Assessments
Assignment 1 Critical Analysis Pape
Component of assessment scheme: this task constitutes 40% of the total course grade
Submission process: Please lodge your assessment through learnonline
Assessment aims
This assessment task provides you with an opportunity to review your knowledge of the following concepts; belongingness, emotional intelligence and resilience, and communication, in relation to the novice Registered Nurse and their transition to practice. A specific focus of this practice is how the novice Registered Nurse facilitates person centred care.
The assessment addresses the following course objectives:
CO1. Critique the application of health and nursing informatics and quality improvement in health care settings.
CO3. Critically evaluate own knowledge, skills and attitudes for transition to professional practice and ongoing competence development.
CO5. Synthesise person centred care and its application and relevance to contemporary interdisciplinary health service delivery
Task description:
You will write a 2,000-word formal, academic essay in response to the following:
How do the concepts of belongingness, emotional intelligence, resilience and communication impact the practice of the novice Registered Nurse? In considering these concepts, how does the novice Registered Nurse utilise them to facilitate person centred care?
In your appraisal, you must make explicit reference to the academic literature and regulatory standards relevant to the topic.
Additional information and resources about the assessment care in 'How to Complete the Task and Assignment' resources below.
Your essay must include references to support and illustrate your argument. You must use the UniSA Harvard Referencing system for in-text references and your reference list for ALL material which is not your own. This includes academic references, quality primary sources e.g. Government websites, images apart from your own, and online articles. There are examples of how to do this in the UniSA Harvard Referencing system guide.
As you prepare your assignment, remember to refer to the feedback ru
ic which explains how your assessment will be marked.
How to complete the task and assignment resources
The assignment asks you to identify the key features of belongingness, emotional intelligence, resilience and communication and evaluate how the novice Registered Nurse can use these concepts/skills in their nursing practice and to support the delivery of person-centred health care.
Your critical analysis must contain the following elements:
An introduction to the topic to orient the reader to the assignment, outlining the paper (100 words)
An explanation and example(s) of the following concepts: belongingness, emotional intelligence and resilience, and effective communication (400 words)
An explanation of person-centred care and its principles (350 words)
Application of the above concepts to practice; including rationales in how these concepts assist new graduate nurses in their practice, to effect person-centred care XXXXXXXXXXwords)
A conclusion summarising your essay reiterating the key findings. (150 words)
A list of the references you have cited in your essay in alphabetical order. These are not included in the word-count
In your analysis, you need to consider the following:
Relevant policies both at the regulatory level and at the health service level, that explore the above concepts, and frameworks that relate to principles of person centred care.
Your analysis must be supported with credible, accurate, and up-to-date information from reliable academic and professional sources. These may include relevant policies at the regulatory level and at the health service level. You may refer to the required readings from your course, but you are expected to look more widely to additional literature.
You are welcome to use appropriate sub-headings to structure you essay.
Figures, tables and references are not part of the word count, but may be included as appropriate.
Topic 1: Becoming a Registered Nurse
References and Readings List
This section contains all of the e-readings and resources utilised in topic one. You may use any or all of theses sources in your studies, particularly in your written assessments.
· Australian Health Practitioner Regulation Agency, 2016. 2015/16 Annual Report, Melbourne, Australia.
· Birks, M., Davis, J., Smithson, J. & Cant, R. 2016, Registered nurse scope of practice in Australia: an integrative review of the literature. Contemporary Nurse, 52 (5), pp XXXXXXXXXX.
· Boychuk Duchscher, J. 2008, 'A process of becoming: The stages of new nursing graduate professional role transition', The Journal of Continuing Education in Nursing, 39 (10), pp XXXXXXXXXX.
· Cubit, K. & Lopez, V. 2011 ‘Qualitative study of enrolled nurses transition to registered nurses’, Journal of Advanced Nursing, 68 (1), pp. 206 – 211.
· Etheridge, S. 2007, ‘Learning to think like a nurse: stories from new nurse graduates’, Journal of Continuing Education, 38 (1), pp.24 – 30.
· Jacob, E., Sellick, K. & McKenna, L. 2012, ‘Australian registered and enrolled nurses; is there a difference?’ International Journal of Nursing Studies, 18 (3), pp. 303 – 307.
· Hofmeyer, A. & Fedoruk, M. 2014, ‘Transition from student nurse to registered nurse’, in Fedoruk M & Hofmeyer, A (eds), Becoming a nurse: an evidence based approach, Oxford Publishing, Melbourne, pp.11-19.
· Laschinger, H., Cummings, G., Leiter, M., Wong, C., MacPhee, M., Ritchie, J., Wolff, A., Regan, S., Rhéaume-Brüning, A., Jeffs, K., Young-Ritchie,C., Grinspun, D., Gurnham,M., Foster, B., Huckstep, S., Ruffolo, M., Shaiman, J., Burkoski, V., Wood, K. & Read, E. 2016, ‘Starting out: a time-lagged study of new graduate nurses’ transition to practice,’ International Journal of Nursing Studies, 57, pp XXXXXXXXXX.
