Task 2: Analytical Review of a Contemporary Transitional Factor — written report Paper

Task 2: Analytical Review of a Contemporary Transitional Factor — written report Paper

Competency in Planning and Organizing Shift workload 

 Abstract

Nursing care focuses on ensuring that patients have positive and better patient outcomes. The activities performed by the nurse should be within the Code of Ethics for Nurses. However, the new nursing graduates find it challenging to perform various important competencies such as planning and organising shift workload. The first years of nursing practice are usually a challenge for many graduate nurses since they report symptoms of burnout. The introduction of shift work is also connected to sleep problems which further lead to increased risk of accidents, poor health, and burnout. The new nurse graduates, however, lack effective strategies that can be used. Effective time management, fatigue management, and dealing with complex care needs have been explored as factors involved in planning and organising shift workload. Organisation and planning shift workload allow the nurse to meet the Australian Nursing Standards and Code of Ethics for Nurses. Work scheduling and timetabling and Interprofessional and multi-professional collaboration have been explored as recommendations to improve the new graduates’ competency in planning and organising shift workload.

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Table of Contents

 Contents

Abstract ii

Table of Contents. iii

Introduction. 1

Findings. 1

Discussion. 3

Conclusion. 5

Recommendations. 6

References. 7

 

 Introduction

A competent provision of patient care is one of the themes that have dominated the healthcare sector throughout the world, Australia included. The implication is that there have been efforts by stakeholders to formulate the framework and offer the foundation upon which nurses can offer quality nursing care for everyone, as stated in the Code of Ethics for Nurses in Australia (“Ahpra”, 2021). One of such efforts is providing an appropriate environment that can enhance the process of nursing students transitioning to professional nurses from a beginner. Focusing on the transitional factors can be critical in such a process to ensure that the nursing students are competent in the transitional factors, such as competency in planning and organising shift workload.

Planning and organising shift workload refer to formulating a schedule that fits the roles performed by the nurses in the hospital for effective work output. Planning and organising shift workload are important in the field of nursing as it enables the facilities to pursue and accomplish the healthcare and hospital goals such as employee retention, operational excellence, quality care and excellent services. The purpose of this report is to explore competency in planning and organising shift workload as a transitional factor.

Findings

As earlier indicated, planning and organising shift workload is a key factor in nursing as it helps in balancing expertise, nursing staff size and patient needs with the major focus of offering efficient and quality patient care and services. Therefore, research has been done on ways to enhance planning and organising shift workload. Graduate nurses usually get to the nursing services to care for patients as novices; therefore, there is a need to be competent to transition to professionals successfully. Therefore, this section explores the findings obtained from the literature regarding how graduate nurses enhance their skills in planning and organising shift workload.

Nurse graduates may have challenges in planning and organising shift work due to poor skills in time management, managing fatigue and dealing with complex care needs, hence a need to utilise appropriate strategies to accomplish the same. In one recent research, Epstein et al. (2019) accomplished a study that explored the nurse graduates’ strategies of fatigue when commencing shift work. According to this research, the first years of nursing practice are usually a challenge for many graduate nurses since they report symptoms of burnout. The introduction of shift work is also connected to sleep problems which further lead to increased risk of accidents, poor health and burnout. However, the study found out that many of the nurses lacked effective strategies that can be applied in managing fatigue related to shift work. In addition, the strategies applied by most of them were found to mostly interfere with the factors such as homeostatic drive. From the study, nurses used both proactive and reactive strategies. Among the proactive strategies included wake up at home before morning shifts, longer morning sleep and arriving early for work and engaging in lie-ins in the morning before work (Epstein et al., 2019). The reactive strategies included being sure of having things to do every time and keeping active, asking for help when feeling tired, prioritisation and making plans that can be followed

According to MacPhee et al. (2017), the workload is related to patient outcomes as adverse workloads have been connected to more adverse patient outcomes and vice-versa. In addition, the perceptions of heavy and frequent perceive nurse workload are predictors of various patient adverse outcomes such as patient falls, medication errors and urinary tract infections. Nurses with heavy workloads were found to be about six times more likely to report patient falls as compared to those with less workload underlining why it is key to plan and organise the shift workload. This research also found that heavy workloads resulting from poor management of the shift workload results in poor nurse outcomes such as nurse burnout and emotional exhaustion (MacPhee et al., 2017). Precisely, nurses experiencing frequent daily heavy workloads were almost four times more likely to report experiences of enhanced emotional exhaustion as compared to those who experienced the same less frequently.

