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Leadership for Quality Effectiveness & Safety in Health Care

School of Nursing and Midwifery Page 1 of 24 University of Western Sydney 400777 Leadership for Quality Effectiveness and Safety in Health Care School of Nursing and Midwifery | Spring 2014 Learning Guide Postgraduate ©School of Nursing and Midwifery Page 2 of 24 University of Western Sydney Table of Contents Table of Contents………………………………………………………………………………………………………………………………2 1 Introduction to the Unit …………………………………………………………………………………………………..3 1.1 Unit Details …………………………………………………………………………………………………………………………..3 1.2 Handbook summary……………………………………………………………………………………………………………….3 1.3 Staff …………………………………………………………………………………………………………………………………….3 1.4 Essential requirements …………………………………………………………………………………………………………..3 1.5 Changes to unit as a result of student feedback…………………………………………………………………………4 2 Assessment information…………………………………………………………………………………………………5 2.1 Course level learning outcomes ………………………………………………………………………………………………5 2.2 Learning outcomes ………………………………………………………………………………………………………………..5 2.3 Engaging with the unit ……………………………………………………………………………………………………………5 2.4 Assessment summary ……………………………………………………………………………………………………………6 2.5 To pass this unit ……………………………………………………………………………………………………………………6 2.6 Assessment details………………………………………………………………………………………………………………..7 Assessment 1: Critical Appraisal………………………………………………………………………………………………………7 Assessment 2: Essay……………………………………………………………………………………………………………………..8 2.7 Submission requirements …………………………………………………………………………………………………….. 10 Late submission ………………………………………………………………………………………………………………………….. 10 Extension of due date for submission …………………………………………………………………………………………….. 11 Resubmission……………………………………………………………………………………………………………………………… 11 Special consideration…………………………………………………………………………………………………………………… 11 3 Teaching and learning activities ……………………………………………………………………………………12 4 Learning resources……………………………………………………………………………………………………….14 4.1 Essential library resources……………………………………………………………………………………………………. 14 4.2 Literacy and numeracy resources………………………………………………………………………………………….. 14 4.3 Citing resources and referencing…………………………………………………………………………………………… 14 5 Important information …………………………………………………………………………………………………..15 5.1 What is expected of you ………………………………………………………………………………………………………. 15 5.2 What you can expect from the teaching team………………………………………………………………………….. 15 Staff responsibilities …………………………………………………………………………………………………………………….. 15 On-Line learning requirements………………………………………………………………………………………………………. 15 5.3 Raising concerns ………………………………………………………………………………………………………………… 15 5.4 Links to policy …………………………………………………………………………………………………………………….. 16 5.5 Links to other resources ………………………………………………………………………………………………………. 16 Marking Criteria and Standards: Assessment 1 Critical Appraisal ………………………………………………………. 17 Marking Criteria and Standards: Assessment 2 Essay …………………………………………………………………….. 20 Assignment Cover Sheet ……………………………………………………………………………………………………………… 24 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 3 of 24 University of Western Sydney 1 Introduction to the Unit 1.1 Unit Details Unit Code and Unit Name: 400777 – Leadership for Quality Effectiveness and Safety in Health Care Teaching Session and Year: Spring 2014 Credit Points: 10 1.2 Handbook summary Increasingly clinical leaders, practitioners and health service managers are being held accountable for improving the quality and safety of patient care and for developing a culture of quality improvement within their teams. In this unit students learn about quality, patient safety and governance frameworks and strategies that they can employ within healthcare to improve system performance, patient safety and patient outcomes. The main approaches used to address quality of care and patient safety are examined and their applications critiqued. Students will explore leadership issues for developing systematic, coherent quality improvement frameworks and quality initiatives that can be applied within their own sphere of practice 1.3 Staff Position Contact Details Unit Coordinator Mrs Ana Smith Phone: 9685 9569 Email: ana.smith@uws.edu.au Academic Course Advisor Name: Dr Diana Jeffries Phone: 9685 9304 Email: d.jeffries@uws.edu.au Contact Protocol Email communication with academic staff must be via UWS student email accounts only. Emails sent from any non-UWS email address will not receive a response. Student Email Accounts can be activated via the UWS Home page from MyUWS. Student Consultation Student consultation with the unit coordinator can be via email, telephone and on campus meetings. Communication also occurs via the 400777 vUWS e-learning website and through student discussion forums,. Postal address for assessment submission Not Applicable. All assessment items are to be submitted through the assignment drop box via Turnitin in the 400777 vUWS e-learning website. Refer to Submission Requirements (p10). 1.4 Essential requirements Essential equipment Access to a computer and the internet is essential in order to be able to: access course materials; participate in discussion groups; and to access additional resources provided by the unit coordinator during the session. See http://www.uws.edu.au/students/onlinesupport for further information 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 4 of 24 University of Western Sydney 1.5 Changes to unit as a result of student feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made: ? On campus workshop content will be made available as online PowerPoint presentations ? To make assessment preparation more manageable the number of required readings/references for each assessment item has been decreased. 