NSB236 Integrated Nursing Practice 3 On campus .docx

NSB236
Integrated Nursing Practice 3: On campus
ASSESSMENT TASK 1: The deteriorating patient
This document contains:
requirements.
completing the task.
Assessment (CRA) Rubric
that markers use to grade
the assessment task.
NSB236: Integrated Nursing Practice 3
NSB236 – Assessment Task 1 Page 2 of 19

Assessment Task 1
Assessment name: Case Study: The Deteriorating Patient
Task description:
For this essay you are required to select ONE (1) case scenario
related
to the clinical deterioration of a patient:
Option 1: Hypovolemic shock
Option 2: Septic Shock
The assessment tasks requires you to:
1. From the chosen case study identify and discuss two (2)
signs or symptoms of clinical deterioration associated
with the pathophysiology of the patients’ presenting
problem.
2. Following on from your discussion, and related to the
patients
deterioration, identify one (1) priority problem associated
with the patient’s clinical presentation, and through the
application of contemporary research provide a justification as
to why the problem is a clinical priority within the case.
3. Discuss two (2) nursing interventions to address the
priority problem and how to evaluate the efficacy of these
interventions.
4. Identify one psychosocial issue derived from the
information provided within the case study, and applying a
patient centred approach, discuss the care needs and

considerations related to the patient and their family.
References: A minimum of 15 contemporary references no older
than 7 years. The reference list is to be presented in accordance
to
QUT APA requirements and identify eight (8) papers that are
considered
by the author (you) to be of high importance. These eight (8)
papers are
to include a three (3) sentence annotation that outlines their
significance
(please refer to the example provided within this resource).
Indicate
these in your list using ** (see example provided below).
What you need to do:
In order to undertake this essay you will need to research the
topic using
current and relevant peer reviewed literature, in conjunction
with
reviewing:
associated with the
relevant topic.
1. The physiology and pathophysiology of the primary
diagnosis and associated clinical data identified within
the chosen case study;
2. The physiological assessments relevant to the
features within the case study.

This assessment task is an individual assessment item and
should be
reflective of your own independent work.
Length: 1700 words +/-10% (word length includes in-text
referencing and
excludes your reference list and annotations).
Estimated time to
complete task:
Approximately 30 hours
Weighting: 50%
How will I be assessed: 7-point grading scale using a rubric
Due date: Week 9: Friday September 20th, 2019 submitted via
Turnitin in your
NSB236 Blackboard site by 23:59 hours. More information
about
Turnitin is available on the FAQs about Turnitin page.

Presentation
requirements:
This assessment task must:
introduction,
body and conclusion, addressing the task, its specified
requirements and adhering to the prescribed word limit.
literature
(see http://www.citewrite.qut.edu.au/).
your document with the assessment title, your name, student
number, tutor name and word count included. Template is
accessible via the NSB236 Blackboard site
document
only.
contemporary journal articles only, no older than 7 years.
page with your name, student
number,

unit code and page number.
-spaced text
size 12
(see http://www.citewrite.qut.edu.au/)
Please note:
referencing requirements (for example if you cite two (2)
textbooks, you will still need 15 references to be cited from
valid,
contemporary journal articles, no older than 7 years).
appendices.

https://qutvirtual4.qut.edu.au/group/student/it-and-printing/qut-
blackboard/assessment-on-qut-blackboard/submitting-
assignments/turnitin
https://qutvirtual4.qut.edu.au/group/staff/teaching/teaching-
with-technology/supported-technologies/online-
assessment/turnitin/frequently-asked-questions
http://www.citewrite.qut.edu.au/
http://www.citewrite.qut.edu.au/
Learning outcomes
assessed:
1. Consolidate knowledge of key NMBA Registered Nurse
Standards for Practice, National Safety and Quality Health
Services Standards, and National Health Priorities to enable
effective decision planning and action in a range of complex
clinical situations across the lifespan.
2. Apply knowledge of anatomy, physiology and
pathophysiology to
support evidence-based decision making associated with
planning and action.
3. Demonstrate structured decision making and clinical

reasoning to
review a range of health situations, synthesise evidence and
data, determine priorities and formulate plans of care and
interventions in line with timeframes and agreed goals
What you need to
submit:
One word document that contains the following items:
1. Assignment Cover Sheet that completed in its entirety and
written
assessment addressing the tasks as per the assessment outline.
Must be submitted in electronic form via Turnitin by the
assigned
date.
Resources needed to
complete task:
e within this
document.
blackboard site.
unit
details

