Leadership Development in Professional Health Care
Assessment 2
Assessment 2: Reflective Paper
Component of assessment scheme: this task constitutes 60% of the total course grade
Submission process: Please lodge your assessment through learnonline.
Please use Harvard referencing only. Use Australian based journal articles within the past 10 years.
Please have accurate In- text referencing. Use the feedback sheet as a guide line, attached along in a different word document.
Task aims
This task is an opportunity for you to reflect on leadership in a professional health care context, and to design an early career plan to develop your skills and knowledge in these areas.
The assignment addresses the following course objectives:
CO2. Critically review management and leadership approaches within a nursing practice context.
CO3. Critically evaluate own knowledge, skills and attitudes for transition to professional practice and ongoing competence development.
CO4. Design an early career plan to support transition to professional practice.
CO5. Synthesise person-centred care and its application to contemporary interdisciplinary health service delivery.
Task description
This assessment has two parts.
In Part A, you will describe and evaluate the leadership approaches (employed by both senior and/or junior Registered Nurses) you have experienced in your clinical placements, in light of the theories and examples you have covered in the course.
In Part B, you will reflect on the development of your professional skills and knowledge to support a career plan. Following an exploration of leadership styles, you should identify ways in which you can develop skills and knowledge in the first 12 to 24 months of your career.
Additional information and resources about the assessment are in How to complete the task and assignment resources below.
You must include references to provide evidence for your own observations in Part A. You must use the UniSA Harvard Referencing system for in-text references and your reference list for ALL material which is not your own. This includes academic references, quality primary sources e.g. Government websites, images apart from your own, and online articles. There are examples of how to do this in the UniSA Harvard Referencing system guide.
As you prepare your assignment, remember to refer to the feedback rubric which explains how your assessment will be marked.
How to complete the task and assignment resources
Part A: Leadership approaches
During the course of your study and placements, you have had the opportunity to experience a range of approaches to leadership, and in a number of different health contexts. In this part of the assessment, you are going to identify and reflect on ONE of these leadership approaches. (Servant Leadership’, ‘Authoritarian Leadership’ and ‘Laissez-faire Leadership’)
This section of the assessment needs to be completed in third person.
You need to structure your answer as follows:
- Description of the leadership example
1.1. Use specific example(s) from your clinical practice
- Description of the leadership approach
2.1. Identify the leadership approach you are going to reflect upon from the current literature.
2.2. Describe its key characteristics/features with reference to the literature. If there is a model for this type of care, for example a figure which shows its key features, include this and explain it.
2.3. Describe how these key characteristics were reflected in the example you selected from clinical practice.
- Reflection on each of the following questions with regard to your selected leadership approach
3.1. What are the underlying assumptions about the role of the health care professional, the patient and the carer in this approach?
(For example, is it person-centred, organisation-centred? Is it compatible with principles of person-centred care?)
3.2. How does it contribute to the practice of quality health care?
(For example, does it develop autonomy, knowledge, trust, personal accountability, cooperation, communication, risk management between colleagues and with patients and carers?)
3.3. Does it offer opportunities for graduate nurses to develop leadership skills (at an appropriate level for their experience)?
Use the designated numbers of the sections and a short sub-heading to structure your writing.
Figures, tables and references are not part of the word count, but should be included as appropriate.
Part B: Critical evaluation of knowledge and skills and the development of an early career plan
In this section you are going to evaluate your current knowledge and skills and consider how to develop these over the first 12 to 24 months of your professional career. Many of you will have completed an application for a Transition to Professional Practice Program (TPPP) or equivalent position. Consider how you will plan for your next position and address the relevant criteria in the future. This section of the assessment needs to be written in first person.