Discussion

It is important that the new graduate nurse be competent in planning and organising shift workload. The implication is that they should be able to apply various strategies and be competent in aspects of shift workload planning and organisation, such as time management, fatigue management and dealing with complex care needs (Ofei et al., 2020). From the literature reviewed, various factors contribute to poor time and fatigue management and incompetency in dealing with complex care needs. One of the factors is failing to prioritise as the graduate nurses sometimes fail to prioritise vital tasks. The next one is failing or refusing to delegate as they usually find it hard to ask for help. The other factor that leads to poor management of time is nurse time management distractions due to interruption from staff members and patients (Boamah et al., 2017). Procrastinating and underestimating time for tasks is the other causes.

Poor management of time impacts the ability to adhere to the nursing standards or codes and delivery of safe, high-quality patient care. Among the Code of Ethics for Nurses in Australia is that the nurses have to value quality nursing care for everyone and value access to quality nursing and health care for every individual. However, poor time management may adversely impact the nursing standards and codes. For example, poor time management may lead to nurses failing to attend to a patient in time. This may lead to various adverse care outcomes, such as patient falls and medication errors (Walton et al., 2018). Poor time management may also lead to a lack of prioritisation of jobs to be performed in the care environment, which may lead to failure to fulfil their responsibilities and obligations.

From the literature, the other factor related to planning and organising shift workload is the management of fatigue. According to a recent study done by Donovan et al. (2021), the new graduates experience fatigue from a mental, physical and emotional perspective, especially in the earlier years of practice. The research was done among new nurses working in twenty healthcare facilities across Australia. The researchers noted that the experiences of fatigue were closely connected to various factors such as failure to obtain work-life balance, sleep deprivation, professional loneliness and cognitive saturation. Work-life balance is one of the most challenging to achieve as the nurse professionals have to find a way of living a normal life outside their work shift and also perform to the required standards when attending to patients (Donovan et al., 2021). Sleep deprivation is also a major contributor to fatigue as new nurse graduates struggle with shift workload. Lack of enough sleep, therefore, leads to negative impacts on the nurses’ thinking capacity and ability which eventually lead to fatigue.

Fatigue impacts the ability to adhere to the nursing standards or codes and delivery of safe, high-quality patient care. Nurses experiencing fatigue can easily make medical mistakes which can lead to harm to the patients. For example, when a nurse is experiencing fatigue, they can be prone to administering wrong medication doses and wrong administration routes hence leading to potential harm to the patients (Garcia et al., 2019). Fatigue also means that the nurses may fail to adhere to the nursing standards or codes to deliver high-quality patient care. For example, the nurse may fail to attend to the patients in time or maybe attend to the patients while absent minded. This leads can potentially lead to patient harm.

Complex care needs are a main stray in the patient care environment; therefore, as part of the planning and organising shift workload, the new graduate nurses need to be competent in the patient’s complex care needs. However, the graduate nurses find it difficult to attend to the complex care needs, largely due to inexperience and sometimes lack adequate training (Ingvarsson et al., 2019). Introducing the new graduate nurses means that there is a need to convert the theoretical knowledge into practice, even in complex care settings. However, such a transition becomes complicated because of the patient safety situations involved. The inadequate management of complex care needs also results from the anxiety which sets in among the nurses when faced with such situations as they may have to make complex care decisions. Such fears and anxieties can be solved through collaboration in the care environment.

Lack of adequate skills to manage the complex patient care needs also impacts the ability to adhere to the nursing standards or codes and delivery of safe, high-quality patient care (Ingvarsson et al., 2019). For example, in some cases, complex patient care needs situations may require fast decision making and action to help patients recover. However, in the event that the nurses lack the relevant skills, there are higher chances that the care decisions made will likely impact the patient negatively, resulting in negative patient outcomes.