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 5 of 24 University of Western Sydney 2Assessment information 2.1 Course level learning outcomes The Leadership for Quality Effectiveness and Safety in Health Care unit is part of the Master of Nursing (Clinical Leadership). The unit provides the foundation for developing comprehensive, coherent and connected knowledge in the nursing discipline and introduces and develops interaction skills which will be required by graduates in their work environments 2.2 Learning outcomes Learning outcomes for the unit are outlined below. 1. Demonstrate their understanding of the concepts of patient safety and quality in healthcare 2. Explain the impact of human factors in healthcare contexts and their influence on staff performance for patient safety 3. Examine the relationship between management issues and healthcare safety and quality 4. Analyse elements of approaches for managing quality & patient safety 5. Conceptualise the impact of a safety and risk management culture on healthcare 6. Demonstrate and apply knowledge in understanding and improving organisational systems and processes 7. Use appropriate quality tools , techniques and strategies to improve quality and safety 8. Apply leadership, professional communication and interpersonal skills working in partnership with patients, families and carers towards patient safety and quality 9. Implement and monitor legal and regulatory requirements associated with safety and quality 2.3 Engaging with the unit Activity How will teaching activities support achievement of learning outcomes? Modules This unit comprises four Learning Modules each with selected readings that enhance knowledge and understanding. Working through compulsory learning tasks and associated readings within each Learning Module will assist students to meet the learning outcomes and to satisfactorily complete assessment requirements for this unit of study. Virtual UWS (vUWS) Through the use of blended learning strategies the 400777 vUWS site will provide both external students, and internal students studying in the DAY mode with essential learning resources for the unit. Students will be able to communicate with each other through the online discussion forums. A computer and the internet are essential in order to access these learning resources and to participate in discussion forums. Students are advised to check their student email and discussion forums weekly. 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 6 of 24 University of Western Sydney Workshop On campus workshops with compulsory attendance are offered to internal students studying in the day mode. These workshops are designed to assist with clarification of issues generated by the Learning Modules and unit readings. They facilitate student discussion of unit content and its application in clinical practice. Workshop discussion enhances student learning and enables thoughtful preparation of assessment tasks. Students are expected to prepare for the workshops by completing the nominated readings, and corresponding learning activities in each Learning Module. On campus workshops have been scheduled for 0900-1200 in Building EB3.33 and 1300-1600 in Building EB 3.38, Parramatta Campus on Wednesday July 30th , Wednesday August 20th , Wednesday September 3rd , Wednesday September 17th , Wednesday October 15th . Students must attend the one scheduled workshop for which they are formally registered. 2.4 Assessment summary ASSESSMENT NUMBER ASSESSMENT ITEM AND DUE DATE LEARNING OUTCOMES WEIGHTING 1. Critical appraisal Word count: 1500 words Due Date: Friday September 12th at 5pm 1,2,3,4,8 40% 2. Essay Word count: 2500 words Due Date: Friday October 24 h at 5pm 4,5,6,7,8,9 60% 2.5 To pass this unit 1. Achieve at least 50% when all assessment marks are totalled AND 2. Complete and submit all assessment tasks at the required time and to the required academic standard AND 3. Attend all scheduled workshops if you are enrolled as an internal student studying in the DAY mode. ? You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks and grades are subject to determination of School and University Assessment and Progression Committees. Please see Assessment policy; http://policies.uws.edu.au/view.current.php?id=00227: 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 7 of 24 University of Western Sydney 2.6 Assessment details Assessment 1: Critical Appraisal Weighting: 40% Word count: 1500 words Due Date: Friday September 12th at 5pm Submission details: Refer to Submission Requirements (p.10) Marking Criteria and Standards: Please see page 17 of this Learning Guide Aim of Assessment This assessment item provides students with the opportunity to critically review the literature about human factors as they relate to work performance. Through critically analysis and written discussion students are able to demonstrate their understanding of the relationship that exists between human factors, workplace performance and quality & safety in healthcare. On successful completion of this assessment task students will be able to: No. LEARNING OUTCOME 1 Demonstrate their understanding of the concepts of patient safety and quality in healthcare 2 Explain the impact of human factors in healthcare contexts and their influence on staff performance for patient safety 3 Examine the