonstrate clinical leadership capabilities when working in the Australian
health care environment. Provide a critical analysis of cu
ent literature when answering the following
questions:
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 cu
ent nursing related literature to
support your discussion. (500 words)
2. 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)
3. Clinical leaders can be found in diverse clinical areas and involved in direct patient care or in clinical
services. They are not identified because of their position, job title or role in the health service. Clinical
Leaders hold very different roles and responsibilities to Clinical Managers. Identify two (2) evidence-
ased attributes adopted/ embodied by clinical leaders. Critically analyse how these attributes enable
clinical leadership within an interprofessional team and throughout healthcare in Australia. (500 words)
Assessment Task 1 Ru
ic
Criteria (marks) High Distinction (HD)
100- 85%
Distinction (D)
84-75%
Credit (CR)
74-65%
Pass (PA)
64-50%
Fail (NN) 4
9-0%
Fail - No
Attempt
Section A –Written assignment construction
Introduction and
conclusion.
(5 Marks)
4.3 – 5 3.8 – XXXXXXXXXX – XXXXXXXXXX – 3.2 0 – 2.2 0
There is a clear
introduction that outlines
the topic, and
contextualises and
comprehensively profiles
the scope, content
significance and
sequence of the written
assignment.
There is a concluding
paragraph which restates
the topic, provides a
comprehensive summary
of all key points, and
presents an overall
conclusion.
There is a clear introduction
that outlines the topic, and
profiles the scope, content
significance and sequence
of the written assignment.
There is a concluding
paragraph which restates
the topic, provides a
summary of most of the key
points, and presents an
overall conclusion.
There is a clear introduction
that outlines the topic, and
profiles the content and
sequence of the written
assignment.
There is a concluding
paragraph which restates
the topic, provides a
summary of some of the
key points, and presents an
overall conclusion.
There is an introduction
that outlines the topic OR
the content to be covered.
There is a conclusion that
iefly summarises the
content presented.
There is a concluding
paragraph which restates
the topic and provides a
summary of most of the key
points.
There are introductory
sentence/s which do not
outline the topic OR content
to be covered.
There are concluding
sentence/s which do not
estate the topic OR
provide a summary of
some of the key points
There is no
introduction or
conclusion
evident.
Sentence
and
paragraph
structure
(5 marks)
4.3 – 5 3.8 – XXXXXXXXXX – XXXXXXXXXX – 3.2 0 – 2.2 0
Cohesive writing that has
information organised
appropriately within each
paragraph.
Each paragraph relates to a
discrete idea.
There are clear linking
sentences that link each
paragraph to the next.
The writing is organised into
paragraphs, and the
information is organised
appropriately within the
paragraph.
Each paragraph relates to a
discrete idea.
There are clear linking
sentences that link most
paragraphs to the next.
The writing is organised
into paragraphs, and the
information is mostly
organised appropriately
within the paragraph.
Most paragraphs relate to a
discrete idea.
There are clear linking
sentences that link most
paragraphs to the next.
The writing is organised
into paragraphs, and the
information is somewhat
organised appropriately
within the paragraph.
Some paragraphs relate to
a discrete idea.
The paragraphs mostly link
to one another.
There is evidence of
paragraphs, however
paragraph structure is
disorganised, with no clear
ideas, and no links or there
is no evidence of
paragraphs.
No paragraphs.
The reader
cannot make
sense of the
content.
Criteria (marks) High Distinction (HD)
100- 85%
Distinction (D)
84-75%
Credit (CR)
74-65%
Pass (PA)
64-50%
Fail (NN)
49-0%
Fail - No
Attempt
Grammar,
spelling and
punctuation.
(5 Marks)
4.3 – 5 3.8 – XXXXXXXXXX – XXXXXXXXXX – 3.2 0 – 2.2 0
There are no e
ors with
grammar, spelling and
punctuation, and the
meaning is easily
discernable.
There are minimal (1-2)
e
ors with grammar,
spelling and punctuation.
However, the meaning is
easily discernable.
There are some (3-4)
e
ors with grammar,
spelling and punctuation.
The e
ors detract
somewhat, but the
meaning is easily
discernable.
There are multiple (5-6)
e
ors with grammar,
spelling and punctuation.
The e
ors detract, but the
meaning is discernable
with some effort.
There are substantial (>7)
e
ors with grammar,
spelling and punctuation,
such that the e
ors detract
significantly from the
meaning.
Grammar,
spelling and
punctuation are
such that the
eader cannot
make sense of
the content.
Criteria (marks) High Distinction (HD)
100- 85%
Distinction (D)
84-75%
Credit (CR)
74-65%
Pass (PA)
64-50%
Fail (NN)
49-0%
Fail - No
Attempt
Section B – Knowledge and application of evidence
Knowledge,
understanding
and Critical
Thinking and
Evaluation of
the Evidence
Question 1
(20 marks)
17.0 – XXXXXXXXXX – XXXXXXXXXX – XXXXXXXXXX – 12.5 0 – 9.5 0
One (1) personal,
esilience focused
strategy and one (1)
organisational/workplace
strategy clearly and
comprehensively
discussed and justified.
