Posted: July 18th, 2019

Definition of clinical leadership Insufficient explanation of clinical leadership

Appendix II – Marking Criteria for Assessment 3
Criteria
0-2.5 Marks 2.5-5 Marks 5-7.5 Marks 7.5-10 Marks Total
Definition of clinical leadership Insufficient explanation of clinical leadership and/or does not reference relative literature. Sound discussion of clinical leadership. Includes – Get research paper samples and course-specific study resources under   homework for you course hero writing service – definition & description, could have been improved. Good discussion of clinical leadership including definition, description and attributes. Relevance could have been stronger. Exemplary discussion of clinical leadership including definition, description and attributes. Excellent use of theoretical concepts to support discussion which were well supported by evidence. …./10
Moral courage Poorly describes moral courage in the context of clinical leadership and/or does not reference relative literature Sound description of moral courage and clinical leadership. Some areas could be improved. Good description of moral courage and clinical leadership Good use of theoretical concepts to support discussion. Exemplary description of moral courage and clinical leadership. Considers challenges and difficulties in this area. Excellent use of theoretical concepts to support discussion which were well supported by evidence. …./10
Emotional intelligence and Reflection Poorly describes emotional intelligence and reflection in the context of clinical leadership and/or does not reference relative literature Sound description of emotional intelligence and reflection in the context of clinical leadership. Some areas could be improved Good description of emotional intelligence and reflection in the context of clinical leadership. Good use of literature to support discussion. Exemplary description of emotional intelligence and reflection in the context of clinical leadership. Established importance and presented practical use of concepts in the context of clinical leadership. Excellent use of literature to support discussion. …./10
Development of clinical leadership
Poorly identifies ways in which new graduates can demonstrate and develop clinical leadership and/or does not link to practical examples Sound identification of ways in which new graduates can demonstrate clinical leadership. Some areas could be improved. Good identification of ways in which new graduates can demonstrate and develop clinical leadership. Exemplary identification of ways in which new graduates can demonstrate and develop clinical leadership. Provided practical examples while considering particular concerns as a new graduate. …./10
Mentor Qualities Insufficient description of the attributes/styles of good mentors and/or does not reference relative literature Sound description of the attributes/styles of good mentors although some areas could have been improved Good description of the attributes/styles of good mentors. Exemplary description of contemporary mentorship styles and attributes which were well supported by evidence. …./10
Goal setting- Surviving Clinical placement Poor discussion regarding the mentor relationship and/or does not reference relative literature Sound discussion regarding the mentor relationship. Although several areas could be improved Good discussion regarding the mentor relationship. Exemplary discussion
with worthwhile and practical examples/ strategies to succeed as a mentor provided …./10
Feedback Insufficient discussion relating to key indicators of effective and ineffective feedback and/or does not reference relative literature. Sound discussion relating to key indicators of effective and ineffective feedback; could have been improved. Good practical discussion relating to key indicators of effective and ineffective feedback. Exemplary practical discussion relating to key indicators of effective and ineffective feedback …./10
Poor performance Poor discussion regarding managing the poorly performing student and/or does not reference relative literature Sound discussion regarding the poorly performing student. Some areas were not considered Good discussion regarding the poorly performing student. Exemplary discussion regarding the poorly performing student, provided worthwhile and practical examples/ strategies with reference to relevant literature …./10
Key Messages Poorly identified and/or irrelevant. Sound identification and relevance. Some areas could be improved. Good identification and relevance Exemplary identification and relevance of do’s and don’ts in the context of mentor-mentee relationship. …./10
Quality Intext references matches with the list; at least five recent (last 5 years preferred) and reliable references (at least one textbook of recommendations) were included. Engaging, however, further consideration should be given to improving area regarding practical elements to assist in engaging the target audience. Colourful, creative, visually appealing, mostly appropriate and likely to engage the target audience. Visually appealing, sums up and underlines the main points, highly creative and engaging, its delivery was appropriate for the target audience. …./10
…./100

Assessment 3 – Written Assignment
Assessment Type Written Assignment
Purpose This assignment will assess students’ understanding of leadership, mentorship and clinical
supervision.
Description New Graduate or Undergraduate Nurses’ Practical Guide to Clinical Leadership
In this assessment item you are required to do following:
• Submit a booklet (four pages of a word document) of a practical guide to
clinical leadership for your fellow new graduate nurses or nursing students.
• Create an interesting, engaging, relevant and practical guide.
• Use intext referencing of the evidence-based sources
Booklet Content:
1) What is clinical leadership?
2) Moral courage and clinical leadership
3) Emotional intelligence and reflection in clinical leadership
4) What can you do to develop clinical leadership?
5) What can you do to demonstrate clinical leadership?
6) What makes a good mentor?
7) Goal setting and surviving placement
8) Feedback – what it is and what it isn’t
9) Managing the poorly performing student
10) Do’s and Don’ts list
11) References
Note: Further instructions for the assignment will be provided on Blackboard.
Please also refer to marking criteria in Appendix II.
Weighting 50%
Compulsory
Requirements
Submission Requirement – Students must submit this assessment item to pass the
course.
Length 1400 words maximum
Due Date 9th November 2020 23:59
Submission Method Online via Turnitin
Assessment Criteria See Appendix II
Feedback Provided Grades and feedback will be available through Turnitin on Blackboard.
Opportunity to
Reattempt Students will not be given an opportunity to re-attempt this assessment