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School of Nursing & Midwifery within The Faculty of Medicine, Dentistry and Health
PGDip Adult Nursing (NURT77)Unit 4
September 2016 intake
Transitions to Practice: Managing & Organising Care
(SNM 620)
Module Handbook
26th February 2018
Module Lead: Mick Ashman
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Transitions to Practice: Managing & Organising Care (SNM 620)
Introduction
The Transitions to Practice: Managing & Organising Care module will provide you with 30 credits at M Level.
Assessment
This assessment is in two parts; a written assignment and an electronic poster (70% for the assignment and 30% for the poster display).
For the written assignment you will choose one of the clients/patients that you have had the opportunity to case manage and reflect initially on the risk assessment and management for this individual and then move on to consider risk assessment and management implications for case managing a group of patients/clients.
The word allowance is 4,000 words for the assignment and an equivalent of 2,000 words for the poster; a total of 6,000 words.
The content of the poster should be related to an aspect of risk assessment that is taken from your written assignment. The display should be imaginative, visually stimulating and useable in the practice setting. Further guidance regarding the assessment can be found in appendix 1 and you will also be given information over the course of the module.
Assignment submission date: Tuesday 29th May 2018 (before 15.00)Electronic Poster submission date: Friday 1st June 2018 (before 15.00)
It is important that you refer to the PG Diploma in Adult Nursing course handbook for further information on the assessment process; including the arrangements for resubmission of summative work should you be unsuccessful at the first attempt.
Tutorial support
You will be supported by your personal tutor for this module.
Module Lead and Co-Lead
Mick Ashman, Room B09, Barber House Annexe,tel: (0114) 222 2034, e-mail: [email protected]
David Reid Room C16, Barber House,tel: (0114) 222 2060, e-mail: [email protected]
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Timetable
Week 1 (78)
Day Time Session Tutor
Monday 26th February 2018
C09 BH
Independent Study
Independent Study
Tuesday 27th February 2018
C09 BH
Independent Study
Independent Study
Wednesday 28th February 2018
B57A PC
Independent Study
Independent Study
Thursday 1st March 2018
C09 BH
10.00 - 12.00
Introduction to the Unit and Assessment Session cancelled due to adverse weather
Mick Ashman
13.00 - 15.00
Domestic Abuse Session cancelled due to adverse weather
Parveen Ali
Friday 2nd March 2018
K14 HI
10.00 - 12.00
Whistleblowing Albert Attom
13.00 - 15.00
Nurse Prescribing Rachel Jokhi
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Week 2 (79)
Day Time Session Tutor
Monday 5th March 2018
C09 BH
Independent Study
Independent Study
Tuesday 6th March 2018
C09 BH
10.00 - 12.00
Ethnicity and Health Parveen Ali
13.00 - 15.00
Introduction to Trigger 1 David Reid
Wednesday 7th March 2017
B57C PC
Independent Study(Trigger 1)
Independent Study(Trigger 1)
Thursday 8th March 2017
C09 BH
Independent Study(Trigger 1)
Independent Study(Trigger 1)
Friday9th March 2018
K14 HI
10.00 - 12.00
Job applications and CV writing Claire Brook
12.00 - 13.00
13.00 - 14.30
Introduction to the Unit and Assessment
Trigger 1 Review
Mick Ashman
David Reid
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Week 3 (80)
Day Time Session Tutor
Monday 12th March 2018
C09 BH
Independent Study(Trigger 1)
Independent Study(Trigger 1)
Tuesday 13th March 2018
C09 BH
10.00 - 11.00
11.00 – 12.00
Applying for posts at Rotherham Doncaster & South Humber NHS Foundation TrustApplying for posts at Sheffield Teaching Hospitals Trust
Marion Taylor
Una Cunningham
12.30 - 14.30
Suicide and Para suicide Graeme Hutchison
Wednesday 14th March 2018
B57C PC
10.00 – 12.00
Trigger 1 Feedback David Reid
13.00 – 15.00
Introduction to Trigger 2 David Reid
Thursday 15th March 2018
C09 BH
Independent Study(Trigger 2)
Independent Study(Trigger 2)
Friday16th March 2018
K14 HI
10.00 - 12.00
Teams and Teamworking Mac Macintosh
12.30 – 13.30
Trigger 2 Review David Reid
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Week 4 (81)
Day Time Session Tutor
Monday 19th March 2018
C09 BH
09.30 - 12.00
Trigger 2 Feedback David Reid
13.00 - 15.00
Management in Healthcare (1) Mick Ashman
Tuesday 20th March 2018
C09 BH
10.00 – 11.00
Applying for posts at Rotherham DGH Mary Dougan
12.00 - 14.00
Management in Healthcare (2) Mick Ashman
Wednesday 21st March 2018
B57C PC
10.00 - 12.00
