Posted: September 25th, 2023

NRSG377 TRANSITION TO CONTEMPORARY NURSING PRACTICE AND CLINICAL LEADERSHIP

NURSING, MIDWIFERY & PARAMEDICINE
Nursing, Midwifery & Paramedicine: Transition to Contemporary Nursing Practice and Clinical Leadership” as you requested:
Introduction
The transition from nursing student to registered nurse brings both opportunities and challenges. New graduate nurses must develop the knowledge, skills and attitudes needed to provide safe, ethical and compassionate care in today’s complex healthcare environment. This article will explore some of the key considerations for nurses making this transition, with a focus on developing clinical leadership abilities and adapting to changes in nursing practice.
Becoming Part of the Interprofessional Team
One of the most significant adjustments for new graduate nurses is becoming an active member of the interprofessional healthcare team (WHO, 2010). As students, nurses are focused primarily on their own learning and practice. However, as registered practitioners they must collaborate effectively with other professionals like physicians, pharmacists, social workers and physiotherapists. Strong interprofessional communication and relationship-building skills are essential for safe, high-quality patient care (IOM, 2015).
New graduate nurses can ease this transition by seeking opportunities to understand other team members’ roles and perspectives (Xyrichis & Ream, 2008). For example, shadowing other professionals can provide insight into how nursing care interfaces with and supports other disciplines. Maintaining an attitude of respect, open-mindedness and willingness to learn from all team members also fosters collaboration (Reeves et al., 2010). Over time, with experience, new nurses’ confidence in their own contributions to the interprofessional effort will grow.
Preparing for Role Transition
Several strategies can help smooth the transition from student to practicing nurse. Developing resilience is key, as the demands and stresses of clinical practice differ significantly from academic settings (Jackson et al., 2011). New graduates should seek out mentorship from experienced nurses who can offer guidance and support (Duchscher, 2008). Maintaining self-care through healthy lifestyle habits also promotes wellbeing as role demands increase (Goh et al., 2016).
Leadership skills like effective self-management, priority-setting, and decision-making are likewise important. For example, new nurses must learn to organize patient care efficiently within time and resource constraints (Clavelle et al., 2016). Opportunities to shadow experienced nurses can provide models for time management, delegation, and clinical reasoning in real-world practice (Pellico et al., 2009). Structured transition programs with preceptors have also been shown to boost new graduates’ confidence and competence (Kramer et al., 2013).
Knowledge, Skills and Attitudes for Professional Practice
Several core competencies are expected of registered nurses entering contemporary practice. Strong communication abilities are paramount, both for interacting with patients and families, as well as other professionals (IOM, 2010). New nurses should seek feedback to strengthen areas like active listening, questioning, and delivering information in a clear yet compassionate manner.
Time management and prioritization skills are also in high demand, as nurses must efficiently coordinate multiple patients’ complex care needs (Clavelle et al., 2016). Learning to recognize true emergencies versus more routine issues helps new nurses organize their time and advocate for patients’ chief concerns. Informatics literacy is another core competency, as electronic health records and other technologies increasingly support clinical workflows (Tucker, 2012). Familiarity with common systems aids documentation and allows nurses to leverage digital tools to enhance care.
Professional attributes like clinical reasoning, reflective practice, and commitment to lifelong learning also characterize contemporary nursing practice. New graduates should embrace opportunities to expand their clinical knowledge through activities like journal clubs, conferences and continuing education (Benner et al., 2010). Regular self-reflection on strengths and areas for growth helps nurses continuously improve. With experience and mentorship, new nurses can develop these core competencies to provide truly patient-centered care.
Leadership and Management in Nursing
While often used interchangeably, leadership and management involve distinct yet related skills. Management typically refers to the organization and coordination of people and resources to accomplish specific goals (Curtis et al., 2011). For example, nurse managers oversee staffing, budgets, and unit operations. Leadership, on the other hand, involves inspiring and guiding others towards a shared vision through influence rather than authority (Grossman & Valiga, 2013). Both abilities are important for registered nurses across practice settings.
Even in entry-level positions, new graduates have opportunities to demonstrate leadership. For instance, taking initiative to resolve conflicts, advocate for patients, and propose improvements draws on traits like empathy, communication and critical thinking (Curtis et al., 2011). Over time, with experience, leadership roles like precepting students, participating in quality improvement projects, and informally mentoring peers allow nurses’ influence to grow. Formal management education can also help prepare those interested in advancing to positions with greater administrative duties. Overall, leadership potential exists at all career stages.
Clinical Leadership in Nursing
Clinical leadership refers specifically to influencing direct patient care outcomes through nursing expertise and collaboration with team members (Duffield et al., 2011). As frontline practitioners, registered nurses play a key role in leading high-quality, safe care. For new graduates, this involves skills like competent clinical decision-making, empowering patients as partners in their care, and conflict resolution (Curtis et al., 2013). With experience, nurses expand their leadership through activities such as:
Developing evidence-based practice guidelines and care pathways to standardize quality care. For example, participating in an infection control committee allows nurses to provide frontline insight on prevention strategies (Griffiths et al., 2014).
Advocating for necessary changes to policies and resources to support optimal patient outcomes. For instance, proposing a new screening protocol for early identification of at-risk patients (Duffield et al., 2011).
Mentoring less experienced nurses and students to develop their clinical competency. For example, precepting allows senior nurses to directly influence newcomers’ practice (Happell, 2009).
Participating in quality improvement projects using data to drive enhancements in specific areas like falls prevention, pressure injury rates or patient satisfaction (Duffield et al., 2011).
Overall, clinical leadership involves empowering all members of the healthcare team to fulfill their potential and collectively achieve the best results for those in their care.