relationship between management issues and healthcare safety and quality 4 Analyse elements of approaches for managing quality & patient safety 5 Conceptualise the impact of a safety and risk management culture on healthcare Details In this assessment task students are required to: Critically appraise (review) the literature pertaining to human factors related to work performance and critically analyse the relationship between these and quality & safety in healthcare This task requires students to: ? Research evidence-based literature (published since 2006) pertaining to the above topic ? Synthesise research pertaining to human error theory and its application in healthcare ? Identify human factors related to work performance and critically analyse the relationship between these and quality & safety in healthcare The standards and criteria to be used for marking this assessment can be found on page 17 of this Learning Guide 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 8 of 24 University of Western Sydney Assessment 2: Essay Weighting: 60% Word count: 2500 words Due Date: Friday October 24 th at 5pm Submission details: Refer to Submission Requirements (p.10) Marking Criteria and Standards: Please see page 20 of this Learning Guide Aim of Assessment This assessment item provides students with the opportunity to demonstrate their achievement of the learning outcomes listed below. Specifically students are required to demonstrate a capacity to identify and critically discuss workplace systems, processes and/or infrastructure initiatives that have been developed and implemented to effectively improve quality and safety in healthcare. On successful completion of this assessment task students will be able to: No. LEARNING OUTCOME 6. Demonstrate and apply knowledge in understanding and improving organisational systems and processes 7. Use appropriate quality tools, techniques and strategies to improve quality and safety 8. Apply leadership, professional communication and interpersonal skills working in partnership with patients, families and carers towards patient safety and quality 9. Implement and monitor legal and regulatory requirements associated with safety and quality Details Identify and critically discuss systems, processes and or infrastructure improvements in the workplace that have been developed and implemented to improve healthcare quality and safety, and evaluate their effectiveness. This task requires students to: 1. Identify, and provide an evidence-based overview of, a system, process or infrastructure improvement implemented recently in the workplace or in the healthcare system. a. Select a quality improvement initiative that has been introduced in your workplace, or elsewhere in the healthcare system and that has interested you. OR b. Select one of the following quality initiatives that have been implemented to improve quality and safety in the Australian healthcare system. These initiatives are described in Module 4 of the 400777 Learning Modules. ? Quality improvement initiative at a ward or unit level o Improving nursing handover OR ? Quality improvement initiative at a facility level o Hospital-wide falls prevention program 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 9 of 24 University of Western Sydney OR ? Quality improvement initiative at a system level o National Inpatient Medication Chart 2. Show how leadership, professional communication and interpersonal skills have been used when working in partnership with patients, families and carers to promote the achievement of patient safety and quality through the selected improvement initiative. 3. State how legal and regulatory requirements associated with the safety and quality improvement have been implemented and monitored 4. Adequately and appropriately define and describe all major terms, including ‘systems,’ ‘quality processes,’ ‘infrastructure improvements’ and ‘effectiveness’ and including identifying the criteria used to evaluate effectiveness of the improvement initiative in relation to quality and safety outcomes. The standards and criteria to be used for marking this assessment can be found on page 19 of this Learning Guide Please Note: ? Carefully read and understand the essay topic, ? Review student directions and the Essay Marking Criteria provided to assist you in the construction your essay. ? The work is to be structured as a formal essay, with a relevant introduction, body, and conclusion. ? No headings or subheadings are to be used. ? The essay is to be scholarly, and evidence-based. ? The essay must be written in the third person with formal language used throughout. Use of informal language including personal pronouns eg. I, me, we, us, you, must be avoided. ? Adequately and appropriately use at least ten (10) recently published, peer reviewed, academic, research /evidence-based journal articles, (preferably from quality & safety, nursing management and leadership publications) to adequately support critical analysis, discussion and evaluation. 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 10 of 24 University of Western Sydney 2.7 Submission requirements All assignments must be submitted by the due date and time as specified in this document. Complete your assignment and submit your electronic copy as per the instructions below; (do not submit an assignment via Australia Post): Format No headings or sub-headings are to be included All assignments are to be typed. Student name and student number in the header Page numbers to be inserted Typing must be according to the following required format. 