Assessment 2 Instructions and marking rubric
This assignment aims to assess your knowledge on issues related to the transition from the role of a student nurse to that of a new registered nurse. You are required to demonstrate an appropriate level of academic writing skills and critical discussion equal to that of a student in the final year of bachelor’s degree. The assignment will be marked against the SNM marking rubric on page 2.
Topic:
Discuss the challenges and appropriate strategies for managing role transition from nursing student to graduate registered nurse.
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What you need to do:
Identify and describe 3-4 issues from the literature regarding transitioning from the role of student to a new graduate nurse e.g., transition shock, stressors, conflict, and workplace bullying.
Identify and describe 3-4 possible strategies from the literature for coping with the challenges faced as a new graduate nurse e.g., coping strategies and resilience.
Guidelines for your assignment:
Read the literature and synthesis findings of at least 6 peer-reviewed journal articles published in the last 5 years on the provided topic.
Complete the essay in a Word document, following the SNM Assignment Guidelines and submit through Turnitin. This essay is 1400 words in length (plus or minus 10%) and worth 40% of the unit grade.
Use appropriate academic language, topic sentences, linking sentences, and paragraphing to ensure logical progression of discussion and flow of ideas. Where appropriate, headings may be utilised.
Ensure correct use of APA 7 referencing style for both in-text and end text citation. Books and websites are not allowed as a reference material for this assessment.
Assessment 2 Marking Rubric
Well Below Average (<25%) Below Average (26-49%) Pass/ Average (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (>80%)
Content
Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. Ideas are non-existent or not relevant to topic.
poorly addresses assessment item. Insufficient evidence to support main ideas. poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic.
Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic.
Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic.
All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic.
Content fully addresses all parts of the assessment item. Thorough exploration of concepts and well- formed ideas supported by high quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have
relevance to the topic.
0-2
3-4
5
6
7-8
9-10
Critical Thinking
Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence-based thinking to
assessment item.
Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence-based thinking to
assessment item.
Limited demonstration of critical thinking appropriates to level of education. Limited application of professional practice and/or evidence-based thinking to
assessment item.
Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence-based thinking to assessment item.
Very good demonstration of critical thinking appropriates to level of education. Very good application of professional practice and/or evidence-based
thinking to assessment item.
Excellent demonstration of critical thinking appropriates to level of education. Excellent application of professional practice and/or evidence base
to practice in assessment.
0-2
3-4
5
6
7-8
9-10
Structure
The assignment does not conform to the structure of the assessment item. Lack of introduction to the assessment. Omits summation of key points in conclusion. Poor or non-existent paragraphing, logical/ cohesive development of ideas.
The assignment does not conform to the structure of the assessment item. Poor introduction to the assessment. Omits or poor summation of key points in conclusion. Poor or non-existent paragraphing, logical/ cohesive development of ideas.
Limited aspects conform to the structure of the assessment item. Limited introduction of topic and summation of key points in conclusion. Minimal paragraphing, and logical/ cohesive development of ideas.
Most aspects conform to the structure of the assessment item. Introduction adequately introduces topic and summarises key points in conclusion.
Paragraphing is evident, and there is a logical/ cohesive development of ideas in some of the paper.
Most aspects conform to the structure of the assessment item. Very good introduction of topic and summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Very good paragraphing, and logical/ cohesive development of ideas in
most of the paper.
All aspects conform to the structure of the assessment item. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue.
Excellent paragraphing and logical/ cohesive development of
ideas throughout the paper.
0-2
3-4
5
6
7-8
9-10
Referencing
Referencing does not follow instructions in the ECU Referencing Guide. In text and/or end-text referencing has multiple errors. Includes references in
conclusion.
Referencing poorly follows instruction in the ECU Referencing Guide. In text and/or end-text referencing has many errors.
Includes references in conclusion.
Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end- text referencing has some errors.
Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has few errors.
Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has very few errors.
Completely adheres to all instruction in the ECU Referencing Guide. In text and/or end-text referencing has no errors.
0
1
2
3
4
5
English language proficiency
Multiple grammatical, spelling and punctuation errors were present throughout. Sentence structure poor making it difficult to determine meaning.
Many grammatical spelling and punctuation errors were present and needs improvement.
Sentence structure needs improvement.
Mostly correct grammar, spelling and punctuation evident throughout. Sentence structure acceptable but needs improvement.
Mainly correct grammar, spelling and punctuation. Very few errors. Sentence structure was of a good standard.
Grammar, spelling, and punctuation were error free. Sentence structure of a high standard. Effective use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application
of arguments throughout paper.
Grammar, spelling, and punctuation were error free. Sophisticated use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.
0
1
2
3
4
5