Establishing and Maintaining a Professional Identity

Developing a strong professional identity is an ongoing process that begins in nursing education programs and continues throughout one’s career. Professional socialization experiences like interacting with role models, belonging to professional organizations, and engaging in peer networks help new graduates internalize nursing’s values and standards (Freshwater & Stickley, 2004). Maintaining a portfolio with accomplishments, learning goals and reflections also demonstrates commitment to lifelong learning and professional development (Dale et al., 2013).
Regulatory frameworks provide structure and accountability for competent, ethical practice. In Australia, the Nursing and Midwifery Board of Australia (NMBA) and Australian Health Practitioner Regulation Agency (AHPRA) establish national registration requirements and standards like continuing professional development (CPD) hours (NMBA, 2016). Meeting these obligations demonstrates quality assurance and a dedication to serving the public’s best interests. Overall, embracing responsibilities of self-regulation helps new nurses fully integrate their identity as autonomous professionals.
Conclusion
The transition from student to registered nurse brings both opportunities and adjustments. With experience, mentorship and a commitment to lifelong learning, new graduates can develop the clinical leadership abilities and professional competencies needed for contemporary nursing practice. Fostering strong interprofessional relationships, prioritizing self-care, and embracing regulatory standards also supports this role transformation. With dedication to serving patients through excellence, empathy and advocacy, new nurses can thrive in an evolving healthcare environment.
References:
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.
Clavelle, J. T., O’Grady, T. P., & Drenkard, K. (2013). Structural empowerment and the nursing practice environment in Magnet® organizations. The Journal of Nursing Administration, 43(11), 566-573.
Curtis, E. A., de Vries, J., & Sheerin, F. K. (2011). Developing leadership in nursing: exploring core factors. British Journal of Nursing, 20(5), 306-309.
Dale, B., Leland, A., & Dale, J. G. (2013). What factors facilitate good learning experiences in clinical studies in nursing: Bachelor students’ perceptions. International Scholarly Research Notices, 2013.
Duffield, C., Roche, M., Homer, C., Buchan, J., & Dimitrelis, S. (2014). A comparative review of nurse turnover rates and costs across countries. Journal of Advanced Nursing, 70(12), 2703-2712.
Freshwater, D., & Stickley, T. (2004). The heart of the art: emotional intelligence in nurse education. Nursing Inquiry, 11(2), 91-98.
Goh, Y. S., Selvarajan, S., Chng, M. L., Tan, C. S., & Yobas, P. (2016). Using Schwartz theory to examine the ethical reasoning of nursing students in Singapore. Nursing ethics, 23(4), 434-447.
Griffiths, P., Ball, J., Drennan, J., Dall’Ora, C., Jones, J., Maruotti, A., … & Simon, M. (2014). Nurse
NRSG377
TRANSITION TO CONTEMPORARY NURSING PRACTICE AND CLINICAL LEADERSHIP
UNIT OUTLINE
This material has been reproduced and communicated to you by or on behalf of Australian
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The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be the subject of copyright
protection under the Act. Do not remove this notice.
Credit points: 10
Prerequisites/incompatibles: NRSG373 Integrating Practice 5
National Lecturer in Charge: Paula Johnston
Office location: 207.G.20 (Brisbane)
Email: paula.johnston@acu.edu.au
Telephone: 07 3861 6301
Contact me: Please contact your campus LIC via email
Teaching team:
Campus Name Office Locations Email Telephone
Ballarat Claire Montano 104.G.06A Claire.montano@acu.edu.au N/A
Blacktown Matthew Ireland 910.5.10C Matthew.Ireland@acu.edu.au 02 9465 9599
Brisbane Paula Johnston 207.G.20 Paula.johnston@acu.edu.au 07 3861 6301
Canberra Penny Lentini 302.1.29 Penny.Lentini@acu.edu.au 02 6209 1343
Melbourne Jessica Stewart 403.4.07 Jessica.stewart@acu.edu.au 03 9953 3831
North Sydney Tracy Parish 533.7.29 Tracy.Parish@acu.edu.au 02 9739 2036
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Mode: Online module activities and face to face tutorials
Attendance pattern: Weekly online activities including pre-recorded information sessions and three
weeks (Weeks 1 -3) of face-to-face tutorials.
Duration: 10 Week Semester. You should anticipate undertaking 150 hrs of study for this unit,
including class attendance, readings, online activities, and assignment preparation.
Unit rationale, description and aim: Transitioning effectively from a student nurse to a registered
nurse is a complex and multidimensional process. To function effectively in the graduate workforce,
registered nurses must develop an underpinning knowledge of professional expectations and
understand how to employ specific skills at a graduate level. The key issues addressed in this unit
relate to knowledge and strategies in the areas of leadership, teamwork, clinical decision making,
critical thinking, advocacy and responding to change in the healthcare environment. In addition, this
unit supports and challenges students to comprehend the clinical leadership expectations and
opportunities in their professional role, with reference to leadership in nursing, practice development,
the interprofessional team and the wider health care environment. Leadership skills are essential in
any occupation. In nursing, they are vital to drive change, leading to more efficient and safe care
which has a positive effect on patient outcomes. Students will have an opportunity to apply leadership
skills within a team context to negotiate, or resolve conflict, manage resources, and advocate
for change. This unit will assist students in making the transition to professional nursing and help them
to understand the context of their future practice. The aim of this capstone unit is to extend and
consolidate concepts from both theory and nursing practice units to develop students’ understanding
of the full context of the registered nurse’s professional role and to assist transition to being a
registered nurse.