3 cm left and right margins Double Spaced Font: Arial or Times New Roman Font size: 12pt Length: as designated by assignment All information (ideas and words) included in the assignment, from any source must be appropriately referenced using APA Style. A reference list must be included at the end of the assignment Each assessment item will direct you to one of the submission options below: Electronic submission Step Electronic copy only 1. Students are to submit an electronic copy of the assignment only. Students must keep a hard copy of their submitted assignment and details of the date and time submitted. This is for their own records Students are NOT required to submit the original hard copy of their assignment, on campus. 2. Submit assignments electronically through the “Turnitin” link on the unit vUWS site. 3. Students are to upload the assignment with the following title; Surname_Firstname_Assignment Title 4. Assignments must be submitted in .doc, docx. or.pdf format. 5. Written assignments are marked online; no paper copy will be marked. Marks, comments and the marking criteria will be released online. If a student cannot access their marked assignment when all others have been made available, please to contact the unit coordinator for assistance. Making contact in this situation is the student’s responsibility. 6. Feedback Feedback will be provided consistent with the marking criteria for the assignment, and as described in the unit outline / unit learning guide for the unit. Further instructions for Turnitin: http://library.uws.edu.au/FILES/turnitin/Turnitin_Student_Instructions_2010.pdf ? Note: In some cases, the tutor or lecturer may not be the marker for a given assignment Late submission Students who submit an assessment item late, ie after the due date and without receiving approval for an extension of time, (see next item), will be penalised by the loss of 10% of the total mark for the assessment, for every late day up to 10 days. In other words, marks equal to 10% of the assignment’s weight will be deducted from the mark awarded. 1. For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late daythe loss 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 11 of 24 University of Western Sydney 2. Saturday and Sunday each count as one calendar day 3. Assessments will not be accepted after the marked assessment task has been returned to students This is consistent with Clause 50 of the University of Western Sydney’s Assessment Policy – Criteria and Standards-Based Assessment. Extension of due date for submission Extensions are only granted in exceptional circumstances. To seek a short extension of time to complete an assessment item, please contact the Unit Coordinator in the first instance, prior to the due date. Resubmission The resubmission of assessment items that have been deemed unsatisfactory or incomplete may be requested by the Unit Coordinator. The opportunity for resubmission may also be offered in the event of a student experiencing extenuating circumstances that require special consideration. Special consideration It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance at class or your completion and submission of assessment tasks you may need to apply for Special Consideration via the UWS website http://www.uws.edu.au/currentstudents/current_students/services_and_facilities/special_consideratio n2 or the Student Centre. Special Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you more information on how this must be done. 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 12 of 24 University of Western Sydney 3Teaching and learning activities Below is a suggested study pattern to assist with managing learning throughout the session. Week Content Learning Module Learning Outcomes Week 1. 2 28 July Quality and patient safety – concepts, principles and dimensions On campus workshop Wednesday July 30th , Parramatta campus in Building EB 3.33 at 0900- 1200 or in Building EB 3.38 at 1300-1600 Module 1 1, Week 2. 4 4 August Human Error theories Learning from errors to prevent harm Module 1 2 Week 3. 1 11 August Consumer perspectives Module 1 1,2,3 Week 4. 1 18 August Risk management Quality management systems Quality Collaboratives On campus workshop Wednesday August 20th , Parramatta campus in Building EB 3.33 at 0900- 1200 or in Building EB 3.38 at 1300-1600 Module 2 4 Week 5. 2 25 August Clinical & Corporate governance Quality Assessment & accreditation Module 2 4,5 Week 6. 1 1 September Safety and risk management culture On campus workshop Wednesday September 3rd , Parramatta campus in Building EB 3.33 at 0900- 1200 or in Building EB 3.38 at 1300-1600 Module 2 4,5 Week 7. 8 8 September Remedial processes: Clinical, Service and Workforce redesign Assessment 1 due on Friday September 12th at 5pm. Module 3 6 Week 8. 1 15 September Quality tools: Root Cause Analysis, Fishbone Techniques, Analysing Error. On campus workshop Wednesday September 17th , Parramatta campus in Building EB 3.33 at 0900- 1200 or in Building EB 3.38 at 1300-1600 Module 3 6,7 Week 9. 2 INTRA SESSION BREAK 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 13 of 24 University of Western Sydney 22 September Week 10. 2 29 September Information management systems – collecting, reporting and managing data Module 3 6,7,8 Week 11. 6 6 October Information management systems – collecting, reporting and managing data cont’d Module 3 6,7,8 Week 12. 