Academic Integrity
The School of Nursing takes academic integrity very seriously.
All work
submitted must be your own work and work not previously
submitted
for other study. The work of others needs to be correctly
acknowledged and referenced according to the CiteWrite APA
guidelines.
There are serious consequences that will be imposed should you
be
found to breach academic integrity. Make sure you are familiar
with the
MOPP C/5.3 Academic Integrity and view the Academic
Integrity video
and explore the Academic Case Studies available on your
Blackboard
site.
Maintaining academic integrity is your responsibility. If in
doubt,
check it carefully.
Assignment Hints
http://www.citewrite.qut.edu.au/cite/qutcite.jsp#apa
https://qutvirtual4.qut.edu.au/group/student/it-and-printing/qut-
blackboard/assessment-on-qut-blackboard/viewing-marks-and-
feedback-in-turnitin
http://www.citewrite.qut.edu.au/cite/qutcite.jsp

http://www.citewrite.qut.edu.au/cite/qutcite.jsp
http://www.mopp.qut.edu.au/C/C_05_03.jsp
This assignment requires you to critically consider the signs and
symptoms
associated with clinical deterioration in relation to the patient’s
primary clinical
diagnosis, with consideration to:
clinical diagnosis;
assessment data
and core interventions;
hould clearly emerge
from your
discussion of the patients health history.
(2) core
interventions and assessments that address the stated clinical
priority.
al reasoning with in the selected
case study.

evidence based care
i.e. the research you have selected to support your discussion
and key points
regarding clinical interventions and assessment outcomes.
Additional information:
address the
priority problem.
intervention can be solely
related to a pharmacological agent and/or a collaborative
intervention.
provision of the
intervention.
Example of an annotated reference list:
N.B this is an example of an annotated reference list. Please
ensure that you are
familiar with the APA requirements for this assessment item.
(**: papers of
importance).
**Besedovsky, L., Ngo, H.V., Dimitrov, S., Gassenmaier, C.,
Lehmann, R. &

Born, J. (2017). Auditory closed-loop stimulation of EEG slow
oscillations strengthens sleep and signs of its immune-
supportive
function. Nature Communications. 8(1):1984.
The study investigated the electroencephalographic slow
oscillations and the
effect of auditory stimulus and their physiological implications
on sleep
amongst healthy individuals.
Freedman, N.S., Gazendam, J., Levan, L., Pack, A.I. &
Schwab, R.J.
(2001). Abnormal sleep/wake cycles and the effect of
environmental
noise on sleep disruption in the intensive care unit. American
Journal
of Respiratory and Critical Care Medicine.163(2):451-7.
**Horsten, S., Reinke, L., Absalom, A.R. & Tulleken, J.E.
(2018).
Systematic review of the effects of intensive-care-unit noise on
sleep
of healthy subjects and the critically ill. British Journal of

Anaesthesia.120(3):443-52.
The systematic review evaluated the impact of environmental
noise as a
sleep disturbing factor. The meta-analysis identified
considerable variability
between studies and risks of bias. Noise reduction has a positive
impact on
healthy individuals.
Muzet A. (2007). Environmental noise, sleep and health. Sleep
Medicine
Review.11(2):135-42;
**Trivedi, M.S., Holger, D., Bui, A.T., Craddock, T.J. &
Tartar, J.L. (2017).
Short-term sleep deprivation leads to decreased systemic redox
metabolites and altered epigenetic status. PloS
one.12(7):e0181978.

Researchers demonstrated the presence of oxidative stress and
ATP deletion
in healthy individuals who are subjected to sleep deprivation.
Case Option 1: Hypovolemic shock
History of presenting complaint
Kenneth Bradman is a 67 year old man who has been admitted
to the surgical high
dependency unit post a large per rectum (PR) bleed, which
required an emergency
gastroscopy for an upper gastrointestinal bleed and the
injunction of two (2) bleeding
ulcers in the context of non-steroidal anti-inflammatory drug
(NSAID) use and
previous ethanol misuse.
Whilst in the emergency department he required a large blood

