(Fobby) Please follow guide lines for the essay and the learning outcome also student want plagiarism report, 2000 words ±10% (if your work falls below or above the word count your grade will be reduced by 10%) Using the case scenario provided for your field of practice, and regarding learning outcomes 1, 2 & 5, discuss with rationale a comprehensive assessment of two problems. One of the two issues identified should be physical, and one non-physical from the patient in the scenario. You should demonstrate awareness of mental, physical, cognitive, behavioural, social and spiritual needs using an identified nursing model/assessment framework relevant for your field of practice outlined in the scenario.
School of Health & Education
Foundations of Nursing Knowledge
NIP 1803
Programme restrictions: Only students on the Pre-registration Nursing Programme Level Restrictions: Automatic Deferral: Not permitted
Aims:
This module aims to start developing the role and function of the graduate adult nurse in health and illness. It will provide the fundamental nursing knowledge required to undertake a basic nursing assessment, support and enable people across different life spans in managing and improving physical and mental health, as well as preventing ill health. The module will introduce theories, evidence and models to support the art and science of nursing to develop knowledge and understanding about the nature of nursing, the person, health, society and the environment.
Learning Outcomes:
On completion of this module, the successful student will be able to:
1. Discuss how knowledge has shaped and currently shapes contemporary nursing practice
2. Compare and contrast how different types of knowledge/evidence can support/underpin contemporary nursing practice to develop knowledge and understanding of the art and science of nursing
3. Explain the meaning of public health in discussing the key drivers influencing public health policies and the public health role of the adult nurse.
4. Explain the relevance of health promotion and discuss contemporary approaches to health promotion, health improvement, illness prevention and behaviour change through the human lifespan for adult nursing practice
5. Outline factors that can impact on physical and mental health and discuss how the nurse can safely assess the physical and mental health needs of an individual through the lifespan drawing on appropriate models/frameworks relevant for the field of practice.
Syllabus:
• Introduction to nursing theories and the importance of theories to current practice.
• Introduction to research and to use evidence – informal and formal ways of knowing and acquiring knowledge (Intuition, Personal knowledge, Scientific Knowledge, Tacit knowledge, Tradition).
• What is Public Health and the relevance to nursing practice? Approaches to public health, the major public and global health issues affecting society today, working in partnership to address public health concerns – key principles, drivers and influence. Early identification of health risks. Primary, secondary and tertiary prevention of risks to health.
• Determinants of health. Introduction to illness and behaviour, Parsons sick role, stigma and impact of behaviour and lifestyle choices on health across the life span. Defining health promotion and barriers to accessing health care within diverse populations.
• Introduction to the nursing process and nursing assessment frameworks. Introduction to patient assessment – physical and mental health across the lifespan. Introduction to health technologies/E-health across the lifespan. Diversity in caring and wider factors influencing health – sociological, psychological, spiritual, cultural influences.
Learning and teaching strategy:
A range of online teaching, learning and assessment strategies will be employed to facilitate surface learning when applicable (concrete skills, tasks), moving towards deeper understanding (reflection, analysis knowledge and research informing practice). Students completing the programme will also be ready for practice moving towards an increasing independent self-assessing learning approach. Students will be encouraged to explore their learning styles and participate in their learning and that of others in the seminar groups facilitated by the seminar lecturer. Students will also be engaged in selfassessment and group discussions to help develop their descriptive and narrative skills as the first stage of the reflective cycle. Materials will provide activities and support on My Learning.
The online delivery of the module will be in field-specific groups. The delivery will use a blended learning approach to present the generic teaching content of the core topics in the syllabus. This approach will be available using digital technology in the form of podcasts, narrated PowerPoint presentations, videos in advance of timetabled teaching sessions with relevant reading and pre-session work for the students on
MyLearning. The module will address knowledge and understanding of the subject matter to field of practice in online seminar/workshops led by the field group lecturer using discussion, group work and quizzes.
There will be online seminars that will focus on scenarios across the human life span and all fields of nursing practice that will address public health, health promotion and patient assessment. The cases will be about a community; "The Burroughs", which will be a neighbourhood with different families/individuals that reflects today's society with regards diversity and cultures to address the module learning outcomes. This method of delivery of the module is to facilitate your development as a student of Middlesex University Graduate Attributes as you start the first year of academic study at the graduate level.