Introduction to Trigger 3 David Reid
13.00 - 15.00
Reflections on Qualifying as an RGN Gabby MartinMorag Fallows
Thursday 22nd March 2018
C09 BH
10.00 - 11.00
11.00 - 12.00
Applying for posts in Barnsley
Applying for posts in Doncaster & Bassetlaw Teaching Hospitals
Bev Clancy
Sam Debbage
To be confirmed
Friday23rd March 2018
K14 HI 13.00 - 15.00
Ethical Issues in Care and Decisions Near the End of Life
Jane Seymour
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Week 5 (82)
Day Time Session Tutor
Monday 26th March 2018
C09 BH
10.00 - 12.00
Unit 4 Assessment Mick Ashman
13.00 – 15.00
Caring for Muslim Patients Farrah Amjad
Tuesday 27th March 2018
C09 BH
10.00 - 12.00
Management vs Leadership in Healthcare Mick Ashman
13.00 - 15.00
Trigger 3 Review David Reid
Wednesday 28th March 2018
B57C PC
Independent Study(Trigger 3)
Independent Study(Trigger 3)
Thursday 29th March 2018
C09 BH
10.00 - 12.30
Trigger 3 Feedback David Reid
13.30 - 16.00
Preparation for Placement Raising and Escalating Concerns Safeguarding
Sally Underwood
Friday30th March 2018
Bank Holiday / Good Friday
Bank Holiday / Good Friday
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Week 6 (83)
Day Time Session Tutor
Monday 2nd April 2018
Bank Holiday / Easter Monday
Bank Holiday / Easter Monday
Tuesday 3rd April 2018
C09 BH
10.00 - 12.00
Introduction to Trigger 4 Mick Ashman
13.00 - 15.00
Leadership in Healthcare Organisations (1)
Mick Ashman
Wednesday 4th April 2018
B57C CP
To be confirmed
To be confirmed
Thursday 5th April 2018
C09 BH
To be confirmed
13.00 - 15.00
Trigger 4 Review Mick Ashman
Friday 6th April 2018
K14 HI
To be confirmed
To be confirmed
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Study Days (8) whilst on Clinical Exposure
Day Time Session Tutor
Week 7 (84)Wednesday11th April 2018
10.00 - 12.00
Trigger 4 Feedback Mick Ashman
13.00 - 15.00
Unit 4 Assessment Mick Ashman
Week 8 (85)Wednesday18th April 2018
10.00 - 12.00
Trigger 5 Introduction Mick Ashman
To be confirmed
Week 9 (86)Wednesday25th April 2018
To be confirmed
13.00 - 15.00
Trigger 5 Review Mick Ashman
Week 10 (87)Wednesday2nd May 2018
10.00 - 12.00
Trigger 5 Feedback Mick Ashman
To be confirmed
Week 11 (88) Wednesday 9th May 2018
To be confirmed
To be confirmed
Week 14 (91)Tuesday 29th May 2018
Unit 4 Assignment Submission (by 15.00)
Week 14 (91)Friday 1st June 2018
Unit 4 Electronic Poster Submission (by 15.00)
Week 15 (92)Monday 4th June 2018
10.00 - 13.30
Poster Presentations Group 1
Week 15 (92)Tuesday 5th June 2018
10.00 - 13.30
Poster Presentations Group 2
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Week 22 (99)
Day Time Session Tutor
Monday 23rd July 2018
To be confirmed
To be confirmed
Tuesday 24th July2018
10.00 – 12.00
To be confirmed
13.00 – 14.30
End of Course Administration Tracey Pacan
Wednesday 25th July 2018
Independent Study – time to see personal tutors with portfolios and ensure all practice documentation is completed
Thursday 26th July 2018
Independent Study – time to see personal tutors with portfolios and ensure all practice documentation is completed
Friday 27th July 2018
Independent Study – time to see personal tutors with portfolios and ensure all practice documentation is completed
Week 23 (100)
Day Time Session Tutor
Monday 30th July 2018
To be confirmed
To be confirmed
Tuesday 31st July 2018
To be confirmed
To be confirmed
Wednesday 1st August2018
To be confirmed
To be confirmed
Thursday 2nd August2018
To be confirmed
To be confirmed
Friday 3rd August 2018
To be confirmed
To be confirmedWeeks 24, 25 & 26 (101, 102 & 103)Annual LeaveWeek 27 (104)
Day Time Session Tutor
Monday 27th August
Bank Holiday
10
2018
Tuesday 28th August 2018
To be confirmed
Wednesday 29th August 2018
To be confirmed
Thursday 30th August 2018
To be confirmed
Friday 1st September2018
To be confirmed
Week 28 (105)
Day Time Session Tutor
Monday 3rd September 2018
Independent Study
Tuesday 4th September 2018
Independent Study
Wednesday 5th September 2018
Independent Study
Thursday 6th September 2018
Independent Study
Friday 7th September 2018
Independent Study
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Reading/Information Sources
The literature relevant to this module arises from two sources, textbooks and published journal articles most of which can be accessed via electronic databases or on-line. The latter sources will be more useful when studying a specific issue or topic and you may need to refer to these when undertaking your assignment work
You can reserve copies of books if all are on loan at one library but there are copies available at another branch. Books can then be transferred across for you.