LEARNING OUTCOMES
On successful completion of this unit, you should be able to:
LO1 – Appraise strategies to support the transition from student to registered nurse (GA4, GA5,
GA7, GA8)
LO2 – Demonstrate a comprehensive understanding of the knowledge, skills and attitudes required
to efficiently and effectively use health care resources when planning and implementing
optimal care (GA4, GA5)
LO3 – Examine clinical leadership expectations and opportunities for the registered nurse within their
discipline, practice development, the interprofessional team, and wider Australian health care
context (GA4, GA5)
LO4 – Analyse and apply leadership attributes to challenging interactions and situations in nursing
practice to achieve optimal outcomes (GA4, GA5, GA9)
LO5 – Synthesise evidence to support proposals for innovation and change utilising communication
and relevant technologies within the organisational environment to enhance service delivery
and improve health outcomes (GA8, GA10)
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GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes
which you should demonstrate by the time you complete your course. All Australian universities have
their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical
behaviour and community responsibility than those of many other universities. All of your units will
enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA4 – think critically and reflectively
GA5 – demonstrate values, knowledge, skills, and attitudes appropriate to the discipline and/or
profession
GA7 – work both autonomously and collaboratively
GA8 – locate, organise, analyse, synthesise, and evaluate information
GA9 – demonstrate effective communication in oral and written English language and visual media
GA10 – utilise information and communication and other relevant technologies effectively.
NMBA REGISTERED NURSE STANDARDS FOR PRACTICE
The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed
in this unit are:
Standard/Attributes/Criteria Learning Outcomes
Thinks critically and analyses nursing practice.
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 LO1, LO2, LO3, LO4, LO5
Engages in therapeutic and professional relationships.
2.1, 2.2, 2.3, 2.4, 2.5, 2.7 LO2, LO3, LO4
Maintains the capability for practice.
3.2, 3.3, 3.4, 3.7 LO1, LO2, LO3, LO4, LO5
Comprehensively conducts assessments.
4.1, 4.2, 4.3, 4.4 LO2, LO5
Develops a plan for nursing practice.
5.1, 5.3 LO2, LO4, LO5
Provides safe, appropriate and responsive quality nursing
practice.
6.1
LO2, LO5
Evaluates outcomes to inform nursing practice.
7.1, 7.2, 7.3 LO4, LO5
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CONTENT
Topics will include:
• Student to graduate – managing the transition from student to graduate nurse
• Becoming part of an interprofessional team
• Preparing for role transition
▪ Resilience and building capacity in self
▪ Promoting wellbeing
▪ Mentorship
▪ Leading & managing self
▪ Leading and managing others (teamwork)
• Knowledge, skills, and attitudes for professional practice
• Managing approaches to nursing practice
▪ Communication
▪ Time management
▪ Resource management
▪ Prioritisation of care
▪ Reflective practice
• Leadership and management – similarities and differences
• Clinical leadership
• Delegation
• Leadership Attributes: autonomy and accountability
• Empowerment of self and others
• Emotional intelligence
• Conflict management
• Leading in a digital age
• Establishing and maintaining a professional identity
• Continuing professional development
• Practice development
• Professional practice portfolios
• Networking
• Career progression
Roles & responsibilities of a registered nurse
• Regulatory frameworks for nursing
• Australian health practitioner regulation agency (AHPRA)
▪ National Board: Nursing and Midwifery Board of Australia (NMBA)
▪ Registered Nurse Standards for Practice, Codes & Guidelines
• National Standards for Quality and Safety
• Continuous quality improvement
• Organisational environment
• Leadership approaches and their application to nursing
• Transformational leadership
• Transactional leadership
• Congruent leadership
• Other leadership theories
• Clinical leadership
▪ Making decisions
▪ Empowerment
▪ Conflict management
▪ Accountability
• Innovation and change
• Change theories
• Understanding organisational change – barriers and enablers
• Information source, literacies and other relevant technologies
• Health and nursing informatics
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QUALITY ASSURANCE AND STUDENT FEEDBACK
This is the first iteration of NRSG377, and as such no direct student feedback was available to inform
unit development. Student feedback from previous nursing units NRSG367 and NRSG375 have been
used to inform the development of this new unit.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive
feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey
for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators
and/or through student representatives.
LEARNING AND TEACHING STRATEGY AND RATIONALE
Modes of delivery in this unit include online lectures, workshops, online activities and self-directed
study. Consistent with adult learning principles, the teaching and learning strategies used within these
modes of delivery will provide students with foundational knowledge and skills relevant to professional
nursing practice. These strategies will also support students in meeting the aim, learning outcomes
and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching
strategies will reflect respect for the individual as an independent learner. Students will be expected
to take responsibility for their learning and to participate actively with peers.
Students exiting university need significant life-long learning skills to deliver sound, ongoing,
evidence-based graduate practice as a member of the professional workforce. To embed life-long
learning skills students must demonstrate increasing reflective capacity to identify what is being done
well and what requires additional work in progressing toward required learning outcomes. Located in
the third year of the programme, this theory unit includes some face-to-face teaching hours and an
increased online component of learning. Lectures are utilised to convey content and central principles
while tutorials deliver interactive and student-driven learning sessions to extend the community of
learners, and increase their self-reliance, critical reflection and debate. Online materials provide
students with the opportunity to undertake directed, self-motivated study and continue to transition to
independent study and life-long learning.
ATTENDANCE REQUIREMENTS FOR THIS UNIT
Attendance and engagement with all learning material including tutorials is expected. Attendance
records of all tutorial classes are maintained.
Reasons why attendance is expected
In class, you will be interacting with other students and developing skills which you will use in your
professional/clinical experience, working within a group or team is an essential skill for all healthcare
workers. Additionally, contributing to and learning from interactions in tutorials has been shown to
increase students’ understanding and improve student success. Lecturers monitor attendance and
your use of LEO so that we can support your learning. These are your responsibilities as an adult
learner.
To ensure that you benefit from the ACU learning experience and continue to achieve, you are
encouraged to plan your week carefully and prioritise time to engage in learning activities. These may
include face-to-face tutorials, virtual tutorials and online learning activities, as scheduled. You should
anticipate undertaking 150 hours of study for this unit, including class attendance, readings and
assignment preparation.
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LECTURE CAPTURE
Online videos for this unit will be pre-recorded and made available to students via the LEO learning
management system. These lectures will be imbedded within the module activities each week.