Also, skills laboratory sessions will facilitate your skill development in patient assessment, taking a health history and mental health assessment. Group working with peers is an integral part of this module as peer feedback is a critical component of your learning process. There will be embedded sessions before the module starting to address the expectations of studying at the graduate level, digital literacy and working with others. Also, throughout the Module run, students will have timetabled sessions from the Learning Enhancement Team (LET) to support academic writing skills as well as timetabled tutorial sessions from the seminar leaders.
Assessment scheme:
(a) Formative assessment scheme
1. Concept map of essay plan and bibliography
2. Online group presentations in seminars
(b) Summative assessment scheme
Students will be able to demonstrate achievement of the intended learning outcomes via a combination of written coursework (80%) and a peer group online presentation assessment (20%)
1. 2000 word (±10% ) discussion of a comprehensive patient assessment related to adult nursing demonstrating awareness of mental, physical, cognitive, behavioural, social and spiritual needs using an identified nursing assessment framework (outcomes 1,2 & 5 - individual grade 80%)
2. 20 min group oral presentation with a poster that focuses on the investigation of a public health issue of their choice relevant to adult nursing practice (outcomes 3 & 4 - group grade 20%)
Overall grade for the module will be an aggregation of the two assessment tasks.
Research Ethics:
The teaching, learning, assessment and research activities undertaken in this module have been considered and are not likely to require ethical approval.
• However, please seek advice if undertaking the module entails carrying out any research activities involving
human participants, human data, animals/animal products, precious artefacts, materials or data systems.
If you submit work that includes data gathered from or about people, this may be treated as academic misconduct and could lead to an award of fail grade.
• Research ethics approval seeks to ensure all research is designed and undertaken according to certain principles of ethical research. These include: 1. Primary concern must be given to the
safety, welfare and dignity
of participants, researchers, colleagues, the environment and the wider community
2. Consideration of
risks
should be undertaken before research commences to minimise risks to those involved – i.e. human participants or animal subjects, colleagues, the environment and the wider community, as well as actual or potential risks to those directly or indirectly affected by the research.
3.
Informed consent
should be freely given by participants, and by a trained person when collecting or analysing human tissue (details on accessing and completing online training for gaining informed consent for HTA purposes can be found below in Section 8).
4. Respect for the privacy, confidentiality and anonymity of participants
5. Consideration of the rights of
people who may be vulnerable
(by virtue of perceived or actual differences in their social status, ethnic origin, gender, mental capacities, or other such characteristics) who may be less competent or able to refuse to give consent to participate
6. Researchers have a responsibility to the general public and their profession; as such they should balance the anticipated benefits of their research against
potential harm, misuse or abuse
which must be avoided
7. Researchers must demonstrate the highest standards of
ethical conduct and research integrity. They must work within the limits of their skills, training and experience, and refrain from exploitation, dishonesty, plagiarism, infringement of intellectual property rights and the fabrication of research results. They should declare any actual or potential conflicts of interest, and where necessary, take steps to resolve them.
8. When using human tissues for research, the Human Tissue Act and Human Tissue Authority (HTA) requirements must be met. Please contact the relevant designated person (DP) in your department or the HTA Designated Individual (DI) (Dr Lucy Ghali - [email protected]). Further information is provided below in the section: "Human Tissue Authority Information", see 'Governance Structure" document and SOPs etc. 9. Research should
not involve any illegal activity, and researchers must comply with all relevant laws.
• For more information about ethics go to the Middlesex Online Research Ethics (MORE) system which has information and guidance to help you meet the highest standards of ethical research using this link: https://MOREform.mdx.ac.uk
• Information and further guidance on how to complete a research ethics application form (e.g., video guides and templates) can be found on the MORE MyLearning site*: http://mdx.mrooms.net/enrol/index.php?id=12277 (Login required) *Middlesex University Definition of Research document can be located on this site.
5. Learning resources:
Materials will provide activities and support in My Study Page
via
https://myunihub.mdx.ac.uk
Please refer to your online reading list available through the following link
http://readinglists.mdx.ac.u
k
Expectations of studying this module
Attendance policy
Students are to attend both lectures and seminars/workshops, as detailed in the Student Attendance Policy. Engaging with online and remote learning and activities is integral to your success. Attendance is monitored in
seminars and lectures. This record is used in part to determine your qualification for registration with the Nursing and Midwifery Council.