Conclusion

Nursing graduates should be competent in various actions and practices that enhance patient care and outcomes. As such, it is important to explore the factors that influence how nursing students transition from a beginner to becoming professional nurses. Therefore, this analytical report has focused on planning and organising shift workload. It is evident that failure to plan and organise shift workload can lead to undesired impacts such as nurse burnout and medical errors. The first years of nursing practice are usually a challenge for many graduate nurses since they report symptoms of burnout. The introduction of shift work is also connected to sleep problems which further lead to increased risk of accidents, poor health and burnout. Time management was also found to be a factor in planning and organising shift workload. However, the new nurse graduates fail to properly manage their time due to failure to prioritise and delegate tasks, procrastination and underestimating of tasks. While writing up this report can be connected to meeting various nursing standards, the most met standard is standard five, which focuses on developing a plan for nursing practice. This standard has been met since the report has focused on planning and organising shift workload, which is part of planning for nursing practice.

Recommendations

The importance of planning and organising shift workload means that the nurses should undertake both the proactive and reactive strategies that can be used to enhance time management, deal with fatigue and improve their skills in managing and dealing with complex care needs. Therefore, this section focuses on recommendations that can be used by the new nurse graduates to address or overcome the transitional factor discussed. One of the recommendations is coming up with a daily work schedule and timetable. This is a technique that will ensure that the nurses know prior what they are supposed to do and at what time hence ensuring that there is appropriate time management and reduction of fatigue (Aggar et al., 2018). These work schedules and timetables should be done by the nurse graduates with the consultation of the senior nurses. The other recommendation is that the nurses should be part of collaboration teams (Fukada, 2018). Such collaborations can either be interprofessional or multi-professional. The healthcare organisation should offer the framework upon which such collaborations can be built. Making the nurses be part of collaboration teams should be made by the organisation and should be done immediately after the new nurse graduates report to the facilities to start attending to the patients.

References

Aggar, C., Bloomfield, J. G., Frotjold, A., Thomas, T. H., & Koo, F. (2018). A time management intervention using simulation to improve nursing students’ preparedness for medication administration in the clinical setting: A quasi-experimental study. Collegian, 25(1), 105-111. https://doi.org/10.1016/j.colegn.2017.04.004

Ahpra. (2021). Professional codes and guidelines. https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx.

Boamah, S. A., Read, E. A., & Spence Laschinger, H. K. (2017). Factors influencing new graduate nurse burnout development, job satisfaction and patient care quality: a time‐lagged study. Journal of advanced nursing, 73(5), 1182-1195. https://doi.org/10.1111/jan.13215

Donovan, H., Welch, A., & Williamson, M. (2021). Reported levels of exhaustion by the graduate nurse midwife and their perceived potential for unsafe practice: a phenomenological study of australian double degree nurse midwives. Workplace Health & Safety, 69(2), 73-80. https://doi.org/10.1177%2F2165079920938000

Epstein, M., Söderström, M., Jirwe, M., Tucker, P., & Dahlgren, A. (2020). Sleep and fatigue in newly graduated nurses—Experiences and strategies for handling shiftwork. Journal of clinical nursing, 29(1-2), 184-194. https://doi.org/10.1111/jocn.15076,

Fukada, M. (2018). Nursing competency: Definition, structure and development. Yonago acta medica, 61(1), 001-007. https://doi.org/10.33160/yam.2018.03.001

Garcia, C. D. L., Abreu, L. C. D., Ramos, J. L. S., Castro, C. F. D. D., Smiderle, F. R. N., Santos, J. A. D., & Bezerra, I. M. P. (2019). Influence of burnout on patient safety: systematic review and meta-analysis. Medicina, 55(9), 553. https://doi.org/10.3390/medicina55090553

Ingvarsson, E., Verho, J., & Rosengren, K. (2019). Managing uncertainty in nursing-Newly graduated nurses’ experiences of introduction to the nursing profession. International Archives of Nursing and Health Care, 5(1), 119. https://doi.org/10.23937/2469-5823/1510119

MacPhee, M., Dahinten, V. S., & Havaei, F. (2017). The impact of heavy perceived nurse workloads on patient and nurse outcomes. Administrative Sciences, 7(1), 7. https://doi.org/10.3390/admsci7010007.