transfusion which
included:
zen plasma (FFP) and,
He has been transferred for further monitoring to the Surgical
High Dependency Unit
secondary to underlying hypovolemic shock, new onset of atrial
fibrillation and
concerns regarding the potential of an acute kidney injury.
The surgical team has requested hourly monitoring for this
patient, and his progress
will be reviewed tomorrow.
Past medical history:
Type 2 diabetes mellitus, chronic kidney disease, hypertension,
coronary artery
disease, colon cancer and underwent a right sided
hemicolectomy in December
2018, ethanol misuse (consumed 10+ standard drinks of alcohol
per day prior to

imprisonment , has undergone alcohol withdraw during
sentencing).
Normal medications:
Mr. Bradman’s normal medications include:
Allopurinol, aspirin, candesartan, frusemide, metformin,
metoprolol, rosuvastatin,
magnesium, warfarin
Night Duty Registered Nurse documentation indicates:
Neurological: Patient orientated to place and time
intermittently, disorientated at
times and requires reorientation, pupils equal and reactive light.
Equal arm and leg
strength bilaterally.
Cardiovascular: 12 lead ECG performed on admission indicating
Atrial Fibrillation,

ischemic ECG changes noted in the Emergency Department
resolved. Continues to
be monitored in Atrial Fibrillation with a rate between 80-100
beats per minute.
Peripherally cool to touch, dorsal pedis palatable bilaterally.
Systolic blood pressure
between 105 -120mmHg post transfusions. Patient has been
afebrile overnight. IV
plasma-Lyte 148 is running via peripherally inserted venous
catheter at 80ml/Hr.
Respiratory: SpO2 greater than 95% on 6L via a Hudson mask,
decreased air entry
bilaterally to the bases, mildly elevated respiratory rate between
15-20 breaths/min.
Gastrointestinal: Patient currently nil by mouth for the next 6
hours, distended
abdomen with decreased bowel sounds on auscultation in all
four quadrants, one
episode of melena overnight. Salem Sump nasogastric tube in
situ measuring 65cm
at the tip of nose – position confirmed via chest radiograph with
minimal output.
Blood glucose levels ranging between 8-12mmol/L overnight.

Renal: Indwelling urinary catheter in situ and patent, urinary
output has been less
than 30mls/hr for the past two hours.
Integument: Spider naevi noted on abdomen, and a midline
incision scar related to
his right hemicolectomy surgery. Peripheral edema noted to feet
and ankles.
Psychosocial: Patient is a prisoner with prison officer escort.
Nil inquiries overnight
Vitals
Time Admitted to
ward
04:35hrs
05:00hrs 06:00 hrs 07:00hrs
Temp (°C) 36.3 36.6 36.5 37.2
Respirations
(breaths/min)
18 22 20 23
Non-invasive
blood pressure
and Mean
Arterial
Pressure
(MAP) (mmHg)

128/92 (98) 115/72 112/68 108/58
Heart rate
(beats/min)
108 112 110 118
SpO2 (Fio2) 96%- 6L via 95% - 6L via 95% - 6L via 93 – 6L
via HM
HM HM HM
BGL 8.3mmol 10.2mmol 12.1mmol
Actrapid
infusion
commenced
at 2 units/hr
9.6mmol
Actrapid infusion
at 2 units/hr
You note on your assessment at 08:25 hours that Mr Bradman

appears pale, and
disorientated. You palpate his radial pulse and note that is hand
is cool to touch, and
the radial pulse is thready and irregular at 116 beats/min, his
blood pressure is
reported as being 94/48mmHg via the automated blood pressure
machine and on a
manual assessment you note it is 100/50mmHg. His breathing is
more labored, his
SpO2 is 91% on 6L of oxygen/minute via a Hudson Mask and
on auscultation there
are bilateral coarse crackles. You note that there is an increased
amount of coffee
colored fluid coming up via his salem sump nasogastric tube,
his feet are mottled,
cool to touch but the doralis pedis is able to be manually
palpated. His urinary output
is 16mls since 0700hrs. You notified the surgical registrar who
checks the morning
pathology results and is concerned that the patient is having
further bleeding and is
in hypovolemic shock.