Recommended core texts:
Arnold, J. (2005). Work Psychology: Understanding Human Behaviour in the Workplace. (4th edition). Prentice Hall, London.
Buchanan, D. and Huczynski, A. (2005). Organisational Behaviour: an Introductory Text. (5th edition). Prentice Hall, London.
Mullins, L. J. (2004). Management and Organisational Behaviour. (7th edition). Pitman, London.
Other useful reading:
Alimo-Metcalfe, B. and Alban-Metcalfe, J. (2003). Leadership in public sector organisations. In J. Storey (ed) Current Issues in Leadership and Management Development. Routledge
Borrill, C., West, M., Dawson, J., et al (2002). Team working and effectiveness in health care. Aston University, Birmingham (Available at http://research.abs.aston.ac.uk/achsor/achsor.html )
Francis, R. (2010). Independent inquiry into care provided by Mid Staffordshire NHS Foundation Trust (January 2005–March 2009). Stationery Office, London.
Iles, V. and Sutherland, K. (2001). Organisational Change-A Review For Health Care Managers, Professionals and Researchers. National Co-ordinating Centre for NHS Service Delivery and Organisation R & D.
Kapur, N., Parand, A. Soukup, T, Reader, T. and Sevdalis, N. (2016). Aviation and healthcare: a comparative review with implications for patient safety. Journal of the Royal Society of Medicine. 7 (1). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4710114/
Kohn, A. (1993). Why Incentive Plans Cannot Work. Harvard Business Review. Sept-Oct 1993.https://hbr.org/1993/09/why-incentive-plans-cannot-work
National Institute for Health and Care Excellence (2015). Workplace policy and management practices to improve the health and wellbeing of employees.www.nice.org.uk/guidance/ng13
National Patient Safety Agency (2007). Healthcare Risk Assessment Made Easy. www.npsa.nhs.uk
Stewart, R. (1996). Leading in the NHS, A Practical Guide. (2nd Edition). Macmillan, London.
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Sullivan, E. J. and Decker, P. J. (2005). Effective Leadership and Management in Nursing. (6th Edition). Addison-Wesley, Harlow, England.
West, M.A., Borrill, C.S., Dawson, J., Scully, J., Patterson, M. (2002). The link between the management of employees and patient mortality. Int Journal of Human Resource Management 13; 8; 1299-1310
West, M.A. (2004). Effective Teamwork: Practical Lessons from Organizational Research (2nd edition). Blackwell Publishing. London
West, M.A. Dawson, J, Admasachew, L. and Topakas, A. (2011). NHS Staff Management and Health Service Quality. Department of Health, London. www.gov.uk/government/uploads/system/uploads/attachment_data/file/215455/dh_129656.pdf
Dixon-Woods, M., Baker, R., Charles, K., Dawson, J., Jerzembek, G., Martin, G., McCarthy, I., McKee, L., Minion, J., Ozieranski, P., Willars, J., Wilkie, P. and West, M. (2013). Culture and behaviour in the English National Health Service: overview of lessons from a large multimethod study. British Medical Journal Quality and Safety. (23) 2. http://qualitysafety.bmj.com/content/23/2/106
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Web sites
Department of Healthwww.dh.gov.uk/en/index.htmThe main DOH page from which you can access other sitesThe most useful links are via the following tabs:
Policies Publications Statistics
NHS EnglandNHS England leads the National Health Service (NHS) in England. It sets the priorities and direction of the NHS and encourage and inform the national debate to improve health and care.https://www.england.nhs.uk
NHS RightCareNHS RightCare is a national NHS England supported programme committed to delivering the best care to patients, making the NHS’s money go as far as possible and improving patient outcomes.https://www.england.nhs.uk/rightcare
Official Publications
Almost all current and many old government publications, including statistical reports, surveys, press releases, circulars and legislation, are available in electronic via this link.www.gov.uk/government/publications
Key Policy documents
Department of Health. (2003). Staff Involvement-Better Decisions, Better Care. A resource pack aimed to help organisations promote and implement staff involvement through partnership working with staff and their representatives. It includes accompanying resource sections that offer frameworks of approach, working examples of staff involvement in the NHS and gives access to further sources of support and reference materials.