Further information on engaging with your programme will be available at your Induction and updates online at UniHub:
https://unihub.mdx.ac.uk/study/assessment/attendance
Late policy
Students MUST login on time to all scheduled sessions, to avoid any interruptions to classes. This means that students who are persistent latecomers for taught sessions, will not be permitted to enter the online classroom until the next available opportunity, such as after coffee or lunchtime. This lateness may a record of absence for the time that you were not in class.
Mobile phones
All mobile phones must be switched to silent whilst in online class sessions unless directed by your tutor to do otherwise.
Calls and texts cannot be made or received whilst in class unless agreed with the tutor before the session starts. Mobile phones disrupt both students and teachers. If you use your mobile phone in class, you may have to leave the session.
Professional behaviour
The programme of study you are undertaking is underpinned by developing professional behaviour and attitude. It would be best if you behaved in a professional, supportive manner to your peers and teachers. You must come to sessions appropriately dressed, prepared and ready to contribute where appropriate. Please remember that you should have your University ID with you always, and you must be able to identify yourself if asked to do so—you MUST log in to the online class with the name as in your register. Please conduct your email communication with fellow students, tutors and all relevant staff formally and courteously.
Academic misconduct
Academic misconduct is a breach of the values of academic integrity. It can occur when a student cheats in an assessment or attempts to deliberately mislead an examiner that the work presented is their own when it is not. It includes, but is not limited to, plagiarism, commissioning or buying work from a third party or copying the work of others, breach of examination room rules.
Students who attempt to gain an unfair advantage over others through academic misconduct will be penalised by sanctions, according to the severity of the offence, which can include exclusion from the University. Links to the relevant University regulations and additional support resources can be found here:
Academic Integrity Awareness Course
Access to course
.
(You will have to log into to MyUniHub and then MyLearning to access the course) Section F: Infringement of Assessment Regulations/Academic Misconduct:
https://www.mdx.ac.uk/about
-
us/policies/university
-
regulations
Referencing & Plagiarism: Suspected of plagiarism?:
http://libguides.mdx.ac.uk/c.php?g=322119&p=2155601
Referencing and avoiding plagiarism:
http://unihub.mdx.ac.uk/your
-
study/learning
-
enhancement
-
team/online
-
resources/referencing
-
and
-
avoiding
-
plagiarism
The MDXSU Advice Service offers free and independent support face-to-face in making an appeal, complaint or responding to any allegations of academic or non-academic misconduct.
https://www.mdxsu.com/advice
Extenuating circumstances:
There may be difficult circumstances in your life that affect your ability to meet an assessment deadline or affect your performance in an assessment. These are known as extenuating circumstances or 'ECs'. Extenuating circumstances are exceptional, seriously adverse and outside of your control. Please see link for further information and guidelines:
https://unihub.mdx.ac.uk/your
-
study/assessment
-
and
-
regulations/extenuating
-
circumstances
6. Assessment
Summative assessment:
Summative assessment contributes to check the level of learning at the end of the course. It is summative because it tests accumulated learning during the course. The point is to ensure that students have met the learning outcomes for the course and are at the appropriate level. It is the summative assessment that determines the grade that you ultimately get for the module.
There are two assessment components in this Module: Group Presentation (20%) & Individual 2000 words discussion of patient assessment essay (80%).
The table below specifies the associated deadlines:
Summative assessment
|
Weighting
|
|
Deadline
|
|
Feedback
|
|
Group presentations Public Health
Poster
|
20%
|
|
20th. & 21st.
May 2021
|
|
|
|
14th. June 2021
|
|
|
25th. June 2021
|
|
3rd. & 4th.
June 2021
|
|
|
|
|
|
|
2000 words (±10% ) assessment discussion
|
Patient
|
80%
|
Patient assessment discussion
6th. May 2021
Short extension
20 May 2021
|
5th. June 2021
|
|
|
|
|
|
|
|
|
|
|
|
To pass this module, the overall grade for the module will be an aggregation of the two assessment tasks with an average minimum grade of
40%
or equivalent.
15
|
|
|
Before you submit your work for final grading, please ensure that you have accurately referenced the work. It is your responsibility to check spelling and grammar. If you have submitted a formative or draft assessment, you will receive feedback but no grade. The comments should inform you about how well you have done or tell you about the areas for improvement. All assignments should be submitted online unless specified in assessment briefs.
Further information is available at
https://unihub.mdx.ac.uk/study/assessment/regulations
.