This morning’s pathology results (07:45hrs):
Investigation Results Reference range
Hemoglobin (Hb) ↓ 69 130 – 180 g/L

White cell count ↑ 13.5 4.3-10.8 x 109/L
Urea 13 2.5 to 7.1 mmol/L
Creatinine ↑ 112
(patients baseline
function 97)
45 to 90 mmol/L
Estimated
Glomerular
Filtration rate
(eGFR)
48
mL/min/1.73m2
(patients baseline
eGFR 63
mL/min/1.73m2
90 to 120 mL/min/1.73 m2
Glucose (Gluc) 6.1 3.0-9.6mmol/L
Coagulation
profile:
APPT
INR
PT

30
1.2
15
30-40 seconds
0.8-1.2 seconds
9.5-13.5 seconds
Sodium 137mmol 135-145 mmol
Potassium 4.7 mmol 3.5-4.5 mmol
Magnesium 0.8mmol 0.7-1.0mmol

Case Option 2: Septic shock
History of presenting complaint
Elodie Greer is 14 year old girl with a previous diagnosis of
Acute Lymphoblastic
Leukaemia (ALL) which was treated with chemotherapy. She
has received a
subsequent allogenic stem cell transplant 7 weeks ago.
She presents with a three-day history of feeling generally
unwell and malaise. Her
mother (Christine) has brought Elodie into to the Emergency
Department at 14:00
hours as she had become increasingly concerned about Elodie,
as she has become
quite and withdrawn. She reports that Elodie has been doing
well post her transplant
and has been active and happy. Christine states that Elodie is
not a whinny kid and
would do almost anything to avoid further time in hospital.
Elodie was assessed in the Emergency Department has been
transferred to the

Pediatric hematology/oncology ward as a priority admission
with suspected sepsis
secondary to an infected Hickman’s line.
Past medical history:
ALL
Bone marrow translate – June 2019
Body morphology
Height 157cm
Weight 51kg
Current medications:
Eloide’s current medications include:
Sodium bicarbonate mouthwash, loperamide, ondansetron,
cyclosporine, potassium
and magnesium supplements
On assessment:
Elodie is admitted to the pediatric hematology/oncology unit at
20:45hrs.
On admission:

elevated (103
beats/min) and blood pressure is 102/67mmHg ,
increased work
of breathing, and SpO2 is 91% on 2 L via NP.
Department
(ED) (at approximately 6:30hrs) and reported that it was dark
yellow in
colour.
feel like
drinking or eating reporting that she is too tired and “feels a bit
sick”.

The medical round is currently reviewing Elodie and note that
blood cultures (for
microscopy culture and sensitivities) were taken from the
Hickman’s catheter in ED
which has not grown any organisms to date. On review they
determine that the
patient is experiencing sepsis, her blood pathology results
reveal the following:
Investigation Results Reference range
Hemoglobin (Hb) 120 120 – 160 g/L.
White cell count ↑ 12.5 4.3-10.8 x 109/L
Platelets 101 150-400 x 109
Psychosocial
Resides with mother and step father
Has 1 biological sibling
2 step siblings
Good relationship with biological father
Good family dynamics between couples.

Mum has been in to visit this evening and appears stressed and
anxious.
.
NSB236
NSB236 – Assessment 1: The deteriorating patient Page 14 of
19
NSB236 Assessment Task 1 Rubric
Name:

Learning outcomes assessed: 1,2,& 3 Weighting: 50%
Criteria 7 6 5 4 3 2 - 1
1. Applied
knowledge of
pathophysiology:
Critically discusses
the signs and
symptoms of
clinical
deterioration in the
context of the
primary diagnosis.
Weighting: 25%
Demonstrates a
critical explanation
that reflects a
comprehensive
interpretation and
explanation of the
assessment data;
AND
Comprehensive
understanding of
the central issues
of the case – all
key

pathophysiological
concepts and
physical
assessment data
addressed to
determine
sign/symptoms of
deterioration;
AND
Demonstrated a
comprehensive
depth of reasoning
and logical and
analytical thinking.
Demonstrates a high
level of critical
explanation that
reflects a significant
interpretation and
explanation of the
assessment data;
AND
High level
understanding of the
central issues of the
case – almost all key
pathophysiological
concepts and

assessment data
addressed to
determine
sign/symptoms of
deterioration;
AND
Demonstrates a high
level of reasoning
and logical and
Demonstrates a good
explanation and
reflects sound
interpretation with
some critical
explanation of the
assessment data;
AND
Sound understanding
of the central issues of
the case – most key
pathophysiological
concepts and
assessment data
addressed to determine
sign/symptoms of
deterioration