- You must reflect on what nursing role you would aspire to apply for in 12 to 24 months’ time . Briefly describe this nursing role. ( Please write about Intensive care nursing)
- Choose two (2)factors relating to knowledge and skills that you consider important to your transition to your new role. These could include: understanding of a unique population, further training, assertiveness, time management or critical reflection on practice. For each factor:
- describe the knowledge and skill
- explain why you consider the knowledge and skill will be important in your new role
- identify ways in which you might develop this knowledge and skill over the first 12 to 24 months of your professional practice.
| CO | Criteria | HD
(85-100%) |
Distinction
(75-84%) |
Credit
(65-74%) |
Pass 1
(55-64%) |
Pass 2
(50-54%) |
Fail 1
(40-49%) |
Fail 2
(<40%) |
|
| Part A: Leadership Approaches | |||||||||
| CO2 | Description (20%)
Identifies a relevant leadership approach. Describes the key characteristics Draws on relevant, credible academic sources, and non-academic sources (e.g. government reports). Uses specific examples from clinical practice.
|
Identifies a relevant leadership approach. Exceptional description of the key characteristics in detail and conducts extensive relevant research beyond course readings.
Uses specific examples from clinical practice. |
Identifies a relevant leadership approach. Comprehensively describes the key characteristics in detail and conducts extensive relevant research beyond course readings.
Uses specific examples from clinical practice. |
Identifies a relevant leadership approach. Describes the key characteristics in detail and conducts limited relevant additional research beyond course readings.
Uses specific examples from clinical practice.
|
Identifies a relevant leadership approach.
Describes the key characteristics with reference to the relevant literature, drawing primarily on course readings. Uses at least two specific examples from clinical practice. |
Identifies a partly relevant leadership approach.
Describes some key characteristics with reference to the relevant literature, drawing primarily on course readings. Does not use at least two specific examples from clinical practice. |
Incomplete/irrelevant description of leadership approach.
Brief description of key characteristics. Does not reference the literature.
Does not provide clinical examples and/or they are not relevant.
|
No description of leadership approach.
Does not reference the literature. Does not provide clinical examples.
|
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| CO2 & CO3 | Reflection (40%)
Identifies underlying assumptions of the approach in relation to the roles of health care professionals, patients, and carers. Evaluates the approach in relation to the practice of quality health care. Evaluates opportunities for the development of knowledge and skills for graduate nurses. Uses specific examples from clinical practice.
|
Addresses the three sections.
Exceptional, comprehensive, succinct coverage of key information, with similar development and detail for each aspect. Provides evidence of well-developed reflection and expands on implications for practice. Supports reflection with well-selected, relevant examples from clinical practice. |
Addresses the three sections.
Comprehensively and succinctly covers key information, with similar development and detail for each aspect. Provides evidence of well-developed reflection and expands on implications for practice. Supports reflection with well-selected, relevant examples from clinical practice. |
Addresses the three sections.
Covers key information, with similar development and detail for each aspect. Provides evidence of reflection and expands on implications for practice. Supports reflection with well-selected, relevant examples from clinical practice.
|
Addresses the three sections.
Covers key information, Though some aspects may be less developed than others. Provides evidence of reflection and attempts to discuss implications for practice. Supports reflection with some specific examples from clinical practice |
Does not addresses all three sections.
Covers key information, Though some aspects may be less developed than others. Provides evidence of limited reflection and attempts to discuss implications for practice. Supports reflection with some specific examples from clinical practice.
|
Addresses less than three sections, but does not address these sections clearly and explicitly, or does so with insufficient detail.
Does not provide clinical examples or they are not relevant.
|
Does not address any of the three sections.
Does not provide clinical examples or they are not relevant.
|
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| Part B: Early career plan
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| CO3 & CO4 | (30%)
Identifies and describes a future nursing role. Identifies and describes two clinical skills or areas of knowledge. Explains relevance of each skill with reference to own clinical practice and the literature. Identifies realistic and relevant strategies to develop each skill in the first two years of practice
|
Exceptional, comprehensive, succinct identification and description of two clinical skills or areas of knowledge in detail.
Explains and elaborates on relevance of each skill with reference to own clinical practice and the literature. Identifies realistic and relevant strategies to develop each skill in the first two years of practice Provides evidence of well-developed reflection and expands on implications for early career practice. |
Comprehensively and succinctly identifies and describes two clinical skills or areas of knowledge in detail.