There will also be pre-recorded sessions for Assessment Task 1 and Assessment Task 2 to help
students prepare for the Assessment Tasks. These recordings will be available on the Assessment
Tile on the NRSG377 LEO Site from Week1 of the semester. In Week 10, Monday 9th October 2023,
there will be an Online “LIVE” session held at 10am – 11am AEST and 11 – 12 noon AEDST The
Zoom Link will be available on the Information and Resources Tile on the NRSG377 Leo Site. The
recording will be made available to students on the same Tile when the “LIVE” session has been
completed.
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SCHEDULE
For the most up-to-date information, please check your LEO unit and note advice from your lecturing
and tutoring staff for changes to this schedule.
Week Starting Learning Content Topics Assessment
1 31 July 23 Tutorial –
• Welcome to the unit
• Managing the transition
process
Guided Online Module 1 –
Module 1: Transition from
Student Nurse to Graduate
Registered Nurse
Module 1 – Transition from
Student Nurse to Graduate
Registered Nurse:
• The interprofessional team
• Preparation for the transition
period
• Resilience and capacity
building
• Promoting wellbeing
• Regulatory frameworks for
nursing
2 07 August 23 Tutorial –
• Managing a Ward for a Day
• Introduction to Clinical
Leadership
Guided Online Module 2 –
Module 2 – Knowledge, Skills,
and attitudes for Professional
Practice
Module 2 – Knowledge, skills,
and attitudes for Professional
Practice
• Managing approaches to
nursing practice
• Communication
• Time management
• Resource management
• Prioritisation of care
• Reflective practice
3 14 August 23 Tutorial –
• Personal Philosophy of
Nursing
• Self-Assessments
• Career
Progression/projection
• Empowerment
Guided Online Module 3 –
Leadership Approaches and
their application to Nursing
Module 3 – Leadership
Approaches and their
application to Nursing
• Leading and managing
others (teamwork)
• Leadership styles
4 21 August 23 Guided Online Module 4 –
Establishing and Maintaining a
Professional Identity
Module 4 – Establishing and
Maintaining a Professional
Identity
• Continuing professional
development
• Professional Development
• Professional practice
Portfolios
• Reflective practice
5 28 August 23 Guided Online Module 5 –
Leadership and Management
Module 5 – Leadership and
Management
• Mentorship (Mentor)
• Delegation
• Making decisions
• Empowerment
• Management
• Accountability
• Reflective practice
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Week Starting Learning Content Topics Assessment
6 4 September 23 Guided Online Module 6 –
Innovation and Change (Identify
& Plan)
Module 6 – Innovation and
Change (Identify & Plan)
• Continuous quality
improvement
• Change theories
• Formal written
communication
• Reflective practice
Assessment Task 1
(Written
assessment) due –
6
th September 2023
at 14:00 (2 pm)
7 11 September 23 Guided Online Module 7 –
Innovation and Change
(Implement & Evaluate)
Module 7 – Innovation and
Change (Implement & Evaluate)
• Organisational change
• Barriers to change
• Reflective practice
8 18 September 23 Guided Online Module 8 –
Information sources, literacies,
and other relevant technologies
in Nursing
Module 8 – Information sources,
literacies, and other relevant
technologies in Nursing
• Health and nursing
informatics
• The technology of nursing
and interactions
UA 25 September 23 University Vacation Week
9 02 October 23 Guided Online Module 9 –
Professional reflection
Guided Online Module 9 –
Professional reflection
• Reflection on action
• Reflection in action
10 09 October 23 Guided Online Module 10 –
Unit Summary and Conclusion.
Onwards to Lifelong Learning
Guided Online Module 10 – Unit
Summary and Conclusion.
Onwards to Lifelong Learning
• Online live feedback session
• SELTS
11 16 October 23 Assessment Task 2
(Professional
Discourse) due – 18
October 2023 at
14:00 (2 pm)
PUBLIC HOLIDAYS
You should refer to information on the NRSG377 LEO Site as to how replacement learning will be
offered for students who have a public holiday fall on the day of their scheduled tutorial.
Public Holidays falling in Semester 2, 2023
ACT: Monday 2nd October (Labour Day)
NSW: Monday 2nd October (Labour Day)
VIC: Friday 29th September (AFL Grand Final Day); Tuesday 7th November (Melbourne Cup)
QLD: Wednesday 16th August (Royal Queensland Show Holiday – EKKA), Monday 2nd October
(King’s Birthday)
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ASSESSMENT STRATEGY AND RATIONALE
Assessment items consistent with university assessment requirements and policy will be used to
ensure students achieve the unit learning outcomes and attain the graduate attributes.
Students in third year continue their transition towards independent learning. In this unit, there are two
assessment items, linking the theoretical content and practical application of clinical leadership with
the achievement of unit learning outcomes and graduate attributes.
The Written Assessment provides an opportunity to discuss current and contemporaneous issues that
impact on graduate nurses as they transition to contemporary practice and both experience and
assume responsibilities of clinical leadership.
The Professional Discourse is an opportunity for students to explore current professional issues,
critically reflect and structure arguments around an aspect of the future graduate environment in which
they will practice.
These assessments are required to build student knowledge and skills which, by the conclusion of
this programme, will enable the student to graduate as a safe and effective nurse.
ELECTRONIC SUBMISSION, MARKING AND RETURN
Electronic submission, marking and return is being used for this unit. Assessment Task 1 and
Assessment Task 2 will be submitted and marked via Turnitin.
Assessment tasks Due date Weighting
(%)
Learning
outcome(s)
assessed
Graduate
attribute(s)
assessed
Written Assignment
Enables students to
articulate an
understanding of potential
challenges for new
nursing graduates and
their application to the
various levels of nursing
and healthcare
leadership.