AND
Demonstrates a good
depth of reasoning and
logical and analytical
thinking.
Demonstrates a
satisfactory explanation
and reflects a basic
interpretation and some
critical explanation of
the assessment data –
content not overly
discerning;
AND/OR
Satisfactory
case – some key
pathophysiological
concepts and
assessment issues
addressed to determine
sign/symptoms of
deterioration;
AND

Adequately
demonstrated depth of
reasoning and logical
and analytical thinking.
Demonstrated
limited critical
explanation and
reflects a
basic/limited
interpretation and
limited critical
explanation of the
assessment data –
rudimentary
understanding and
is descriptive.
AND/OR
Demonstrates
limited
understanding of
the central issues of
the case – not all
key
pathophysiological
concepts and
assessment issues
addressed to
determine
sign/symptoms of
deterioration;

AND/OR
You have not
adequately
demonstrated depth
Demonstrates
little/no critical
explanation that
reflects
rudimentary/little
interpretation and
little/no critical
explanation of the
assessment data –
content not discerning
and primarily
descriptive.
AND/OR
Little/no
case – demonstrates
rudimentary/limited/no
understanding of
pathophysiological
concepts and
assessment issues to
determine
sign/symptoms of
deterioration;
AND/OR

Has not met the
assessment/academic
requirements as
NSB236
19
of reasoning and
logical and
outlined in the task
document.
2. Critical thinking
and knowledge:
Demonstrates an
understanding of
the chosen
scenario priority
problem, linking to
the scenario

assessment data,
pathophysiology/
interventions and
evaluation of the
interventions to
address the priority
problem.
Weighting: 25%
Comprehensive
and compelling
application of
pathophysiological
and physiological
concepts which
demonstrated an
understanding of
links between the
patient condition,
and the priority
problem.
AND
Provides a
compelling,
consistent and
highly accurate
argument
supporting the
relevance and
appropriateness of

the two nursing
interventions using
contemporary
research and
physiological
justification.
AND
Outcome
measures
A high quality
application of
pathophysiological
and physiological
concepts which
demonstrated an
understanding of
links between the
patient condition,
assessments and the
priority problem.
AND
The discussion is
based on a highly
articulate and
compelling
application of
research to justify
the interventions that
directly address the
problem statement.

AND
Demonstrates a high
standard of clinical
knowledge to
accurately identify
evaluation criteria to
indicate the success
of both nursing
interventions.
AND
A good and convincing
application of
pathophysiological and
physiological concepts
which demonstrated an
understanding of links
between the patient
condition, assessments
and the priority problem
identified.
AND
A well-developed
discussion presented to
justify the relevance
and appropriateness of
the two nursing
interventions.
AND

Provided a strong
application of clinical
knowledge to identify
indicate the success of
both nursing
Interventions.
AND
The approaches are
supported to a good
level by contemporary
evidence and makes
A satisfactory
application of
pathophysiological and
physiological concepts
which demonstrated a
satisfactory
between the patient
condition, assessments
and the priority problem.
AND
Attempted to provide an
argument/justification
supporting the
relevance and
appropriateness of the
two nursing
interventions.

AND
Applied some clinical
knowledge to identify
indicate the success of
both nursing
intervention.
AND/OR
The approaches are
supported to a
satisfactory level by
contemporary evidence
Limited application
of
pathophysiological
and physiological
concepts which
demonstrated
limited
understanding of
links between the
patient condition,
assessments and
the problem
statement.
AND/OR
Interventions
identified are

discussed at a
superficial level with
limited clinical
reasoning.
AND/OR
There is
limited/superficial
evidence of a critical
discussion to justify
the interventions
and evaluation
criteria.
AND/OR
There is evidence of
Little /no application
of pathophysiological
and physiological
concepts which
demonstrated no
between the patient
condition,
assessments and the
priority problem.
AND/OR
Little/no justification
for the problem
statement and
interventions and

physiological
assessments for
outcomes
AND/OR
Evidence or
misconception/poor
conceptual
understanding of
content contributing to
flawed clinical
reasoning.
AND/OR
Unable to apply
clinical
knowledge/reasoning
NSB236
19
discussed are
comprehensively
supported by
contemporary
evidence and

makes association
with physiological
concepts.
The approaches are
supported to a high
level by
contemporary
evidence and makes
association with
physiological
concepts.
association with
physiological concepts.
and makes association
with physiological
concepts.
misconceptions or
lacks insight and
understanding of
the association with
physiological
concepts.
.
as to how the
interventions relate to

the management of
the chosen priority
problem.
AND/OR
The content
presented places the
patient at a significant
risk of an adverse
and/or sentinel event
AND/OR
Failed to meet the
minimum
requirements of the
assessment.
3. Patient centred
care and
engagement:
Applies
contemporary
approaches that
address, support
and empower the
patient and/or
family in the
context of an acute
admission