We now look at each component of the assessment for this module in detail. Each of the following tables provides an overview of the requirements for each component. The support provided for each component, along with the feedback arrangements, is also detailed below.
NIP/CYP/MHN 1803 Assessment guidelines
Formative assessment
The formative assessment feeds into the summative assessments.
For assessment one, you will produce a concept map of your essay plan for the scenario related to your field of practice. The formative assessment will feed into the written summative assessment where you will be required to discuss a comprehensive patient assessment using a case study related to your field of practice. This assessment will address learning outcomes 1, 2 and 5. Please refer to Hopkins & Reid (2018)
"The Academic Skills Handbook" Chapter 1: Getting Started on Your Essay.
• Read through the summative assessment scenario for your field of practice. Utilise the summative assessment guidelines and the marking criteria to formulate a concept/mind map or fishbone essay plan for your chosen scenario that explains how you will address the assignment, and this must include identification.
• Then undertake a literature search to formulate a bibliography citing the relevant sources of evidence, e.g. journal articles, clinical guidelines textbooks that you will use to support the discussion in work. A minimum of 10 such references is required. Your bibliography must be in the Harvard referencing system (see Cite Them Right Online (https://www
-
citethemrightonline
-
com.ezproxy.mdx.ac.uk/
)
• Write up 300-350 words related to one aspect of the essay guidelines (excluding the introduction and conclusion part) from your concept map using supporting evidence
For assessment 2- poster presentation: the work that you do for the seminars with regards to group work and presentations will help to prepare you for the poster presentation assessment
Summative assessment 1: (80%)
2000 words ±10% (if your work falls below or above the word count your grade will be reduced by 10%)
Using the case scenario provided for your field of practice, and regarding learning outcomes 1, 2 & 5, discuss with rationale a comprehensive assessment of two problems. One of the two issues identified should be physical, and one non-physical from the patient in the scenario. You should demonstrate awareness of mental, physical, cognitive, behavioural, social and spiritual needs using an identified nursing model/assessment framework relevant for your field of practice outlined in the scenario.
Guidelines for the essay
The essay will need to:
• Have a clear Introduction - the purpose of the introduction is to present the content of your essay. You may use the simple 'What, Where, and How' approach in writing your introduction. This must include the purpose of the essay and identify the two activities that you have chosen to discuss, the key issues that you will be discussing throughout the essay and how you will conclude. You should then follow through your essay logically. It is sometimes best to leave the writing of the content for the introduction for the end having structured the main body of the essay
• Define
using supporting evidence from the literature
what nursing assessment is and the significance of patient assessment as part of the nursing process; the processes involved, e.g. data collection- what type of data is collected such as objective data, subjective data, sociological and why.
• Discuss using supporting evidence from the literature the purpose of the model/framework identified in the scenario and how it will structure the assessment. This discussion will also need to include the benefits of the model/framework. Also, you may have identified as part of the assessment of the two problems that you will use other assessment tools. Example include assessment tool such as a nutritional assessment tool, pain assessment tool, depression and anxiety assessment tool or a falls risk assessment tool ( these are just some examples). The assessment tool needs to be discussed, explaining their purpose in the assessment.
• Discuss individually the assessment of your two chosen problems and which activities of living to assess the issues. You may find that your chosen problem may link to more than one activity, and you may need to justify the reason for this. This aspect of the discussion in the essay will need to incorporate a rationale for your choice of activity concerning the context of the scenario. You should discuss with appropriate rationale the objective and subjective data that you collect. Discuss how you will collect the data; explore how wider factors such as psychological, cultural, spiritual, sociological aspects may influence the assessment that you will undertake for each chosen problem. All aspects of the discussion must be evidenced-based using supporting nursing literature
• Conclude. The conclusion needs to show that you leave the reader satisfied that you addressed the question set for the scenario and that you have followed through what you set out to do in your introduction. It should summarise the content of your discussion. You need to relate this to learning outcomes 1, 2 & 5 as a final indication to the reader that the purpose of the essay has been achieved.
• The content must be supported by relevant and up to date literature throughout. Use the Harvard referencing system on Cite Them Right Online (https://www
-
citethemrightonline
-
com.ezproxy.mdx.ac.uk/
) in the essay and to present your reference list at the end of the essay The essay needs to be written in size 11-12 Arial font and double spaced.