Wednesday 6
th September 2023
at 14:00 (2 pm)
50% LO1, LO2,
LO3
GA4, GA5,
GA7, GA8
Professional Discourse
This assessment enables
students to demonstrate
sound written
communication skills and
synthesis of concepts,
through contribution,
reflection, and response to
discussions about
professional and
leadership issues in
nursing and health care.
Wednesday 18th October 2023
at 14:00 (2 pm)
50% LO3, LO4,
LO5
GA4, GA5,
GA8, GA9,
GA10
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ASSIGNMENT 1
Additional information is available on the NRSG377 Leo Site within the Assessment Tile
Due date: 6
th September 2023 at 1400 hrs (2 pm)
Weighting: 50%
Length and/or format: 1500 words +/- 10%
Purpose: Enables students to articulate an understanding of potential
challenges for new nursing graduates and their application to the
various levels of nursing and healthcare leadership.
Learning outcomes assessed: LO1, LO2, LO3
How to submit: This assessment must be submitted via Turnitin through
NRSG377 LEO Site. Multiple submissions can be made up until
the due date for the assessment (please note that there can be a
24-48 hour lock out period between each submission).
Resubmissions are NOT permitted after the due date.
Return of assignment: Grades and feedback will be made available through Turnitin in
accordance with ACU policy.
Assessment criteria: The criterion-referenced rubric on Appendix A should be used to
guide your writing. This rubric will also form the basis of your
feedback.
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ASSIGNMENT 2
Additional information is available on the NRSG377 Leo Site within the Assessment Tile
Due date: 18th October 2023 at 1500 hrs (3pm) AEDST (NSW, ACT & VIC)
1400 hrs (2pm) AEDST (QLD)
Weighting: 50%
Length and/or format: 1500 words +/- 10%
Purpose: This assessment enables students to demonstrate sound written
communication skills and synthesis of concepts, through
contribution, reflection, and response to discussions about
professional and leadership issues in nursing and health care.
Learning outcomes assessed: LO3, LO4, LO5
How to submit: This assessment must be submitted via Turnitin through
NRSG377 LEO Site. Multiple submissions can be made up until
the due date for the assessment (please note that there can be a
24-48 hour lock out period between each submission).
Resubmissions are NOT permitted after the due date.
Return of assignment: Grades and feedback will be made available through Turnitin in
accordance with ACU policy. As per ACU Assessment Policy, the
grades for this assessment task will not be available until release
of results for the Unit.
Assessment criteria: The criterion-referenced rubric on Appendix B should be used to
guide your writing. This rubric will also form the basis of your
feedback.
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REFERENCING
This unit requires you to use the APA 7th edition referencing system.
https://libguides.acu.edu.au/referencing/apa7
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student
Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they
include rules on deadlines; penalties for late submission; extensions; and special consideration. If you
have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
1. any numerical marks returned to students are provisional and subject to moderation
2. students will not be given access to overall aggregated marks for a unit, or overall unit grade
calculated by Gradebook in LEO
3. students will be given a final mark and grade for their units after moderation is concluded and
official grades are released after the end of semester.
WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential component of
professional and academic work. Reading and writing critically are fundamental skills which
demonstrate an understanding and an ability to make judgements and solve problems, hence why
only 10% of a word count should be direct quotes. That is, if the word count is 1500 words no more
than 150 of those words should be direct quotes. Word counts provide students with an indication of
the amount of detail and work required for each assessment item.
What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is
counted in the word count. This includes all, direct quotes and headings. The word count does not
include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends
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Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Student Academic Integrity and Misconduct
Policy and the Student Academic Misconduct Procedures are available from the website. Please read
them, and note in particular that cheating, plagiarism, collusion, recycling of assignments, contract
cheating, offering or accepting bribes and fabrication are not acceptable. Penalties for academic
misconduct vary in severity and can include being excluded from the course.
Turnitin Delete part or all this section if not relevant to this unit.
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking, and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.
ASSIGNMENTS SUBMITTED BEFORE THE DUE DATE AND TIME
Please note that if you submit your assignment and notice that the similarity index is high but do not
have time to revise your assignment before the due date has passed, then you are advised to:
• contact the Lecturer in Charge (within 24 hours of submission) and request that your
assignment be removed. This is limited to a once only request.
• revise the assignment, submit it within three days of the due date
• submit your assignment to Extensions and late submissions dropbox
Please note: you will incur a late submission penalty as per Academic regulations
• All submissions submitted after 72hrs of due date and time will receive a mark of zero as per
ACU policy.
Please review the Academic Integrity and Misconduct policy if you choose not to do this.
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FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowing’s are embedded in curricula for the benefit of all students at ACU.
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your Lecturer
in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit the Services, Support and Resources section of the Student
Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Support can assist you if you need educational adjustments because of a disability
or chronic medical condition; please contact them as early as possible.
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ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.
https://leo.acu.edu.au/course/view.php?id=43970&section=0
You should note that it is your responsibility to monitor LEO activity to monitor if any messages have
been posted for you, including particularly messages that might not have been forwarded to you via
email, and especially to check for feedback after submission of assessment tasks.
In addition, for this unit you will be required to use the following technologies:
Internet access is required for online learning
TEXTS AND REFERENCES
Required text(s)
Chang, E., & Daly, J. (Eds.) (2020). Transitions in nursing: Preparing for professional practice. (5th
ed.). Elsevier.
Stanley, D. (2019). Values-based leadership in healthcare: Congruent leadership explored. SAGE.
Recommended references
Australian Commission on Safety and Quality in Health Care (2017). National safely and quality health
service (NSQHS) Standards (2nd edition). Retrieved
from https://www.safetyandquality.gov.au/standards/nsqhsstandards and https://www.safetyandquality.gov.au/sites/default/files/2019-04/National-Safety-andQuality-Health-Service-Standards-second-edition.pdf (PDF version)
Dolan, B., & Overend, A. (2019). A nurse’s survival guide to leadership and management on the
ward. (3rd ed.). Elsevier.