Comprehensive
and compelling
application of
contemporary
research that
articulates an
compelling
discussion of
patient centred
care approaches to
support the patient
and/or family
during an acute
admission.
A high quality
application of
contemporary
research that
articulates an
compelling
discussion of patient
centred care
approaches to
support the patient
and/or family during
an acute admission
A good and convincing
application of
contemporary research
that articulates an
compelling discussion
of patient centred care
approaches to support

the patient and/or
family during an acute
admission
A satisfactory
application of
that articulates an
compelling discussion of
patient centred care
approaches to support
the patient and/or family
during an acute
admission.
AND/OR
An emphasis on
referring to allied
healthcare services to
meet identified needs.
Limited application
of contemporary
research that
articulates an
compelling
discussion of patient
centred care
approaches to
support the patient
an acute admission.
AND/OR

Rudimentary
discussion of
interventions and
Little/no application of
contemporary
research that
articulates an
compelling discussion
of patient centred
care approaches to
support the patient
an acute admission
AND/OR
Misconceptions
present between
paternalistic
approaches and
NSB236
19
Weighting: 15%

referrals to allied
healthcare services.
patient centred care.
AND/OR
Has not met the
requirements of the
assessment
4. Application of
evidence
Weighting: 15%
Demonstrates
skilful and insightful
use of high quality,
credible and
relevant sources to
develop ideas,
rationalise
approaches and
decision making
that are appropriate
to the clinical
scenario.
AND
There is an
excellent
demonstration of
conceptual

understanding of
content.
AND
Content is
paraphrased and
accurately reflects
the ideas/concepts
of the published
works.
AND
Has sourced 15
contemporary
research articles
Demonstrates skilful
use of high quality,
credible and relevant
sources to develop
ideas, rationalise
approaches and
decision making that
are appropriate to
the clinical scenario.
AND
There is a good
demonstration of
conceptual
understanding of
content.

AND
Content is
paraphrased and
accurately reflects
the ideas/concepts of
the published works.
AND
Has sourced 15
contemporary
research articles
(journal only), and
provided an accurate
annotation 8 of the
Demonstrates
consistent use of
credible, relevant
sources to support
ideas and decision
making that are
situated within the
thought question.
AND
There is a well-
grounded
demonstration of
conceptual
understanding of

content.
AND
Content is paraphrased
and accurately reflects
AND
Has sourced 15
contemporary
research articles
(journal only), and
provided an accurate
annotation 8 of the
published research
articles
Demonstrates an
attempt to use credible
and/or relevant sources
to support ideas and
decision making that are
appropriate for the
thought question.
AND
There is a satisfactory
demonstration of
conceptual
understanding of
content.

AND/OR
Content is generally
paraphrased, and may
include 1-2 direct
quotes. The presented
ideas accurately reflect
AND/OR
Has sourced 15
articles (journal only),
and provided an
accurate annotation 8 of
the published research
articles
Demonstrates an
attempt to use
sources to support
ideas and decision
making in the
writing.
AND/OR
May have a number
of 3-4 direct quotes
that could have
been paraphrased
to demonstrate
synthesis and
understanding of

content.
AND/OR
Content is not well
paraphrased and
indicates some
limitations in
conceptual
understanding and
application of ideas.
AND/OR
1-2 citations are not
deemed to be
contemporary.
AND/OR
15 contemporary
research articles
Limited evidence
used to support ideas,
poorly cited and or
paraphrased.
AND/OR
The discussion does
not demonstrate a
strong grasp of
conceptual
understanding to
support decision