Both strategies are
elevant and appropriate.
Comprehensive, concise,
and critical discussion
that is all directly relevant
the question.
All arguments are
supported and justified by
a wide range of relevant
and credible sources
One (1) personal,
esilience focused strategy
and one (1) organisational/
workplace strategy clearly
discussed and justified.
Both strategies are relevant
and appropriate.
Significant, concise, and
critical discussion that is
directly relevant to the
question.
Most arguments are
supported and justified by a
ange of relevant and
credible sources.
One (1) personal, resilience
focused strategy and one
(1) organisational/
workplace strategy
discussed and justified with
some clarity.
Both strategies are relevant
and appropriate.
Discussion is mostly
elevant to the question,
however, is descriptive
throughout.
Some arguments are
supported and justified by
elevant and credible
sources
One (1) personal,
esilience focused strategy
and one (1) organisational/
workplace strategy
discussed, and some
justification provided.
Discussion lacks clarity.
Either one (1) or both
strategies are mostly
elevant and appropriate.
Discussion has some
elevance question,
however, is descriptive
throughout.
Many arguments lack
support and justification
and supported by some
elevant and credible
sources.
Either one (1) personal
esilience focused strategy
or one (1)
organisational/workplace
strategy omitted.
Discussion is not justified
and lacks clarity. Strategies
are mostly i
elevant and/or
not appropriate.
Discussion has limited
elevance to the question
and not supported by
elevant and credible
sources.
There are no
strategies
identified.
Criteria (marks) High Distinction (HD)
100- 85%
Distinction (D)
84-75%
Credit (CR)
74-65%
Pass (PA)
64-50%
Fail (NN)
49-0%
Fail - No Attempt
Knowledge,
understanding and
Critical Thinking
and Evaluation of
the Evidence
Question 2
20 marks
17.0 – XXXXXXXXXX – XXXXXXXXXX – XXXXXXXXXX – 12.5 0 – 9.5 0
Two (2) areas related to
planning and
implementation of care are
identified and relevant.
Recommendations which
promote efficient and
effective patient care are
comprehensively identified
and relevant.
Comprehensive, concise,
and critical discussion that
is all directly relevant the
question.
All arguments are
supported and justified by
a wide range of relevant
and credible sources
Two (2) areas related to
planning and
implementation of care are
identified and relevant.
Recommendations that
would promote efficient
and effective patient care
are clearly identified and
are relevant.
Significant, concise, and
critical discussion that is
directly relevant to the
question.
Most arguments are
supported and justified by
a range of relevant and
credible sources.
Two (2) areas related to
planning and
implementation of care are
identified and mostly
elevant.
Recommendations that
would promote efficient
and effective patient care
are mostly identified and
are mostly relevant.
Discussion is mostly
elevant to the question,
however, is descriptive
throughout.
Some arguments are
supported and justified by
elevant and credible
sources
Two (2) areas related to
planning and
implementation of care are
identified and are
somewhat relevant.
Recommendations that
promote efficient and
effective patient care are
somewhat identified and
somewhat relevant.
Discussion has some
elevance question,
however, is descriptive
throughout.
Many arguments lack
support and justification
and supported by some
elevant and credible
sources.
Either one (1) or both areas
elated to planning and
implementation of care
omitted.
Recommendations that
promote efficient and
effective patient care are
not identified.
Discussion has limited
elevance to the question
and not supported by
elevant and credible
sources.
There are no
areas for
improvement
identified.
There are no
ecommendations
provided
Knowledge,
understanding and
Critical Thinking
and Evaluation of
the Evidence
Question 3
20 marks
17.0 – XXXXXXXXXX – XXXXXXXXXX – XXXXXXXXXX – 12.5 0 – 9.5 0
Two (2) Clinical Leadership
attributes identified.
Discussion is relevant to
the question being
addressed.
Comprehensive, concise,
and critical discussion that
is all directly relevant to the
question.
All arguments are supported
and justified by a wide range
of relevant and credible
Two (2) Clinical Leadership
attributes identified.
Discussion is relevant to
the question being
addressed.
Significant, concise, and
critical discussion that is
directly relevant to the
question.
Most arguments are
supported and justified by a
ange of relevant and
Two (2) Clinical Leadership
attributes identified.
Discussion is mostly
elevant to the question
eing addressed, however,
is descriptive throughout.
Discussion is mostly
elevant to the question,
however, is descriptive
throughout.
Some arguments are
supported and justified by
Two (2) Clinical Leadership
attributes identified.
Discussion has some
elevance question,
however, is descriptive
throughout.
Discussion has some
elevance question,
however, is descriptive
throughout.
Many arguments lack
support and justification
Either one (1) or both
Clinical Leadership
attributes omitted.
Discussion has limited
elevance to the question
and not supported by
elevant and credible
sources.