1 13 October Application of leadership, communication, interpersonal skills and accountability. On campus workshop Wednesday October 15th , Parramatta campus in Building EB 3.33 at 0900- 1200 or in Building EB 3.38 at 1300-1600 Module 4 8 Week 13. 2 20 October Application of leadership, communication, interpersonal skills and accountability Assessment 2 due on Friday October 24 th at 5pm. Module 4 8 Week 14. 2 27 October Legal and Regulatory Requirements Module 4 8,9 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 14 of 24 University of Western Sydney 4 Learning resources 4.1 Essential library resources Essential textbook There are no essential, or prescribed textbooks for this unit. All readings are available via the vUWS Readings and Resources link / tab. Essential Reading List For a list of readings also see 400777 Learning Modules 1 – 4. Additional Reading List See vUWS unit site for access electronically, as available. 4.2 Literacy and numeracy resources The School of Nursing and Midwifery have staff qualified in Teaching English to Speakers of Other Languages (TESOL) and literacy development who are available to support all students on each campus to develop academic literacy skills. Contact details below. Please email for an appointment. Campbelltown Campus NM_Campbelltown_Literacy_Tutors@uws.edu.au Hawkesbury Campus NM_Hawkesbury_Literacy_Tutors@uws.edu.au Parramatta Campus NM_Parramatta_Literacy_Tutors@uws.edu.au Library You are encouraged to make good use of the resources offered by the Library. Library resources can be accessed via the UWS web site 4.3 Citing resources and referencing References must be correctly and adequately given in the American Psychological Association (APA) (6th ed.) referencing style as per the University of Western Sydney (2011) American Psychological Association referencing style guide, which is available from: http://library.uws.edu.au/FILES/cite_APA.pdf When writing assignments, reports, research papers or theses, you must acknowledge quotations, information and ideas taken from other authors through a list of references. Full details of referencing systems can be found at: http://library.uws.edu.au/citing.php. A full range of resources for searching and citing references is available at: http://library.uws.edu.au/training.phtml 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 15 of 24 University of Western Sydney 5 Important information 5.1 What is expected of you Study load For a 10 credit point unit, students are expected to study 10 hours per week for 14 weeks on that unit. For example, if class time totals 2 hours per week, then students are expected to study a further 8 hours per week outside of class time. Attendance Students should attend all tutorials and CPU’s during the semester. Students should note that 80% attendance is required for all scheduled tutorials and clinical practice unit (CPU) sessions. Attendance at these learning activities assists you in seeking clarification and reinforces key concepts that contribute to the construction of assessment tasks. From our experience students who choose not to attend place themselves at a higher risk of not achieving a pass grade 5.2 What you can expect from the teaching team Academic staff carry out their teaching responsibilities under the authority of the Deputy Dean and Director of Academic Program. The responsibilities of staff are outlined below. Staff responsibilities Assess students’ work fairly, objectively and consistently and when in doubt consult with the unit coordinator or Academic course advisor. Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. Ensure deadlines for the submission of examination papers to the Academic Registrar are met. Immediately report to the unit coordinator any instances of student cheating, collusion and/or plagiarism. On-Line learning requirements Unit materials will be made available on the unit’s vUWS (E-Learning) site. Students are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online 5.3 Raising concerns If you have a concern about this unit please contact your lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact your Director of Academic Program (see the online handbook to identify your Director of Academic Program and their contact details http://handbook.uws.edu.au/hbook/). More information about resolving complaints is available on the UWS website. http://uws.clients.squiz.net/opq/planning_and_quality/complaints_management_and_resolution The University also has a confidential Complaints Resolution Unit (see link above for contact details). You may contact this unit of the University at any time however we would appreciate the opportunity to resolve the complaint in the first instance. 400777 – Leadership for Quality Effectiveness & Safety in Health Care Learning Guide – Spring 2014 ©School of Nursing and Midwifery Page 16 of 24 University of Western Sydney 5.4 Links to policy The University has a number of policies that relate to teaching and learning, Important policies affecting students include: 1. Assessment Policy – Criteria and Standards-Based Assessment: http://policies.uws.edu.au/view.current.php?id=00227 2. Examinations Policy: http://policies.uws.edu.au/view.current.php?id=00204 3. Special Consideration Policy: http://policies.uws.edu.au/view.current.php?id=00205 4. Review of Grade Policy: http://policies.uws.edu.au/view.current.php?id=00203 5. Misconduct – Student Academic Misconduct Policy: http://policies.uws.edu.au/view.current.php?id=00051 6. Misconduct – Student Non-academic Misconduct Policy: http://policies.uws.edu.au/view.current.php?id=00104 7. Enrolment Policy (includes a section on the UWS Student Email Account): http://policies.uws.edu.au/view.current.php?id=00019 8. Bullying Prevention Policy and Guidelines: http://policies.uws.edu.au/view.current.php?id=00099 & http://policies.uws.edu.au/view.current.php?id=00240 9. Sexual Harassment Prevention Policy: http://policies.uws.edu.au/view.current.php?id=00103 There are two policies that relate to misconduct-academic and non-academic misconduct. Breaches of these policies can have very serious consequences. It is essential that you are familiar with these policies and how to avoid misconduct of any type. 5.5 Links to other resources Life at UWS Find out about life outside the lecture theatre – news and events, services and facilities, career information and more! http://future.uws.edu.au/future_students_home/studentlife E-Learning Check your vUWS sites regularly for unit announcements and to keep up with online discussions. If you do not have access to vUWS please contact e-learning on http://elearning.uws.edu.au Disability Service Students with a disability should visit: http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_ services Course and unit rules This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured. http://www.uws.edu.au/currentstudents/current_students/managing_your_study/ enrolment/course_and_unit_rules Course inherent requirements The home page link for the Inherent Requirements for the Bachelor of Nursing, Bachelor of Nursing (Advanced), Bachelor of Nursing (Graduate Entry) and Bachelor of Midwifery can be found at: http://www.uws.edu.au/ir/inherent_requirements/bachelor_of_nursing_inherent_r equirements Student Learning Unit The Learning and Teaching unit can offer you assistance in writing good exam essays. It offers a number of workshops that will support your learning and enable you to achieve success at university. These include: bridging programs, academic skills workshops, Peer Assisted Study Sessions (PASS) Policies This site includes the full details of policies that apply to you as a UWS student. http://www.uws.edu.au/policies/a-z Ministry NSW Health http://www.health.nsw.gov.au/ Page 17 of 24 Marking Criteria and Standards: Assessment 1 Critical Appraisal Criteria High Distinction Distinction Credit Pass Fail Introduction Introduction includes an excellently constructed aim, and provides an exceptionally clear and comprehensive thesis statement that succinctly outlines the main points of the paper. The introduction includes a well-constructed aim and provides an accurately comprehensive thesis statement that succinctly outlines the main points of the paper. The introduction provides a clearly articulated aim and thesis statement that includes an outline of most of the main points of the paper The introduction states the aim of the essay, but this may not be clearly articulated or well constructed. The introduction may or may not provide an overview of some of the main points of the paper Does not satisfy the minimum requirements for the paper. The aim, and/or thesis statement and/or main points to be covered in the paper may be absent or poorly constructed. Marks /10 9 -10 7.5 – 8.5 6.5 – 7 5-6 = 4.5 Content and Relevance Outstanding critical analysis and discussion of all major concepts and key issues related to human factors and workplace performance. Compellingly establishes their relationship to quality and safety in healthcare. Highly relevant examples are evidence-based. They are expertly and compellingly used to support the discussion. Comprehensive and effective critical discussion of the major concepts and most key issues related to human factors, workplace performance and demonstrates their relationship to quality and safety in healthcare. Relevant examples are evidence-based. They are effectively and consistently used to support the discussion. Correctly identifies and competently discusses many of the major concepts and issues associated with human factors, workplace performance and describes their relationship to quality and safety in healthcare. There is some critical discussion of key issues related to the topic and examples are generally evidence-based. Some examples are provided and are appropriately used to support discussion. Correctly identifies some of the major concepts and issues associated with human factors and workplace performance. Identifies that there is a relationship between these and quality and safety in healthcare. Discussion is generally descriptive. Examples may be provided but are not effectively integrated into the discussion. Major concepts and issues associated with human factors and workplace performance are not correctly and/or comprehensively identified. There is limited, or no, discussion of the relationship between identified concepts and issues, and quality and safety in healthcare. There is no evidence of critical analysis. No examples are provided and/or they are irrelevant to the discussion. Marks /10 9 -10 7.5 – 8.5 6.5 – 7 5-6 = 4.5 Page 18 of 24 Criteria High Distinction Distinction Credit Pass Fail Conclusion The conclusion provides an excellent summary of the main points and a clear restatement of the thesis position. The conclusion provides a very good summary of the main points and links this to the thesis position. The conclusion provides a good summary of the main points and links this to the thesis position. The conclusion requires further development as it is not persuasive. There is a limited, or no, attempt to write a conclusion. Marks /10 9 -10 7.5 – 8.5 6.5 – 7 5-6 = 4.5 