• You will also need to include as an appendix the formative assessment and feedback
|
Summative assessment 1: (20%) group mark
A group digital poster presentation that focusses on investigation of a public health issue showing relevance to the field of practice addressing learning outcomes 3 & 4. Students will work in a group of four, and the assessment will be 20 minutes, and if the seminar group is an uneven number, then there will be a group of 3 and that group will also have 20minutes for their assessment.
Topics for public health digital poster
• Obesity/childhood obesity
• Cardiovascular disease prevention,
• Smoking
• Preventing type 2 diabetes,
• Substance abuse/misuse - alcohol and alcohol dependence/ drugs and drug dependence, Dementia
• Children's dental health
• Health checks for people with learning disabilities,
• Child and adolescent mental health
• Depression,
• Infectious diseases
• Sexual reproductive health.
What is a poster presentation?
A digital poster presentation is different from other kinds of presentation as your poster will be on display on the screen during the online assessment and the panel members will ask you questions drawn from the question relating to your topic. The poster will provide a visual way of communicating your group research on the public health topic and as such needs to attract the assessors.
The assessors will examine your poster on display and your role as a group will be to answer any questions related to the topic of your digital poster in the context of your field of practice. To prepare for this as a group, you will all need to ensure that you are familiar with all of the information included on the poster and other related details of the topic. The assessors will want to know more about your knowledge and understanding of the public health topic in the context of your field of practice than is presented in the poster (remember the digital poster is a visual summary). The assessors will have questions for each of the topics, and they would have also reviewed the e-poster submission via Turnitin before you present
the poster as a group. Your ability to work as a team is also being assessed therefore you need to ensure that you are all prepared and able to respond correctly when questioned about the public health topic you are presenting on the digital poster.
Guidelines for the poster
• Each student will draw one of the topics for the public health digital poster from a hat and will work with the other student who has the matching topic number – this will be your group for the assessment.
• The poster will need to address the following issues about the chosen topic:
§ Why is the topic a public health issue - epidemiology (scale of the problem), contributing factors, risk factors, impact on the individual and the society?
§ Key public health policies for the topic and service provision aimed at addressing the health issue from a community perspective to improve health, e.g. screening, health surveillance, community health improvement programmes universal versus targeted interventions (these are just some examples)
§ How nurses can work with individual patients to promote health for the topic – think of primary, secondary and tertiary prevention— models of health behaviour, models of behaviour change and skills to support behaviour change.
• The poster should also have your sources of references using the Harvard referencing system on Cite Them Right Online (https://www
citethemrightonline
-
com.ezproxy.mdx.ac.uk/
)
• The poster size must be size A1 ( 594mm x 841mm) without any borders and can be landscape or portrait. You can get your poster printed from below
(
https://unihub.mdx.ac.uk/study/it/printing
-
and
-
photocopying/large
-
format
-
printing
https://unihub.mdx.ac.uk/study/it/printing
-
and
photocopying/large
-
format
-
printing
• The poster presentation assessment will be 20 minutes. You will need to prepare as a group to expand and give commentary on the topic to demonstrate in-depth knowledge and understanding of the public health issue in the context of your field of practice (see 'What is a poster presentation is'?).
• You will need to upload an e-version of your poster online to Turnitin
one week before the poster presentation day. (see Poster Presentation dates). Each group member will have to upload the digital poster to their individual Turnitin submission.
• You will have allocated times when your group assessment will take place. You must ensure that you come to the examination to present professionally, therefore please ensure that you are dressed smartly for the appraisal.
|
• Towards the end of the academic year, there will be a planned virtual conference with a Public Health theme of which selected digital posters will be on display, and the groups will have the opportunity to do a poster presentation of their work at the conference.
Further information for the poster
• To help you design the poster refer to Chapter 3 in "The Academic Skills Handbook" pages 86-92 and follow the guidelines
Marking Criteria Rubric Level 4 for NIP1803 essay
Student Name: Student Number: Attempt: Marker:
|
Criteria
|
|
20-15 (Excellent)
|
11-15 (Very good)
|
9-10 (Good)
|
8 (Satisfactory)
|
0-7 (Unsatisfactory)
|
Breadth, depth and focus of content in relation to the question set for the assignment and learning outcomes 1, 2& 5 for the module.
|
/20
|
The content has clearly addressed the relevant learning outcomes. Breadth, depth and focus of the discussion is sustained throughout with comprehensive coverage of all the key
issues relevant to the question/assignment brief
|
The content has addressed the relevant learning outcomes. Breadth, depth and focus of the discussion sustained throughout and addresses most of the key
issues relevant to the question/assignment brief.
|
The content meets the relevant learning outcomes. Breadth , depth and focus of the discussion not fully sustained throughout as not all of the key issues relevant to the question/assignment brief addressed.
