Analytical Review of a Contemporary Transitional Factor

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Task 1a: Analytical Review of a Contemporary Transitional Factor: Written Essay Weight: 25%

Word Count: 2000 words (+/- 10%)Marketing Research and Data Analysis

In this task, students are required to demonstrate development of central arguments for the critical review

presentation. The analytical essay requires students to demonstrate critical analysis of factors that influence student transition to beginning level professional nursing practise. Students may choose from one (1) of the following contemporary transitional factors that impacts/influences newly registered nurses:

  1. Independent decision making
  2. Impact of shift work
  3. Horizontal bullying
  4. Increased independent workloads
  5. Psychological burn-out

Note that the choices will be capped across each campus so that there is an even spread of topics covered. Students must indicate their choice via the allocation submission portal in moodle during weeks 0-3. The system works on a first-in basis, therefore the longer you leave it to submit your topic choice, you may be limited in options.

The assessment is designed to demonstrate an understanding of the subject matter, literature search and review skills, academic writing and critical analysis abilities.

In the essay, students MUST address the following points related to the contemporary transitional factor in this paper using current literature and nursing Standards, Codes and guidelines as evidence:

  • INTRODUCTION– Describe the contemporary transitional factor that can impact new graduate nurses;
  • ANALYSIS – Discuss and analyse why the contemporary transitional factor occurs in relation to new graduate nurses;
  • RECOMMENDATIONS – Discuss and analyse how and why the factor should be addressed (by both nursing as a profession and healthcare organisations) – include in your response the impact this factor has on the quality of nursing and delivery of patient care.

Prior to preparing your assessment, please take note of the following information:

  • This assessment task is to be completed as a literature review.

For information about the requirements of a literature review and how to set it out, please access the following University help sheets:

literature-review_basic_2020 literature-review_detailed_2020 literature-review_planning_2020 literature-review_structure_2020
  • Headings and subheadings are to be used to guide the reader through the contents of your review.
  • You do not need to identify how you conducted your literature search.
  • Two (2) themes should be discussed within your analysis of why the contemporary transitional factor occurs.
  • Two (2) strategies should be provided within your response to how and why the factor should be addressed.
  • Students should refer to relevant nursing Standards, Codes and guidelines within their recommendations. These should be included in your reference list, but these will not be counted toward the minimum references required.
  • Students need to cite at least eight (8) academic references (i.e. current peer reviewed literature).
  • Referencing is to be according to APA 7th edition guidelines.

This assessment task relates to the following outcomes/attributes as per the course descriptor: Learning Outcomes: K1; K2; K3; S2; S4; A3

Graduate Attributes: GA1 Thinkers; GA2 Innovators; GA4 Communicators; GA5 Leaders

Marking Rubric

The minimum possible score for this rubric is 0 points and the maximum score is 85 points (Content 55, Readability 15, Referencing 10, and Academic Requirements 5) which will be converted to a mark out of 25 to represent the 25% weighting applied to the task. Intermediate scores will be converted respectively and rounded to the nearest available grade. Late submission penalties apply as per the Course Descriptor.