Ofei, A. M., Paarima, Y., Barnes, T., & Kwashie, A. A. (2020). Stress and coping strategies among nurse managers. J Nurs Educ Pract, 10(2), 39-48. https://doi.org/10.5430/jnep.v10n2p39.

Walton, J. A., Lindsay, N., Hales, C., & Rook, H. (2018). Glimpses into the transition world: New graduate nurses’ written reflections. Nurse Education Today, 60, 62-66. https://doi.org/10.1016/j.nedt.2017.09.022

Weight: 50%

Word Count: 2000 words (+/- 10%) Due: Fri 27°^h May 2022 (Week 11)

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In this task, students are required to write an analytical report that outlines the factors that influence how nursing students transition from a beginner to becoming a professional nurse. Students will be allocated one (1) of the following contemporary transitional factors:

1. Competency in planning and organising shift workload (i.e., time management; managing fatigue; dealing with complex care needs);
2. Prioritising and coping with unexpected events (i.e., recognising and responding to patient deterioration; unexpected admission/discharge; patient falls);
3. Proficiency in managing and executing technical skills (i.e., monitoring and recording of vital signs, medication administration, providing wound care, inserting catheters, etc; using technology to share patient and family education information; electronic medical records (EMRs) for patient documentation).

The assessment is designed to assess students’ understanding of contemporary transitional factors as they apply to nursing, and demonstrate the ability of students to find and review literature, produce clear academic writing, and show skills in critical analysis.

In the report, students MUST address the following points related to their allocated contemporary transitional factor. In doing so, they should use evidence from current scholarly literature, i.e., less than seven (7) years old, and include the relevant Registered Nurse standards for practice, Code of conduct for nurses, and/or Code of ethics for nurses.

• ABSTRACT (approx. 200 words): The abstract is a concise summary of the essential elements of the report, from the introduction through to, and including, the

See https://studyskills.federation.edu.au/wp-content/uploads/2020/06/abstracts-exec-summaries  2020.pdf

• INTRODUCTION/BACKGROUND (approx. 200 words): Describe the contemporary transitional factor you will be addressing using evidence from the State its importance or relevance to the field of nursing. Outline the aim of your report in a single sentence that is clear and concise.
• FINDINGS (approx. 500 words): Outline what you have discovered from reviewing the literature on your allocated For example, outline different ways in which graduate nurses currently prioritise and cope with unexpected events, and the importance of this. These should be statements of current facts obtained from the literature, e.g., ‘Recent literature indicates that nurses prioritise and cope with unexpected events in three main ways: first… second… etc (Smith, 2021)’. (NB: Make sure you provide citations for information drawn from the literature and paraphrase, do not quote this information.)

 

• ANALYSIS/DISCUSSION (approx. 700 words): This section is where you compare and contrast findings from the literature on your chosen transitional factor and discuss the implications of the
  • Discuss and analyse two (2) reasons why the contemporary transitional factor is faced by new graduate nurses.
  • Include in your response the impact this factor has on the ability to adhere to the nursing codes/standards and delivery of safe, high quality patient
  • Use evidence from the literature in your response.
• CONCLUSION (approx. 200wds): The conclusion should be a brief summary of the main points of the findings and analysis Include in this which one of the Nursing Standards is being met in your report and outline clearly how it is being met (there may be many, but you will need to prioritise and select only the most relevant Standard).
• RECOMMENDATIONS (approx. 200wds): Using the evidence provided in the Findings section, describe two

(2) concrete and actionable recommendations:

One (1) recommendation should explicitly describe appropriate self-care techniques that new graduates can use to overcome/address the transitional factor under consideration in the report;

One (1) recommendation should be aimed at how healthcare organisations can overcome/address the transitional factor to ensure the provision of safe high-quality nursing care by new graduates.