· Levett-Jones, T., Lathlean, J., McMillan, M. & Higgins, I. 2007, 'Belongingness: A montage of nursing students' stories of their clinical placement experiences', Contemporary Nurse, 24 (2), pp XXXXXXXXXX.
· Malouf, N. & West, S. 2011, 'Fitting in: a pervasive new nurse graduate need', Nurse Education Today, 31 (5), pp. 488–493.
· Malouf, N. & West, S. 2015, ‘”You’ll be the RN soon”: separating performative roles of students and registered nurse’, Journal of Nursing Education and Practice, 5 (10), pp. 120 – 128.
· Nursing and Midwifery Board of Australia 2016 Registered Nurse Standards for Practice.
· Phillips, C., Esterman, A., Smith, C. & Kenny, A. 2012, ‘Predictors of successful transition to registered nurse’, Journal of Advanced Nursing, 69 (6), pp.1314 – 1322.
· Rudge, T. & Toffoli, L. 2012, ‘Progress in nursing’, in Willis, E., Reynolds, L. & Keleher, H. (eds) Understanding the Australian Health Care System, Elsevier, Melbourne, pp. 219 – 227.
· Aburn, G., Gott, M. & Hoare, K. 2016, ‘What is resilience? An integrative review of the empirical literature’, Journal of Advanced Nursing, 72 (5), pp. 980–1000.
· Anonson, J., Walker, M., A
ies, E., Maposa, S., Telford, P. & Be
y, L. 2014 ‘Qualities of exemplary nurse leaders: perspectives of frontline nurses,’ Journal of Nursing Management, 22 (1), pp. 127–136.
· Australian Commission on Safety and Quality in Healthcare (ACSQHC) 2012, National Safety and Quality Health Service Standards (September 2012), ACSQHC, Sydney.
· Blair, W., Kable, A., Courtney-Pratt, M., & Doran, E. 2016, ‘Mixed method integrative review exploring nurses’ recognition and response to unsafe practice’, Journal of Advanced Nursing, 72 (3), pp. 488–500.
· Brown, R. & Crookes, P. 2016, ‘What are the ‘necessary’ skills for a newly graduating RN? Results of an Australian survey’, BMC Nursing, DOI: XXXXXXXXXX/s XXXXXXXXXX.
· Coventry, T., Maslin-Prothero, S. & Smith, G. 2015, ‘Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review,’ Journal of Advanced Nursing, 71 (12), pp. 2715–2727.
· Cziraki, K., Mckey, C., Peachey, G., Baxter, P, & Flaherty, B. 2014, ‘Factors that facilitate Registered Nurses in their first-line nurse manager role,’ Journal of Nursing Management, 22 (8), pp. 1005–1014.
· Dixon-Woods, M., Baker, R., Charles, K., Dawson, J., Jerzembek, G., Martin, G., McCarthy, I., McKee, L., Minion, J., Ozieranski, P., Willars, J., Wilkie, P. & West, M. 2014, Culture and behaviour in the English National Health Service: overview of lessons from a large multimethod study, BMJ Safety and Quality, 26, pp XXXXXXXXXX.
· Dray, B., Burke, L., Hurst, H., Ferguson, A. & Marks‐Maran, D. 2011 ‘Enhancing the employability of newly qualified nurses: a pilot study’, Journal of Further and Higher Education, 35 (3), pp XXXXXXXXXX.
· Duckett, S. & Willcox, S. 2011, The Australian Health Care System, 4th edn, Oxford University Press, Melbourne.
· Duckett, S. Breadon, P. & Farmer, J. 2014, Unlocking skills in hospitals: better jobs, more care, Grattan Institute viewed 3 September 2016.
· Ekström, L. & Idvall, E. 2015, ‘Being a team leader: newly registered nurses relate their experiences,’ Journal of Nursing Management, 23 (1), pp. 75 – 86.
· Fedoruk, M. 2014, ‘Leadership in nursing and health care’, in Fedoruk M & Hofmeyer, A (eds), Becoming a nurse: an evidence based approach, Oxford Publishing, Melbourne, pp XXXXXXXXXX.
· Fedoruk, M. 2014, ‘Lifelong learning and the registered nurse’, in Fedoruk M & Hofmeyer, A (eds), Becoming a nurse: an evidence based approach, Oxford Publishing, Melbourne, pp.204 – 216
· Foster, K., Fethney, J., McKenzie, H., Fisher, M., Harkness, E. & Kozlowski, D. 2017 Emotional intelligence increases over time: A longitudinal study of pre-registration nursing students, Nurse Education Today, 55, pp. 65-70.
· Giltinane, C. 2013 Leadership styles and theories. Nursing Standard, 27 (41), pp. 35-39.
· Girvin, J., Jackson, D. & Hutchinson, M. 2016, ‘Contemporary public perceptions of nursing: a systematic review and na
ative synthesis