, but requires more in depth exploration of these key issues
|
The content has partially addressed the relevant learning outcomes. Breadth, depth and focus of the discussion not fully sustained. Not all of the key issues relevant to the question /assignment brief addressed. The content of the discussion is superficial throughout .
|
The content has not clearly addressed the relevant learning outcomes. Breadth, depth and focus of the discussion is not sustained as the work is very superficial and lacking in focus . The content does not clearly address key issues relevant to the question/assignment brief
|
|
|
20-25
|
15-19
|
11-14
|
10
|
0-9
|
Knowledge and understanding of module content
applied in the commentary/ discussions to address the question set for the assignment
|
/25
|
Extremely well informed knowledge base relevant to the module content.
Evidence of excellent understanding of the relevant issues to show learning from the module content in a proficient manner for this level of study to show original and creative interpretation of key concepts and arguments
Evidence of some higher level thinking
beyond the module content
|
Very good informed knowledge base relevant to the module content.
Evidence of clear and detailed understanding of the relevant issues to show learning from the module content. There is evidence of original and interesting
interpretation of key concepts and arguments however, not all aspects of the content relevant
|
Knowledge base relevant to the module content is good. There is evidence of some understanding as work identifies and explores some of the relevant issues to show learning from the module content.
Interpretation of key concepts and arguments is relatively basic and not all aspects of the content relevant
|
Knowledge base relevant to the module content is satisfactory.
Superficial level of understanding of the relevant issues to show learning from the module content as some important concepts of the module content missing. Exploration and interpretation of the module content is unclear at times
|
The work lacks the knowledge base required relevant for the module. Fundamental misunderstanding of the module content as the key concepts of the module not addressed clearly.
Meaningful learning is not evident in the work as interpretation of the module content is unclear
|
|
|
20-25
|
15-19
|
11-14
|
10
|
0-9
|
Commentary /discussion shows use of relevant and up to date literature, application of theory to practice with evidence of safe clinical practice and beginning of analysis
|
/25
|
There is excellent application of theory to practice with clear discussion of current issues and their influence on practice. Evidence of extensive and relevant reading beyond coursework
Evidence of consistently safe and high standards of practice in the discussions for this level of study.
Evidence of analysis in the work
|
Theory consistently applied to practice with discussion that shows awareness of current issues and their influence on practice. Evidence of relevant reading beyond coursework.
Incorporates evidence of safe and consistently well applied practice in the discussions for this level of study.
Some evidence of analysis in the work
|
Consistent application of appropriate theory to practice with discussion that shows some awareness of current issues and their influence on practice.
Evidence of good use relevant books and up to date literature
Evidence of safe practice has been shown in the discussions Work is mostly descriptive
|
Some appropriate and relevant theory with application to practice described with superficial discussion that shows awareness of some current issues and their influence on practice.
Sufficient use of relevant sources of material but little or no evidence of reading beyond coursework. Work is wholly descriptive
|
Limited range of relevant theory.
Inappropriate description and application of theory to practice.
There is poor understanding of practice issues and evidence of unsafe practice. Limited use of relevant literature or inadequate and irrelevant sources used.
Work is wholly descriptive.
|
20
|
|
|
9-10
|
7-8
|
6-5
|
4
|
0-3
|
Presentation and organisation of work.
Referencing
|
/10
|
Structure of the work shows convincing logical development of discussion with excellent linking of all elements of the essay which has followed through in the content with a firm conclusion . No errors evident with grammar, spelling and syntax. Excellent use of correct
terminology
Referencing in the essay and reference list has been done perfectly
|
Structure of the work is logical with development of discussion that links elements of the essay which has followed through in the content with a conclusion.
Minor attention needed to grammar, spelling and syntax. Very good use of correct terminology Referencing in the essay and reference list has some minor errors evident
|
Structure of the work on the whole is good. There is evidence of discussion and an attempt made to link elements of the essay however, there are aspects of the discussion that lack flow and progression of ideas and the conclusion is limited. Attention needs to be given to grammar, spelling and syntax as errors evident. There is evidence of use of terminology. Referencing in the essay and reference list needs attention as errors evident.
|
A reasonable attempt made to structure the work however, the discussion lacks logical flow as it starts of well but deteriorates towards the end. There are poor links between the paragraphs to bring elements of the essay content together and the conclusion is weak. Spelling, grammar and syntax needs attention as some persistent extensive issues in the work. Correct use of terminology is lacking.