The recommendations should be a short section comprising statements of practical action that should follow from the Findings and Discussion. i.e.,

–What needs to be done? (based on the findings/analysis)

–Who needs to do it? (based on the findings/analysis)

–How, when (in what order if appropriate) and where it needs to be done? (based on the findings/analysis)

 

Prior to preparing your assessment, please note the following:

• This report requires you to state findings from the literature and to review and assess findings from the For information about the requirements of a report and how to set it out, please access the following University help sheets:

https://studyskills.federation.edu.au/wp-content/uploads/2020/06/reading-writing-critically 2020.pdf https://studyskills.federation.edu.au/wp-content/uploads/2020/06/report-writing generic 2020.pdf https://studyskills.federation.edu.au/student-skills/helpsheets https://studyskills.federation.edu.au/assessment/written-tasks/literature-reviews/

• Students are advised to access the University library assessment specific page for further advice and information regarding this assessment:

https://Iibguides.federation.edu.au/c.php?g——923741&p——6864355

• An introduction and conclusion are required, and each should not exceed 10% of the overall word count (i.e., 200 words each).
• Students need to cite at least eight current academic references (i.e., peer-reviewed literature no more than

 

• Students should refer to (and cite) relevant Registered Nurse standards for practice, Code of conduct for nurses, and/or Code of ethics for These should be included in your reference list, but these will not be counted toward the minimum references required, i.e., the standards and codes constitute additional references to the eight peer-reviewed articles required. Therefore, it is expected that more than 10 references will be used in total.
• Referencing is to be according to APA 7^th edition

 

Regarding academic requirements, please adhere to the following guidelines:

• For formatting requirements, students are to follow the Assignment Layout and Appearance Guidelines —

however do not include your name anywhere on your submission.

• Task is to be submitted as a word document with the file name provided as follows NURBN3032 Task 2 Analytical Review [student ID]. Do not include your name in the file
• Your student ID number, the task (i.e., student ID 30030100, Written Report) and page number (page x of x) should be included in the header/footer of each Do not include your name on your submission.
• Descriptive headings and subheadings are to be used to guide the reader through the contents of your These should reflect the content that follows (i.e., ‘3.2 Patient deterioration and nurse response time’ do not use ‘theme 1’).
• This is an academic paper and should be presented in an appropriate style (i.e., write in third person, and use a formal tone, not abbreviations, informal colloquialisms, slang, or metaphorical expression). See: https://studyskills.federation.edu.au/student-skills/writing/academic-writing-style/
• The word count includes in-text citations, headings, and The table of contents and reference list are not counted.

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Grading

The minimum possible score for this rubric is 0 points and the maximum score is 100 points (Content 70, Readability, Referencing and Academic Requirements 30) which will be converted to represent the 50% weighting applied to the task.

Late submission penalties apply as per the Course Descriptor.

 

 Learning outcomes/attributes

This assessment task relates to the following learning outcomes and graduate attributes as per the course descriptor:

Learning Outcomes: K1; K2; K3; K4; S1; S2; S4; A2; A3

Graduate Attributes: GA1 Thinkers; GA2 Innovators; GA3 Citizens; GA4 Communicators; GA5 Leaders

Marking Guide

 