Written Expression Written expression is outstanding in its clarity and capacity to present ideas in a thoughtprovoking and instructive way. An extensive range of appropriate vocabulary is used. Grammatical choices enhance coherence and persuasiveness Spelling, grammar and punctuation are correct throughout. Excellent written expression allows ideas to be presented concisely and effectively. An appropriate and sufficient range of vocabulary is used Spelling, grammar and punctuation are mostly correct throughout. A well-developed writing style supports the clear expression of ideas most of the time. There may be some use of inappropriate or informal vocabulary and expression but meaning is not compromised. There may be occasional errors in grammar, spelling or punctuation. The writing style demonstrates a basic vocabulary. Expression may sometimes lack clarity. There may be repeated use of inappropriate, informal language and this may interfere with meaning. Errors in grammar, spelling and punctuation may detract from meaning. The writing style demonstrates a limited range of vocabulary and a frequent use of inappropriate, informal language such that understanding is compromised. Grammar spelling and punctuation are consistently inaccurate and significantly impact on the essay’s coherence and on the reader’s capacity to understand. Marks / 5 5 4 -4.5 3 -3.5 2.5 = 2 Academic Rigour and Referencing Reference list has more than 7 references that are relevant to the topic, and that are included intext (in the body of the paper) to support discussion. Reference list has 7 references that are relevant to the topic, and that are included in-text (in the body of the paper) to support discussion. . In-text, and in the Reference list has 6 references that are included in-text (in the body of the paper) to support discussion and that are relevant to the topic. Reference list has 5 references that are used in-text (in the body of the paper) to support discussion One or two references may not be relevant to the topic. Reference list has 5 or less references A number of the references are not used in-text (in the body of the paper) to support essay discussion. There is a discrepancy Page 19 of 24 Criteria High Distinction Distinction Credit Pass Fail In-text, and in the reference list referencing is consistently accurate and follows APA style. reference list referencing is consistently accurate and follows APA style. In-text, and in the reference list referencing has minor errors but generally follows APA style In-text and/or in the reference list referencing has multiple errors of punctuation and/ or case and/or incorrect title/ article details and/ or author details between authors cited in-text and corresponding citations in the reference list In-text, and in the reference list referencing is not at all consistent with APA style. Marks / 5 5 4 -4.5 3 -3.5 2.5 = 2 Subtotal Total Mark /40 Lecturer’s Signature: Date: Weighting: /40 Grade: Page 20 of 24 Marking Criteria and Standards: Assessment 2 Essay Student ID: _________________________________________ Student Name: _____________________________________ Criteria High Distinction Distinction Credit Pass Fail Introduction Introduction includes an excellently constructed aim and provides an exceptionally clear, comprehensive thesis statement that succinctly outlines all the main topic areas to be covered in the essay. The introduction includes a well-constructed aim, and provides a clear, and generally comprehensive thesis statement that succinctly outlines most of the main topic areas to be covered in the essay. The introduction provides a clearly articulated aim and thesis statement that includes an outline of some of the main topic areas to be covered in the essay The introduction states the aim of the essay, but this may not be clearly articulated or well constructed. The introduction may or may not provide an overview of the main topic areas to be covered in the essay Does not satisfy the minimum requirements of an essay introduction. The aim, and/or the thesis statement and/or main topic areas to be covered in the essay may be absent or poorly constructed. Marks /15 14-15 12-13.5 9 -11.5 7.5-8.5 = 7 Content and Relevance Outstanding critical analysis and discussion of all major concepts and key issues related to the selected quality improvement initiative. Highly relevant content are evidence-based. It is expertly and compellingly used to support the discussion. Content is drawn from a range of contemporary academic sources. Comprehensive and effective critical discussion of the major concepts and most key issues related to the selected quality improvement initiative. Relevant content is evidence-based. It is effectively and consistently used to support the discussion. Content is drawn from a range of contemporary academic sources. Correctly identifies and competently discusses many of the major concepts and issues related to the selected quality improvement initiative. There is limited evidence of critical analysis. Although relevant to the topic there is an overreliance on a limited range of academic sources that may not consistently support the discussion. Correctly identifies some of the major concepts and issues related to the selected quality improvement. Discussion is generally descriptive and without critical analysis. Some content may be substantially irrelevant in the context of the improvement. A limited range of academic literature may not always be relevant and does not adequately support discussion. Major