making. Frequent use
of direct quotes
AND/OR
Breaches to academic
integrity are present.
AND/OR
Has not met the
assessment
requirements
(research not
contemporary, has
not met minimum
requirements for
references, has not
met requirements for
annotated references,
used websites, and
resources that not of
a scholarly nature)
NSB236
19
(journal only), and

provided an
accurate
annotation 8 of the
published research
articles
published research
articles.
(journal only), and
provided an
accurate annotation
7 of the published
research articles
Academic writing
Weighting: 20%
Comprehensive,
Clear and logical
presentation;
compelling and
articulate
development of an
argument.
AND
Excellent syntax:
language that
skillfully
communicates

meaning to readers
with clarity and
fluency. Clear,
readable, prose.
Excellent use of
transitions; no
problems with
spelling,
punctuation, or
grammar.
Infrequent and
minor mechanical
problems. Errors
do not impair
readability.
AND
Did not use direct
quotes.
Presented a high
level and quality
discussion that is
clear and logical
presentation; very
good development of
an argument.
AND
High level of Syntax
skills: Uses language
that effectively
communicates

meaning to readers
with clarity and
fluency. Clear,
readable, prose.
Some issues with
transitions; no to
minimal (2-4)
problems with
spelling, punctuation,
or grammar.
Infrequent and minor
mechanical
problems. Errors do
not impair
readability.
AND
Did not use direct
quotes;
Presentation is
organized and presents
a clear argument for a
given position.
AND
Uses professional
language that generally
conveys meaning to
readers. Occasional
errors and minor
problems with

mechanics of
language. Occasional
awkward sentences
and poor transitions
reduce readability.
AND/OR
Sometimes used (1-2)
direct quotes ;
AND
Adhered to the
prescribed word limit
AND/OR
Infrequent errors in
APA style; errors
involve only minor
aspects of APA style –
Minor problems of
organization or logic;
Needs work on creating
transitions between
ideas.
AND
Uses language that
generally conveys
meaning to readers with

clarity, although writing
may include some
errors. Occasional
problems with
mechanics of language.
AND/OR
Some awkward
sentence construction.
Transitions may need
further development.
Conceptual
understanding of
content is not lost by the
standard of writing.
AND/OR
Sometimes used direct
(3-4) quotes;
AND/OR
Logical flow and
organisation is
hampered by poor
expression of ideas
and grammatical
errors.
AND/OR
Mechanics of writing
impedes the

discussion of ideas
and the submission
would benefit from
further editing.
AND/OR
Overuse (4+) of
direct quotes,
Not within required
word limit. (15%
over or under
prescribed work
limit).
AND/OR
Attempted to use
APA style but errors
are frequent and
include errors in
citations and
Poor logical order to
the information
provided; sentences
poorly structured and
phrased; ideas are
repeated;
comprehension of
content is impeded.
AND/OR

Uses language that
sometimes impedes
meaning because of
errors in usage.
Problems with the
mechanics of
language serious
enough to interfere
with effective
communication.
Frequent errors in
punctuation, spelling,
sentence structure,
etc.
AND/OR
Overuse of direct
quotes (>5) or inability
to demonstrate ability
to paraphrase
content.
AND/OR
NSB236
19

AND
All relevant aspects
of APA style are
used correctly. Title
page properly
formatted, use of
intext citations,
format of
references cited.
Adhered to
prescribed word
limit.
AND
All relevant aspects
of APA style are
used correctly. Title
page properly
formatted, use of
intext citations,
format of references
cited.
AND
Adhered to
prescribed word limit.
.
no errors in style for
citations & references.

Attempted to use APA
style but errors are
occasional and include
errors in citations and
references.
AND/OR
Word limit under/over
the 10% allowance.
references.
Did not adhere to the
minimum
requirements outlined
for the assessment
(e.g word limit and is
under or exceed by
>/<15%, multiple
errors in APA, and
assessment task
specifics)
AND/OR
Issues identified
associated with
breaches to academic
integrity.