CONTENT Abstract   5 marks	Excellent abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations.	Very good abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations.	Good abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations.	Fair abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations.	Poor abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations.
	5 marks	4 marks	3 marks	2 marks	0-1 mark
CONTENT Introduction & Background 5 marks	Excellent Introduction that leads to a very clear statement of purpose related to the allocated transitional factor. Main discussion themes are very clearly identified.	Very good introduction that leads to a clear statement of purpose related to the allocated transitional factor. Main discussion themes are clearly identified.	Good introduction but lacks clear linkage to a statement of purpose related to the allocated transitional factor. Main discussion themes are identified but not clearly.	Fair introduction that is not very clearly linked to the topic statement of purpose related to the allocated transitional factor. Main discussion themes are not well identified and are unclear.	Poor introduction that is not linked at all to a purpose statement related to the allocated transitional factor. Main discussion themes are /not identified at all.
	Excellent background information about the allocated transitional factor which is well supported with evidence. Relevance to impact on graduate nurses is clear and concise.	Very good background information about the allocated transitional factor which is supported with evidence. Relevance to impact on graduate nurses is clear.	Good background information about the allocated transitional factor, however lacks clear linkage to topic and/or more supporting evidence is required. Relevance to impact on graduate nurses could be more clearly articulated.	Fair background information about the allocated transitional factor selected, however lacks supporting evidence. Relevance to impact on graduate nurses is weakly articulated.	Background information about the transitional factor selected is poorly articulated and/or not supported with evidence. Relevance to impact on graduate nurses is unclear or omitted. OR Allocated transitional factor not addressed.
	5 marks	4 marks	3 marks	2 marks	0-1 mark
CONTENT Wndngs 20 marks	Excellent discussion of findings related to the allocated transitional factor which is well supported with evidence.	Very good discussion of findings related to the allocated transitional factor which is well supported with evidence.	Good discussion of findings related to the allocated transitional factor which is supported with evidence.	Fair discussion of findings with some relevance to the allocated transitional factor and/or needs further support from the literature.	Poor/little/no discussion of findings in relation to the allocated transitional factor and/or limited/nil support from the literature.
	18-20 marks	15-17 marks	12-14 marks	10-11 marks	0-9 marks
CONTENT Critical Analysis   30 marks	Excellent comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor.	Very good comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor.	Good comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor.	Fair comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor.	Poor/little/no comparison and/or contrast of findings in relation to graduate nurses and the allocated factor.
	Excellent discussion of the impacts on the quality of nursing and delivery of patient care.	Very good discussion of the impacts on the quality of nursing and delivery of patient care.	Good discussion of the impacts on the quality of nursing and delivery of patient care.	Fair discussion of the impacts on the quality of nursing and delivery of patient care.	Poor/no discussion of the impacts on the quality of nursing and delivery of patient care.
	Excellent application of critical analysis of the allocated factor in relation to graduate nurses with extensive evidence throughout the paper.	Very good application of critical analysis of the allocated factor in relation to graduate nurses with supporting evidence throughout most parts of the paper.	Good application of theory through analysis of the allocated factor and thought in relation to graduate nurses with supporting evidence in some parts of the paper.	Fair application of theory through analysis of the allocated factor in relation to graduate nurses with use of supporting evidence.	Poor/no discussion of the allocated factor and/or graduate nurses.
	24-30 marks	21-23 marks	18-20 marks	15-17 marks	0-14 marks
CONTENT Conclusion   5 marks	Excellent summary of the main points is presented and related to the allocated transitional factor. Implications for nursing practice are logical, relevant and clear.	Very good summary of the main points is presented and related to the allocated transitional factor. Implications for nursing practice are provided with some demonstration of logic, relevance and clarity.	Good summary of the main points is presented, with some discussion related to the allocated transitional factor. Implications for nursing practice are included but with minimal logic, relevance or clarity.	Fair summary of the main points presented, with some discussion related to the allocated transitional factor. Implications for nursing practice are included but lack demonstration of logic, relevance or clarity.	Poor summary of the main points is presented OR Summary is not related to the allocated transitional factor AND/OR Implications for nursing practice are absent, illogical, irrelevant, or unclear AND/OR New information has been included.

 