McCormack, B., Manley, K., & Titchen, A. (Eds.). (2013). Practice development in nursing and
healthcare. John Wiley & Sons.
[Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for
practice. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professionalstandards/registered-nurse-standards-for-practice.aspx
Nursing and Midwifery Board of Australia. (2018). Code of conduct for
nurses. http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements.aspx
Further references
As per LEO modules
APPENDICES
A – Assessment Task 1 Overview and Rubric
B – Assessment Task 2 Overview and Rubric
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Appendix A – 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 time 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 registered nurses
will begin to demonstrate clinical leadership capabilities when working in the Australian health care
environment. Critically analyse the following case study when answering the essay questions.
Case Study Background
Xander is a graduate registered nurse (GRN) who is 8 weeks (about 2 months) into his first graduate
rotation at a large regional hospital. He is currently working on a Surgical Ward. For the first four weeks
Xander worked alongside his nurse preceptor/buddy nurse, Francisco. Xander felt comfortable working
with Francisco, and felt well supported, but Francisco is now on annual leave. Xander told his partner this
week that he doesn’t really feel comfortable asking the interprofessional team for help because “they are
all so busy” and that he is questioning himself and thinking that maybe he is “not doing a good job”.
Xander has a supportive male partner, Hamish, and they have a 2-year-old daughter. Xander is trying to
keep up with his other commitments, including basketball training and games, and spending time with his
young family. Xander just completed his first four (4) night shifts and will be back on the ward for an
afternoon shift today (Saturday). He is feeling tired and frustrated because he slept through his alarm,
missed his basketball game, and didn’t get a chance to do the food shopping for the week. He is also
disappointed that he can’t go with his family to his mother-in-law’s birthday celebration that afternoon.
On Shift:
Xander arrives on the ward 15 minutes prior to the shift starting. On arrival, he realises that he has not
worked with the Nurse-in-Charge before, but there are other nurses on the shift that he has met. There is
an agency nurse allocated to the patients in the rooms next to him.
Xander feels a little nervous about the shift, but he knows two (2) of the patients he has been allocated
from his recent night shifts and he is allocated a further two (2) patients who were recently admitted to
the ward.
Please see next page for handover information.
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Xander receives the following handover:
Room Patient Diagnosis Handover
40 Mrs Rita
Williams
85 Years
Day 4
# Right NOF
PHx: Dementia, Osteoarthritis, Parkinson’s
disease, Hypertension
Social Hx: Lives in high care nursing home,
daughter Enduring power of attorney (EPOA)
Medications: Paracetamol Osteo, Levodopa, Vit
D, Metoprolol, IVABs, PRN Endone
Current: Day 4 post operative, acute delirium –
unsettled, pain +++, AIN special
Last Obs: HR 114, BP 100/60, RR 32, O2 Sats
88% 4L O2 HM, Temp 38.3, GCS 13/15.
41 Ms Frances
Fernandez
68 years
Day 0
L) Shoulder
arthroscopy
PHx: Immobility in shoulder for past 9 months,
bowel CA 2 years ago, permanent colostomy
insitu
Social Hx: Lives at home with partner.
Normally independent with stoma care.
Current: 2 hours post op – RPAO 1/24 hourly
Sling insitu L) arm. Currently RIB. Requesting
lunch. Regular and PRN analgesia.
42 Mr Sandeep
Patel
62 years
Day 3
post R) below
knee
amputation
(BKA)
PHx: Diabetes Mellitus Type 2,
peripheral arterial disease
(PAD) Prescribed Metformin at
home
Medications: Sliding scale
insulin QID. Regular analgesia
with PRN Endone.
Current: x2 drains insitu –
minimal heamoserous output.
Appears agitated. Reports 7/10
pain. A/W physio review.
Social: Requires referral for
inpatient rehab.
43 Ms Ruby
Anderson
16 years
Day 1
post fracture
reduction of
comminuted
L) distal
radius
fracture.
PHx: Injury occurred while playing competitive
netball.
Current: Splint insitu L) arm. QID
neurovascular obs. Regular analgesia
prescribed.
Social: For discharge home with her mother
this afternoon.
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Xander carefully prepares a shift planner and undertakes his initial patient assessments.
Time passes:
It is now 4pm and Xander realises that he has not yet investigated the discharge requirements for Ms.
Anderson, and he hasn’t been able to find a second nurse to do the DD check for Mr Patel’s PRN
analgesia. He did set an obs machine for hourly obs recordings on Ms. Fernandez, but he has not
checked her since 2:30pm.
Mrs. Williams’ daughter then comes running to him saying that she can’t wake up her mother. Xander
goes directly to assess Mrs. Williams and realises that she is not responding and needs urgent clinical
review. It is the first time he has needed to respond to an unresponsive patient, and he quickly tries to
find the nurse in charge. While trying to find the nurse in charge, Mr. Patel’s physio informs Xander that
Mr. Patel has 10/10 pain, is sweating and is agitated. At that exact time a nurse presses the emergency
buzzer, and a MET Call is called for Mrs. Williams.
Time passes:
Mrs. Williams has been diagnosed with pneumonia and transferred to the Intensive Care Unit. The
Nurse-in -Charge administered the PRN analgesia to Mr. Patel while Xander assisted in Mrs. Williams
transfer to ICU. Xander has just checked Mrs. Fernandez, for the first time since 2:30pm, and has helped
her set up dinner. Ms. Anderson is about to be discharged home.
It is now 7pm and the Nurse in Charge reminds Xander that he needs to have his dinner break, but
Xander realises that the hospital café just closed, and he did not bring anything for dinner.
Time passes:
It is now 9pm and time for handover. At handover, to the overnight agency nurse, Xander realises that
he has not checked Mr. Patel’s BGL at all this shift and he has not finished updating his patient notes on
the computer on wheels (COWS).
Xander stays 30 minutes after the end of his shift to complete his progress notes. He cannot wait to go
home. He feels overwhelmed and very tired.