Explains and elaborates on relevance of each skill or area of knowledge with reference to own clinical practice and the literature. Identifies realistic and relevant strategies to develop each skill in the first year of practice with reference to the literature. Provides evidence of well-developed reflection and expands on implications for early career practice. |
Identifies and describes two clinical skills or areas of knowledge.
Explains the relevance of each skill or area of knowledge with reference to own clinical practice and the literature. Identifies realistic and relevant strategies to develop each skill in the first two years of practice. Provides evidence of reflection and elaborates on implications for early career practice.
|
Identifies and describes two clinical skills or areas of knowledge.
Explains relevance of each clinical skill or area of knowledge with reference to own clinical practice and the literature. Identifies realistic and relevant strategies to develop each clinical skill or areas of knowledge in the first two years of practice. Provides evidence of limited reflection and attempts to discuss implications for early career practice.
|
Does not address the assessment question clearly and explicitly, or does so with insufficient detail.
Explains in part relevance of each clinical skill or area of knowledge with reference to own clinical practice and the literature. Briefly identifies realistic and relevant strategies to develop each skill or area of knowledge in the first two years of practice. Provides evidence of limited reflection with some attempt to discuss implications for early career practice.
|
Does not address the assessment question clearly or explicitly, with insufficient detail.
Limited explanation of the relevance of each clinical skill or area of knowledge with reference to own clinical practice and the literature.
Does not provide relevant clinical examples and/or strategies are not realistic or are not supported with reference to the literature.
|
Does not address the assessment question.
No explanation of the relevance of each clinical skill or area of knowledge with reference to own clinical practice and the literature.
|
|
| CO2 | Referencing (5%)
Paraphrases and integrates all sources, correctly formats references using the UniSA Harvard Referencing System |
Accurately paraphrases, integrates and correctly formats sources in-text, and in the reference list. | Accurately paraphrases, integrates and correctly formats sources in-text, and in the reference list. | Paraphrases, integrates and formats sources with minimal errors in-text, and in the reference list. | Has attempted to paraphrase and integrate all sources. Referencing may contain some formatting errors. | Has attempted to paraphrase and integrate most sources. Referencing may contain some formatting errors. | Has copied sources without acknowledgement through referencing and/or makes numerous formatting errors in referencing. | Has copied sources without acknowledgement through referencing and/or makes numerous formatting errors in referencing. | |
| CO2 | Written expression and structure (5%)
Writes concisely using formal, academic language with correct grammar and spelling. Writing is structured logically and succinctly across the text as a whole, and within each paragraph, explicitly responding to the research topic.
|
Writes with clarity and precision. Makes no or minimal grammatical errors and spelling mistakes and uses formal and concise academic language.
Explicitly responds to the research question. Presents content logically and succinctly throughout the essay.
|
Writes with clarity and precision. Makes no or minimal grammatical errors and spelling mistakes and uses formal and concise academic language.
Explicitly responds to the research question. Presents content logically and succinctly throughout the essay.
|
Writes clearly and uses correct academic terms. Writes formally with few grammatical errors and mistakes.
Explicitly responds to the topic. Presents content logically and succinctly throughout the majority of the essay. |
Writing is generally clear, but may lack precision. Makes some errors of grammar and spelling, but meaning is not significantly compromised. Writing is generally formal, and a number of academic terms are used.
Responds explicitly, to the topic. Presents content logically but may lack precision. |
Writing is not always clear, and may lack precision. Makes some errors of grammar and spelling, but meaning is not significantly compromised. Writing is generally formal, and a number of academic terms are used.
Responds explicitly, to the topic. Presents content logically but may lack precision. |
Makes a significant number of grammatical and/or spelling errors which compromise meaning. Writing lacks formality and precision, and academic terms are not used or used incorrectly.
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Makes a significant number of grammatical and/or spelling errors which compromise meaning. Writing lacks formality and precision, and academic terms are not used or used incorrectly.
Does not explicitly respond to the topic, or does so with insufficient detail. Content is not presented with a coherent logic or precision. |
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| Grade | Student name:
Marker name Date: Additional Comments:
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Answer preview:
Word: 2, 750