CONTENT Recommendations 10 marks	Two excellent and realistic recommendations that address the allocated factor and takes into consideration the professional and	Two very good recommendations that address the allocated factor and takes into consideration the professional and organisational factors.	Two good recommendations that address the allocated factor and takes into consideration the professional and/or organisational factors.	Two fair recommendations that do not fully address the allocated factor and/or take into consideration the professional and/or organisational factors.	Poor recommendations that do not address the allocated factor and/or take into consideration professional and/or organisational factors.
	organisational factors.
	Both recommendations are strongly supported with the use of extensive evidence from the literature.	Recommendations are supported well with the use of evidence from the literature.	Recommendations are moderately supported with the use of some evidence from the literature.	Recommendations require further support from the use of evidence from the literature.	Recommendations require substantially more support from the use of evidence from the literature.
	9-10 marks	7-8 marks	6 marks	5 marks	0-4 marks
READABILITY   10 marks	Excellent structure that includes all elements and follows a logical sequence with linking dialogue.	Very good structure that includes all elements and mostly follows a logical sequence and linking dialogue.	Good structure that requires a more structured and sequenced plan, and/or has some elements missing.	Fair structure that lacks evidence of a sequenced plan. More attention required to link topics of discussion.	Poor structure that lacks evidence of a sequenced plan. Minimal linking dialogue between topics of discussion.
	Information provided has	Information provided	Information provided	Information provided	Information provided
	extensive use of	has thorough use of	has some use of	has limited use of	has very limited use of
	evidence throughout	evidence throughout	evidence throughout	supporting evidence	supporting evidence
	writing.	writing.	writing.	throughout writing.	throughout writing.
	Excellent level of	Very good level of	Good level of articulation	Fair level of articulation	Poor/inconsistent level
	articulation and	articulation and	and expression, requiring	and expression, with	of articulation and
	expression, with clear	expression, with clear	sentence and paragraph	some sentence or	expression, with
	and concise sentence	and concise sentence	structure to be more	paragraph structure	considerable sentence or
	and paragraph structure,	and paragraph structure,	concise, and/or a	unclear, and/or a	paragraph structure
	and no spelling or	and minimal spelling or	number of spelling or	number of spelling or	unclear, and/or
	grammatical errors.	grammatical errors.	grammatical errors.	grammatical errors.	numerous spelling or
					grammatical errors.
	Excellent sentence and	Very good sentence and	Good sentence and	Fair sentence and/or	Poor sentence and/or
	paragraph structure with	paragraph structure with	paragraph structure	paragraph structure	paragraph structure.
	introductory and linking	introductory and linking	requiring more clarity	which lacks introductory	Some sentences are too
	dialogue. Key definitions	sentences.	with introductory and	or linking sentences.	long or too short. The
	are addressed.		linking sentences. Some	Some paragraphs are too	arrangement of content
			paragraphs are too	long/short.	is haphazard/illogical and
			long/short.		difficult to follow.
	9-10 marks	7-8 marks	6 marks	5 marks	0-4 marks
REFERENCES	More than ten (10)	At least ten (10) requisite	A minimum of eight (8)	Only eight (8) requisite	Fewer than the requisite
SeletionandoedbiWg	requisite academic	academic references	requisite academic	academic references	eight (8) minimum
	references cited	cited throughout report	references cited	cited throughout report	academic references
10 marks	throughout report and these are very competently integrated into analysis.	and these are competently integrated into analysis	throughout report and these are well integrated into analysis	and these are fairly well integrated into analysis	cited throughout report and these are not well integrated into analysis
	All references are	Some references are	A few references are	Very few references are	No references are
	reputable, current,	reputable, current,	reputable, current,	reputable, current,	reputable, current,
	extensive and relevant.	extensive and relevant.	extensive and relevant.	extensive and relevant.	extensive or relevant.
	All in-text citations,	Some in-text citations,	A few in-text citations, quotes and references are in correct APA7 style.	Very few in-text citations, quotes and references are in correct APA7 style.	No in-text citations, quotes and references are in correct APA7 style.
	quotes and references	quotes and references
	are in correct APA7 style.	are in correct APA7 style.
	9-10 marks	7-8 marks	6 marks	5 marks	0-4 marks
ACADEMIC	Paper conforms to all	Paper mostly conforms	Paper conforms to some	A number of areas of	Significant numbers of
REQUIREMENTS	presentation	to presentation	of the presentation	paper do not conform to	areas of paper do not
	requirements as set out	requirements as set out	requirements as set out	requirements as set out	conform to requirements
5 marks	in task information.	in task information.	in task information.	in task information.	as set out in task
					information.
	5 marks		3 marks	2 marks	0-1 mark