concepts and issues related to the selected quality improvement are not correctly and/or comprehensively identified. There is limited, or no, description or discussion of key issues. There is no evidence of critical analysis. There is a lack of academic literature resulting in unsupported description and/or Page 21 of 24 Criteria High Distinction Distinction Credit Pass Fail discussion Marks / 20 19-20 16.5-18.5 13-16 10-12.5 = 9.5 Conclusion The conclusion provides an excellent summary of all the main points discussed in the essay. It provides a clear indication that the essay discussion has responded to the essay question. Succinctly links discussion to the thesis position The conclusion provides a succinct yet comprehensive general summary of the main points discussed in the essay. A concluding statement indicates the extent to which the essay has responded to the essay question, or to the thesis position. No new ideas are introduced in the concluding remarks. The conclusion provides a general summary of most of the main points discussed in the essay and may clearly indicate how the essay has responded to the essay question, or to the thesis position. No new ideas are introduced in the concluding remarks. . The conclusion requires further development. There is no concluding statement indicating how, or that, the essay has responded to the essay question or the thesis position. There may be a limited general summary of main points and/or new ideas may be introduced in the final paragraph There may be a limited, or no, attempt to write a conclusion. New ideas are presented in the final paragraph. Marks / 5 5 4 -4.5 3 -3.5 2.5 = 2 Written Expression Written expression is outstanding in its clarity and capacity to present ideas in a thoughtprovoking and instructive way. An extensive range of appropriate vocabulary is evident throughout and language is consistently formal. Grammatical choices enhance coherence and persuasiveness Excellent written expression allows ideas to be presented concisely and effectively. An appropriate and wide range of vocabulary is used. Language is consistently formal. Spelling, grammar and punctuation are mostly correct throughout. A well-developed writing style supports the clear expression of ideas most of the time. An adequate range of vocabulary is used and language is generally formal. Occasional errors in grammar, spelling and punctuation do not interfere with meaning. The writing style generally demonstrates a command of basic vocabulary and expression. Informal and/or inappropriate language may be used occasionally. Grammar, spelling and punctuation are generally accurate, although errors may detract from the paper’s There is a limited range of vocabulary and frequent use of inappropriate, informal language such that meaning is compromised. Grammar spelling and punctuation are consistently inaccurate and interfere with meaning and the paper’s coherence. Page 22 of 24 Criteria High Distinction Distinction Credit Pass Fail Spelling, grammar and punctuation is correct throughout. readability, persuasiveness and/or meaning. . Marks /10 9 -10 7.5 – 8.5 6.5 – 7 5-6 = 4.5 Referencing Reference list has 10 or more references that are relevant to the topic, and that are included in-text. In-text, and in the reference list referencing is consistent with APA style and is without error. Reference list has 9 references that are relevant to the topic, and that are included in-text. In-text, and in the reference list referencing is consistently accurate and follows the APA style. Reference list has 8 references that are included in-text. All references are relevant to the topic. In-text, and in the reference list referencing has minor errors but generally follows the APA style. Reference list has 7 references that are also included in-text. One or two references may not be relevant to the topic. Referencing in-text and/or in the reference list has multiple errors of punctuation and/ or incorrect title/ article details and/ or author details Reference list includes less then 7 references More than one of the references is not used in-text to support essay discussion. In-text, and in the reference list referencing is not at all consistent with APA style. Marks /10 9 -10 7.5 – 8.5 6.5 – 7 5-6 = 4.5 Total / 60 Comments: Lecturer’s Signature: Date: Page 23 of 24 Weighting: /60 Grade: ©School of Nursing and Midwifery Page 24 of 24 University of Western Sydney Assignment Cover Sheet School of Nursing and Midwifery Student name: Student number: Unit name and number: 400777 – Leadership for Quality and Safety in Health Care Tutorial day and time: Lecturer/Tutor: Title of assignment: Length: Date due: Date submitted: Campus enrolment: Declaration: ? I hold a copy of this assignment if the original is lost or damaged. ? I hereby certify that no part of this assignment or product has been copied from any other student’s work, my other assignments or from any other source except where due acknowledgement is made in the assignment. ? No part of the assignment/product has been written / produced for me by any other person except where collaboration has been authorised by the unit lecturer/tutor concerned. ? I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking). ? I have attached a full copy of the Turnitin report for this assignment. Signature: _____________________________________ Note: Your lecturer or tutor has the right to not mark this assignment if the above declaration has not been signed by you.

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