Critically analyse the case study to answer the following three (3) questions within an essay
format:
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 Xander in his transition period. Use current nursing related literature
to support your discussion. (LO1)
2. This shift required Xander to demonstrate nursing knowledge, skills, and attitudes. Identify two (2)
areas for improvement related to Xander’s planning and implementation of care this shift and discuss
an evidence-based recommendation for each that promotes more efficient and effective patient care.
(LO2)
3. In Xander’s role as a graduate registered nurse he is expected to begin developing clinical leadership
skills. Identify and analyse two (2) opportunities where a more senior RN could have
demonstrated clinical leadership while working on this shift with Xander. Use current nursing related
literature to support your discussion. (L03)
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Appendix A: Assessment Task 1 Rubric marked at 100% and weighted at 50% of the overall grade.
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
Structure,
Mechanics, and
Intelligibility
5 marks
5 marks 4 marks 3 marks 2.5 marks 1 mark 0 marks
There is a clear introduction,
body, and a clear concluding
paragraph.
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.
There are no errors with
grammar, spelling and
punctuation, and the
meaning is easily
discernible.
There is a clear introduction,
body, and a clear concluding
paragraph
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.
There are minimal errors with
grammar, spelling, and
punctuation. The meaning is
readily discernible.
There is a clear introduction,
body, and a clear concluding
paragraph.
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.
There are some errors with
grammar, spelling, and
punctuation. The errors
detract; however, the
meaning is discernible.
There is a mostly clear
introduction, body, and a
mostly clear concluding
paragraph.
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 are substantial errors
with grammar, spelling, and
punctuation. The errors
detract significantly, but the
meaning is discernible.
There is no introduction or
concluding paragraph.
There is evidence of
paragraphs, however
paragraph structure is
disorganised, with no clear
ideas, and no links or there is
no evidence of paragraphs.
Grammar, spelling, and
punctuation are such that the
reader cannot make sense of
the content.
No paragraphs.
The reader cannot
make sense of the
content.
Question 1 –
Knowledge and
Understanding
10 marks
10 – 9 marks 8.75 – 8 marks 7.7.5 – 6.5 marks 6.25 – 5 marks 4.5 – 0.5 marks 0 marks
One (1) personal, resilience
focused strategy and one (1)
organisational/workplace
strategy clearly and
comprehensively discussed
and justified.
Both strategies are relevant
and appropriate.
One (1) personal, resilience
focused strategy and one (1)
organisational/ workplace
strategy clearly discussed
and justified.
Both strategies are relevant
and appropriate.
One (1) personal, resilience
focused strategy and one (1)
organisational/ workplace
strategy discussed and
justified with some clarity.
Both strategies are relevant
and appropriate.
One (1) personal, resilience
focused strategy and one (1)
organisational/ workplace
strategy discussed, and
some justification provided.
Discussion lacks clarity.
Either one (1) or both
strategies are mostly relevant
and appropriate.
Either one (1) personal
resilience focused strategy or
one (1)
organisational/workplace
strategy omitted. Discussion
is not justified and lacks
clarity.
Strategies are mostly
irrelevant and/or not
appropriate.
There are no
strategies
identified.
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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
Question 1 –
Critical Thinking
and Evaluation of
Evidence
20 marks
20 – 18 marks 17.5 – 15.5 marks 15 – 13 marks 12.5 – 10 marks 9.5 – 0.5 marks 0 marks
Comprehensive, concise, and
critical discussion that is all
directly relevant to the case
study and the essay
question.
All arguments are supported
and justified with high quality,
credible and appropriate
literature, and evidence.
.
Significant, concise, and
critical discussion that is
directly relevant to the case
study and the essay
question.
Most arguments are
supported and justified with
high quality, credible and
appropriate literature, and
evidence.
Discussion is relevant to the
case study and the essay
question, however, is
descriptive throughout.
Some arguments are
supported and justified with
quality, credible and mostly
appropriate literature, and
evidence.
Discussion has some
relevance to the case study
and the essay question,
however, is descriptive
throughout.
Many arguments lack support
and justification from quality
however some credible
literature and evidence has
been used.
Discussion has limited
relevance to the case study
and the essay question.
Most arguments are not
supported and/or justified
with credible literature and
evidence.
There is no
discussion relevant
to the case study.
There is no
evidence to support
discussions.
Question 2 –
Knowledge and
Understanding
10 marks
10 – 9 marks 8.75 – 8 marks 7.7.5 – 6.5 marks 6.25 – 5 marks 4.5 – 0.5 marks 0 marks
Two (2) areas for
improvement related to
planning and implementation
of care on the shift identified
and relevant.
Recommendations that
would have promoted more
efficient and effective patient
care are comprehensively
identified and relevant.
Two (2) areas for
improvement related to
planning and implementation
of care on the shift identified
and relevant.
Recommendations that
would have promoted more
efficient and effective patient
care are clearly identified
and are relevant.
Two (2) areas for
improvement related to
planning and implementation
of care on the shift identified
and mostly relevant.
Recommendations that
would have promoted more
efficient and effective patient
care are mostly identified
and are mostly relevant.
Two (2) areas for
improvement related to
planning and implementation
of care the shift identified
and are somewhat relevant.
Recommendations that
would have promoted more
efficient and effective patient
care are somewhat identified
and somewhat relevant.
Either one (1) or both areas
for improvement related to
planning and implementation
of care on the shift omitted.
Recommendations that
would have promoted more
efficient and effective patient
care are not identified.
There are no areas
for improvement
identified.
There are no
recommendations
provided
Question 2 –
Critical Thinking
and Evaluation of
the Evidence
20 marks
20 – 18 marks 17.5 – 15.5 marks 15 – 13 marks 12.5 – 10 marks 9.5 – 0.5 marks 0 marks
Comprehensive, concise, and
critical discussion that is all
directly relevant to the case
study and the essay
question.