Department of Health. (1999). Making a Difference. Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Health Care. Stationery Office, London.
Department of Health (1997). The New NHS: Modern, Dependable. Stationery Office, London.
Department of Health (2000). The NHS Plan, a Plan for Investment and Reform. Stationery Office, London.
Department of Health (1998). The new NHS - Working Together: Securing a Quality Workforce for the NHS. Stationery Office, London.
Department of Health. (1999). Report of the NHS Taskforce on Staff Involvement. Stationery Office, London.
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note: these and other publications are available from the Department of Health website.
15
Library Facilities
Star is the University of Sheffield’s Library catalogue and contains records of items held by the Library, including books, periodicals, conferences, theses, CD-ROMs, videos and microfilms. Star can be used for several purposes:
to discover if the Library has an item in stock to find items by a specific author to find items on a particular subject to find books on your reading list to find details of new books added to Library stock to find out if an item is on loan to another user to reserve books when all reservable copies are out on loan to check which items you have on loan with an option to renew
Accessing Star
Star is available in all Library branches on dedicated PCs. These machines limit searches to the catalogue.
Star can also be accessed by following the links in the Library Web Page: www.shef.ac.uk/library/
Click on the Star button in the column at the left of the screen.
Alternatively, use a browser to go directly to the following URL:http://library.shef.ac.uk/
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Week 2
Friday 9th March 2018
Job applications and CV writing
Claire Brooke, Careers Adviser and Career Management Skills Module leader
Aim: To help prepare and provide students with the skills to successfully apply for jobs in the nursing profession following graduation.
Learning outcomes:At the end of this session, you will: Understand the basic principles when applying to the NHS Understand how to prepare your application Recognise the importance of tailoring your application Know the principles of personal statement writing Be familiar with the support available
Session outline:This will be a taught session using students’ existing knowledge and experience involving lecture, discussion and group activities.
Suggested reading
Will be provided on the day if required
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Week 3
Friday 16th March 2018
Teams and Team Effectiveness
Tutor: Mac Macintosh
Aim: To explore briefly how theories and ideas about teamworking in organisations originated.
Learning outcomes:By the end of the session you can expect to have:
Defined and discussed the composition of teams and groups. Explored the factors influencing team functioning in health care. Analysed the factors that characterise an effective team. Identified the roles taken on by team members.
Session outline
This will be a taught session using students’ existing knowledge and experience involving lecture, discussion and group activities. Theoretical taught content will include; stages of group development (Tuckman); team composition and team roles (Belbin); effective team behaviour; effective team leadership and the team as part of the organisation.
Suggested reading
Borrill, C., West, M., Dawson, J., et al (2002). Team working and effectiveness in health care. Aston University, Birmingham (Available at http://homepages.inf.ed.ac.uk/jeanc/DOH-final-report.pdf
West, M.A. (2004). Effective Teamwork: Practical Lessons from Organizational Research (2nd edition). Blackwell Publishing. London
Chapter 13/14 (pp 451-507) in Mullins, L. J. (2004). Management and Organisational Behaviour. (7th edition). Pitman, London.
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Week 4
Monday 19th March 2018
Management in Healthcare
Aim: To explore contrasting views of view of managerial behaviour within the NHS.
Learning outcomes: The pre session activity, follow-up reading and taught session provide: An awareness of the key theoretical approaches to organisational management (these will \be explored further in subsequent sessions). An opportunity to consider your own experience working in organisations and to reflect on how you were managed.
Session outline: The work relating to this session will be undertaken by you I one of four groups. You should be prepared to share your ideas with the group.
Consider the following two statements, both of which reflect a view of managerial behaviour within the NHS. “From the bottom looking up, the main impression is of large numbers of unseen senior people issuing orders which are passed down the line. The people at the bottom have little contact with those above (nurse) sister grade, and when they do it tends to be a negative experience. Junior nurses are used to meeting indifference or even hostility, rather than warmth and interest" (Salvage 1985)“Increasingly staff are being recognised as having the knowledge, skills and desire to influence the work process directly. Active participation in the development of the service is encouraged through commitment, empowerment and a mutually trusting relationship. Managers now try to achieve goals not by dictation and coercing but by developing and facilitating” (Rolland 1998).