Referencing in the essay and reference list needs attention as extensive flaws
and omissions evident
|
Structure of the work is disorganised and lacks clear logical flow of discussion as the content lacks direction and purpose and the conclusion is inadequate. The work is very difficult to understand as many points unclear due to poor spelling, grammar and syntax throughout the work. The work lacks use of correct terminology and where evident this has been misused. Referencing in the essay and reference list is poor and incomplete
|
Total Mark
|
/80
|
Essay
|
|
|
|
Strengths of this work:
|
|
|
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Areas for future development:
|
|
|
|
Suggestions as to how you may achieve these improvements:
|
|
|
|
Academic style:
|
|
|
|
General comments:
|
|
|
|
|
|
|
21
|
|
module content linking theory with practice
|
|
examples, clear links to practice, facts and/or statistics explained.
Strong, clear speaking voices easily understood by audience/assessors
|
practice. Good speaking voices; recovers easily from speaking errors.
|
examples are weak, facts and /or statistics based on very thin evidence and minimal link to practice. Clarity of speech is uneven; delivery is hesitant.
|
examples, very weak or no links to practice . Control of speaking tone, clarity, and volume is not evident.
|
|
Evidence of correct use of relevant and up to date sources of information with supporting evidence to show application of theory to practice and address learning outcomes 2 & 5. References clearly and correctly presented using the Harvard referencing system
|
/5
|
Information on poster is complete and accurate. It is well supported with current and up to date evidence significantly increasing audience knowledge of the public health topic.
Clearly addresses learning outcomes 2&5.
References are clearly and correctly presented
|
Information on poster is on the whole accurate with some minor errors. It is supported with basic evidence increasing audience knowledge of the public health topic to some degree. Learning outcomes 2& 5 have been addressed. Some minor errors evident with referencing
|
Information on the poster is on the whole satisfactory a some key information is missing. The supporting evidence used is limited as is the knowledge of the public health topic presented. Learning outcomes 2&5 partially addressed. Extensive flaws/ omissions evident with referencing
|
Information on the poster is unsatisfactory as it does include the major and relevant points for the public health topic. Very limited use of current and up to date evidence and minimal links made to practice. Learning outcomes 2 &
5 have not been clearly addressed in a meaningful way.
Referencing is poor
|
Evidence of team work, audience impact, appropriate dress, body language and use of gestures during presentation
|
/5
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The group holds the attention of the audience/assessors with the use of excellent eye contact throughout. Use of creativity keeps audience/assessor engaged. Group conveys confidence in talking about the public health topic. Use of physical gesture and facial expression conveys energy and enthusiasm. Group is supportive of each other
Attire was chosen to enhance presentation.
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The group is able to sustain the audience/assessor interest most of the time Creativity apparent, but is not well integrated into presentation. The group is in command of the public health topic but appear slightly nervous in delivery. There is
good eye contact with audience/assessor throughout most of the presentation. Use of physical gesture and facial expression is good, but appears forced or artificial at times. Attire was appropriate for the presentation and group is supportive of each other
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The group is able to sustain the audience/assessor interest to a limited extent. Limited evidence of creativity. The group is not completely sure of the public health topic and appears nervous or disengaged. Limited or sporadic eye contact with audience/assessor. Limited or inappropriate use of physical gesture and facial expression. Attire was appropriate for the presentation and the group showed willingness to help each other
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The group is unable to sustain audience/assessor interest .there is no evidence of creativity. The group is visibly nervous and does not convey interest in the topic. Does not make eye contact with audience/assessor. Physical gesture and awareness of facial expression are absent.
Attire was appropriate however, the group was disorganized and members unable or unwilling to help each other
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Total
/20
Strengths of this work:
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Areas for future development:
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Suggestions as to how you may achieve these improvements:
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23
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Academic style:
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General comments:
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1st
Marker Signature:
Date:
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2nd
Marker Signature: Date:
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External Examiner comments
Signature: Date:
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24
|
|
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15
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|
|
|
|
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27
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16
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|
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17
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|
|
|
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18
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|
|
|
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19
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|
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|
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20
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21
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|
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|
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22
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|
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23
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|
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24
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