0 points 1 point 2 points 3 points 4 points 5 points
CONTENT Introduction Background information about the transitional Background information about the transitional Background information about the transitional factor Background information about the transitional factor Background information about the transitional factor Background information about the transitional factor
factor selected is factor selected is not selected is at times selected lacks clear selected is engaging selected is engaging
not articulated. clearly articulated. unclear. Relevance to linkage to topic. and leads to an and leads to a clear
Relevance to Relevance to graduate nursing is Relevance to underdeveloped purpose statement.
graduate nursing is graduate nursing is weakly articulated. graduate nursing purpose statement. Relevance to graduate
omitted. unclear. Purpose statement could be more clearly Relevance to graduate nursing is articulated
Purpose statement Purpose statement is could be stated more articulated. Purpose nursing is articulated and purpose statement
is not included. unidentifiable. Main clearly and concisely. statement could be and purpose is clear and concise.
Main discussion discussion themes Main discussion stronger. Main statement is clear. Main discussion themes
themes are not are poorly identified themes are unclear. discussion themes Main discussion clearly identified.
identified in the in the purpose lack clarity. themes identified.
purpose statement. statement.
ANALYSIS: THEME 1 Critical Analysis Review – Comparison No comparison or contrast of findings. Poor or little comparison and/or contrast of findings. Minimal comparison and contrast of findings. Moderate comparison and contrast of findings. Substantial comparison and contrast of findings. Comprehensive comparison and contrast of findings.
ANALYSIS: THEME 1 Critical Analysis Review – Limitations & Gaps Limitations are omitted. Gaps and controversies that exist in the literature are not stated or discussed. Limitations are poorly expressed. Gaps and controversies that exist in the literature are not clearly stated. Limitations are only stated and not explored in any detail. Gaps and controversies in the literature are stated, but with minimal depth. Limitations are discussed, but connections to differences in findings are not clearly identified. Gaps and controversies are discussed, but need clarity. Limitations are discussed, but require stronger connections to differences in findings. Gaps and controversies in the literature are explored with depth. Limitations that might have led to different findings are discussed. Gaps and controversies that exist in the literature are clearly discussed.
ANALYSIS: THEME 2 Critical Analysis Review – Comparison No comparison or contrast of findings. Poor or little comparison and/or contrast of findings. Minimal comparison and contrast of findings. Moderate comparison and contrast of findings. Substantial comparison and contrast of findings. Comprehensive comparison and contrast of findings.
ANALYSIS: THEME 2 Critical Analysis Review – Limitations & Gaps Limitations are omitted. Gaps and controversies that exist in the literature are not stated or discussed. Limitations are poorly expressed. Gaps and controversies that exist in the literature are not clearly stated. Limitations are only stated and not explored in any detail. Gaps and controversies in the literature are stated, but with minimal depth. Limitations are discussed, but connections to differences in findings are not clearly identified. Gaps and controversies are discussed, but need clarity. Limitations are discussed, but require stronger connections to differences in findings. Gaps and controversies in the literature are explored with depth. Limitations that might have led to different findings are discussed. Gaps and controversies that exist in the literature are clearly discussed.
RECOMMEND- ATION 1 Nil recommendation made. Poor recommendation that takes does not Limited recommendation that does not fully take Moderate recommendation that takes into Substantial recommendation that takes into Excellent realistic recommendation that takes into consideration
take into into consideration the consideration the consideration the the professional issues
consideration professional issues or professional issues or professional issues and needs along with
professional issues needs and/or does needs and/or and needs along with organisational factors.
or needs and/or not consider considers organisational factors.
does not consider organisational organisational
organisational factors. factors.
factors.
RECOMMEND- ATION 1 Evidence No evidence provided to support recommendation. Recommendation requires substantially more support from the use of evidence from the literature. Recommendation requires further support from the use of evidence from the literature. Recommendation is moderately supported with the use of some evidence from the literature. Recommendation is supported well with the use of evidence from the literature. Recommendation is supported strongly with the use of extensive evidence from the literature.
RECOMMEND- ATION 2 Nil recommendation made. Poor recommendation that takes does not take into consideration professional issues or needs and/or does not consider organisational factors. Limited recommendation that does not fully take into consideration the professional issues or needs and/or does not consider organisational factors. Moderate recommendation that takes into consideration the professional issues or needs and/or considers organisational factors. Substantial recommendation that takes into consideration the professional issues and needs along with organisational factors. Excellent realistic recommendation that takes into consideration the professional issues and needs along with organisational factors.
RECOMMEND- ATION 2 No evidence provided to support recommendation. Recommendation requires substantially more Recommendation requires further support from the use Recommendation is moderately supported with the Recommendation is supported well with the use of evidence Recommendation is supported strongly with the use of extensive
Evidence support from the use of evidence from the use of some evidence from the literature. evidence from the
of evidence from the literature. from the literature. literature.
literature.
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