The recommendations are
comprehensively discussed
and justified with high quality,
credible and appropriate
literature, and evidence.
Significant, concise, and
critical discussion that is
directly relevant to the case
study and the essay
question.
The recommendations are
discussed significantly and
mostly justified with high
quality, credible and
appropriate literature, and
evidence.
Discussion is relevant to the
case study and the essay
question; however, it is
descriptive throughout.
The recommendations are
discussed satisfactorily, and
some arguments are
supported and justified with
quality, credible and mostly
appropriate literature, and
evidence.
Discussion has some
relevance to the case study
and the essay question;
however, it is descriptive
throughout.
The recommendations are
discussed superficially, and
the arguments lack support
and/or justification from
quality and credible literature
and evidence.
Discussion has limited
relevance to the case study
and the essay question.
Most arguments are not
supported and/or justified
with credible literature and
evidence.
There is no
discussion relevant
to the case study.
There is no
evidence to support
discussions.
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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
Question 3-
Knowledge and
Understanding
10 marks
10 – 9 marks 8.75 – 8 marks 7.7.5 – 6.5 marks 6.25 – 5 marks 4.5 – 0.5 marks 0 marks
Two (2) clinical leadership
skills are comprehensively
identified, relevant and
appropriate.
Two (2) clinical leadership
skills are clearly identified,
relevant and appropriate.
Two (2) clinical leadership
skills identified are mostly
relevant and appropriate.
Two (2) clinical leadership
skills identified are somewhat
relevant and appropriate.
Clinical leadership skills are
not identified.
No clinical
leadership styles
identified.
Question 3 –
Critical Thinking
and Evaluation of
the Evidence
20 marks
20 – 18 marks 17.5 – 15.5 marks 15 – 13 marks 12.5 – 10 marks 9.5 – 0.5 marks 0 marks
Comprehensive, concise, and
critical discussion that is all
directly relevant to the case
study and the essay
question.
All arguments are supported
and justified with high quality,
credible and appropriate
literature, and evidence.
Significant, concise, and
critical discussion that is
directly relevant to the case
study and the essay
question.
Most arguments are
supported and justified with
high quality, credible and
appropriate literature, and
evidence.
Discussion is relevant to the
case study and the essay
question; however, it is
descriptive throughout.
Some arguments are
supported and justified with
quality, credible and mostly
appropriate literature, and
evidence.
Discussion has some
relevance to the case study
and the essay question,
however, is descriptive
throughout.
Arguments lack support and
justification from quality and
credible literature and
evidence.
Discussion has limited
relevance to the case study
and the essay question.
Most arguments are not
supported and/or justified
with credible literature and
evidence.
There is no
discussion relevant
to the case study.
There is no
evidence to
support
discussions.
Referencing
Use of APA 7th
Edition required.
5 marks
5 marks 4 marks 3 marks 2.5 marks 1 mark 0 marks
Accurate use of APA 7th
referencing style on all
occasions. Accurate and
consistent use of a range of
in-text citations throughout.
Accurate use of APA 7th
referencing style on almost
all occasions.
Accurate use of APA 7th
referencing style on most
occasions.
Accurate use of APA 7th
referencing style on some
occasions.
Many inaccuracies with APA
7
th referencing style. More
than 10 errors noted. Too
many direct quotations (more
than 5%).
No correct use of
APA references.
No references
used.
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Appendix B – Assessment Task 2 Overview
The role of a clinical leader:
To motivate, to inspire, to promote the values of the Healthcare profession, to empower and create a consistent
focus on the needs of patients being served. Leadership is necessary not just to maintain high standards of care,
but to transform services to achieve even higher levels of excellence” (Department of Health, 2007, p.49 as
stated in Stanley, 2023).
You are a graduate registered nurse working on a surgical ward in a large regional hospital. You have been
working on the ward for the past six (6) months and are feeling comfortable in your role as the registered nurse.
In the past couple of weeks, you have observed/ noticed the following in practice and through your own
professional development:
• There have been many staff, inclusive of nursing and allied health who have resigned from their positions.
You have also noted that the casual/ pool staff that are allocated to the ward are not happy to be there.
You have overheard the pool staff make comments like “they do not feel welcome, they are always given
the heaviest workload and if an incident occurs, they are always blamed.”
• There has been an increase in patients being readmitted to the ward due to complications of wound
breakdowns. When observing other staff members completing dressing changes for patients, you notice
a large discrepancy in techniques and notice a significant lack in following the ward policy related to
dressing changes.
• After reading some journal articles for PD, you have identified that Electronic Medical Records (EMR)
are utilised in some health services however in the regional hospital, medical records are paper- based
version. This makes you wonder, what type of records have a more positive effect on patients and health
care professionals?
After reflecting on these observations, as a clinical leader, you have escalated your concerns to your Nurse Unit
Manager who supports your concerns and advises you to write a letter to Myles Chamberlain, the Chief
Executive Officer (CEO) of the health service district. In your letter, respond to the following:
1. Identify the issue/ practice concern/ ward culture that you would propose to change and give a
background explanation why (using current literature). (250 words)
2. Identify two (2) interventions you propose to implement that are specific and achievable in relation to
your identified area for change. Discuss how you are going to engage stakeholders and communicate
these proposed interventions. (400 words)
3. Identify two (2) possible barriers to change, one (1) individual and one (1) organisational and discuss.
(300 words)
4. Identify the leadership style that you will adopt in this innovation for change. Analyse how the attributes
of this specific leadership style would benefit and guide success of this change management proposal.
(400 words)
Department of Health. (2007). Our NHS: Our Future. NHS Next Stage Review Interim Report. London: HM
Stationary Office
Stanley, D. (2019). Values-based leadership in healthcare: Congruent leadership explored. SAGE
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Appendix B: Assessment Task 2 Rubric marked at 100% and weighted at 50% of the overall grade
Criteria (marks)  High Distinction (HD) 100-

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