*
Copyright ©2016 Cengage Learning. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
MGMT8 | CH3
Leadership
What is leadership
Who are leaders?
What effective leaders actually
do.
Visionary leadership and
strategic leadership.
*
*
MGMT8 | CH3
Leaders Versus Managers

Leadership: Process of influencing others to achieve group or
organizational goals
Leaders are concerned with doing the right thing.
Managers are concerned with doing things right.
Leaders focus on vision, mission, goals, and objectives
Managers focus on productivity and efficiency
*
*
MGMT8 | CH3
Management = Order and ConsistencyPlanning/Budgeting
Organizing/Staffing
Controlling/Problem Solving
*
MGMT8 | CH3
Management vs. Leadership
Adapted from: Leadership Theory and Practice (p.9),3rd ed. by

Peter Northouse,2004, Sage Publications, Inc.
Management involves:
Planning/Budgeting
-resource allocation
-time tables
Organizing/Staffing
-provide structure
-establish rules/processes
Controlling/Problem
Solving
- develop incentives
- take corrective action
Leadership involves:
Establishing direction
-Create a vision
-Clarify big picture
Aligning people
-communicate goals
-seek commitment
-build teams and coalitions
Motivating/Inspiring
-energize subordinates

-empower subordinates
*
MGMT8 | CH3
Leadership Traits
Trait theory: Leadership theory stating that effective leaders
possess a similar set of traits or characteristics
Traits: Relatively stable characteristics
Abilities
Psychological motives
Consistent patterns of behavior
*
*
MGMT8 | CH3
Fiedler’s Contingency Theory
Performance can be maximized by matching leaders to the
situation that best fits their leadership style
Leadership style: Way a leader generally behaves toward
followers
Relationship-oriented, task-oriented, and flexible

*
*
MGMT8 | CH3
Fiedler’s Contingency Theory
Situational favorableness
Degree to which a particular situation either permits or denies a
leader the chance to influence the behavior of group members
Factors that determine the favorability of a situation
Leader-member relations
Task structure
Position power
*
*
MGMT8 | CH3
Path-Goal Theory

Leaders can increase subordinate satisfaction and performance
by:
Clarifying and clearing the paths to goals
Increasing the number and kinds of rewards available for goal
attainment
Leadership styles
Directive
Supportive
Participative
Achievement oriented
*
*
MGMT8 | CH3
Path-Goal Theory (cont.)
Subordinate contingencies:
Perceived ability
Experience
Locus of control
Environmental contingencies:
Task structure
Formal authority system
Primary work group
Outcomes: Improves subordinate satisfaction and performance
*

*
MGMT8 | CH3
Normative Decision Theory
Suggests how leaders can determine an appropriate amount of
employee participation when making decisions
Specifies five different decision styles
Right degree of employee participation improves:
Quality of decisions
Extent to which employees accept and are committed to
decisions.
*
*
MGMT8 | CH3
Exhibit
14.7 Normative Theory Decision Rules
Sources: Adapted from V. H. Vroom, “Leadership,” in
Handbook of Industrial and Organizational Psychology, ed. M.
D. Dunnette (Chicago: Rand McNally, 1976); V. H. Vroom and

A. G. Jago, The New Leadership: Managing Participation in
Organizations (Englewood Cliffs, NJ: Prentice Hall, 1988).
*
*
MGMT8 | CH3
Visionary Leadership
Creates a positive image of the future
Motivates organizational members
Provides direction for future planning and goal setting
Types
Charismatic leadership
Transactional leadership
Transformational leadership
*
*
MGMT8 | CH3

Charismatic Leadership
Behavioral tendencies and personal characteristics of leaders
that:
Create an exceptionally strong relationship between them and
their followers.
Categories
Ethical charismatics: Leaders who provide developmental
opportunities for followers.
Unethical charismatics: Leaders who control and manipulate
followers.
*
*
MGMT8 | CH3
Transactional Leadership
Exchange process in which followers are rewarded for good
performance and punished for poor performance
Disadvantage - Rely too heavily on discipline or threats to bring
performance up to standards
*
MGMT8 | CH3

Transformational Leadership
Generates awareness and acceptance of a group’s purpose and
mission.
Gets employees to see beyond their own needs and self
interests.
Components
Charismatic leadership or idealized influence.
Inspirational motivation.
Intellectual stimulation.
Individualized consideration.
*

NSB236 Integrated Nursing Practice 3 On campus .docx

Recommended

Recommended

More Related Content

Similar to NSB236 Integrated Nursing Practice 3 On campus .docx

Similar to NSB236 Integrated Nursing Practice 3 On campus .docx (16)

More from vannagoforth

More from vannagoforth (20)

Recently uploaded

Recently uploaded (20)

NSB236 Integrated Nursing Practice 3 On campus .docx