Group 1: To what extent do these two statements reflect any experience you might have of working in health care (is the type of managerial practice described by Rolland more common?).Group 2: What arguments or theoretical justification can you present to support the management practice described by Salvage (1985) (in one) and Rolland (1998) (in two).Group 3: Are there any benefits or potential advantages to managing staff in the way outlined by Salvage (1985) (in one) and Rolland (1998) (in two).Group 4: Are there any disadvantages to the two approaches?
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Week 5
Tuesday 27th March 2018
Leadership in Healthcare Organisations
Tutor: Mick Ashman
Aim: To look at definitions of leadership and the development of leadership theory and relate them to health care organisations.
Learning outcomes:By the end of the session you can expect:
To have considered definitions of leadership and their relevance to health care organisations. To have explored the development and range of leadership theories and applied them to contemporary situations. To have considered the type of leadership required in health care organisations.
Session outline:The session will explore your own views and personal experiences of leadership. We will examine the challenges posed by the lack of clarity in terms of what constitutes leadership and look at how theories of leadership have developed. Finally the session will consider health care organisations, the type of leadership they require and the challenges this might pose.
Suggested reading
Alimo-Metcalfe, B and Alban-Metcalfe, R. (2000). Heaven Can Wait. Health Service Journal. October 2000. Alimo-Metcalfe, B. and Alban-Metcalfe, J. (2003). Leadership in public sector organisations. In J. Storey (ed) Current Issues in Leadership and Management Development. Routledge Buchanan, D. and Huczynski, A. (2005). Organisational Behaviour. An Introductory Text. (5th edition). Prentice Hall, London.Ford, J. (2005). Examining leadership through critical feminist readings. Journal of Health Organization and Management. 19; 3, pp. 236-251.Mullins, L. J. (2004). Management and Organisational Behaviour. (7th edition). Pitman, London. Chapter 2.The NHS Confederation (2007). The Challenges of Leadership in the NHS. NHS Confederation, London.West, M., Armit, K., Loewenthal, L., Eckert, R., West, T. and Lee, A. (2015) Leadership and Leadership Development in Healthcare: The Evidence Base. London, Faculty of Medical Leadership and Management www.kingsfund.org.uk/sites/files/kf/field/field_publication_file/leadership-leadership-development-health-care-feb-2015.pdf
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Appendix 1 - Assessment Strategy - Unit 4
Assessment of Practice:
There are three components to the assessment of practice in Unit 4:a) Clinical skills passport: formativeb) Portfolio: formativec) Assessment of Practice Record: summative
Theoretical Assessment: Risk Assessment and Management
The theoretical assessment is in two parts:a) a written assignment (70%) and b) a poster display (30%).
Guidelines for the Written Assignment (4000 words +/- 10%)
For the written assignment you should: Critically evaluate a concept, strategy, or philosophy relating to risk assessment and management you have observed in clinical practice, and consider the implications of this for case managing a group of patients/clients. Demonstrate a critical and evaluative understanding of the benefits of, and constraints on, inter- professional team working in the context of your chosen risk assessment and management concept/strategy/philosophy, and why improvements are important to patient care.
Guidelines for the Poster Presentation
The content of the poster should be related to an aspect of risk assessment that is taken from your written assignment.
The poster display will use a student centred approach to assessment, encouraging the sharing of knowledge and ideas. The display should be imaginative, visually pleasing and may be useful for additional uses in the practice setting.
You should refer to NHS guidance for producing patient information for specific guidance on information to be utilised with patients or in environments where patients have access.
What is a poster presentation?
A poster is a static, visual medium that is used to communicate ideas and messages. The difference between poster and oral presentations is that you should let your poster do most of the ‘talking’; that is, the material presented should convey the essence of your message.
Tutorial Support
You will be allocated a named personal tutor at the start of the unit.
There are a number of websites with useful information on poster presentations using PowerPoint. The Student Skills and Development Centre (at 301 Glossop Road) can also provide guidance.https://www.sheffield.ac.uk/ssid/301/study-skills/communication/poster-presentations
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A very good college site on how to make posters with lots of tips, illustrations and useful links:http://www.swarthmore.edu/NatSci/cpurrin1/posteradvice.htm What should my poster look like?
Your e-poster can be as individual as you wish – there are no hard and fast rules, but the following are suggested:
Your poster should be easy to read. It can be colour or black and white, using drawings, photographs, animations or computer-aided graphics. It can be produced entirely using a computer if you wish, with or without graphics. It is advisable to make the poster eye-catching as well as informative to attract interest. Posters consisting of small printed text tend to look less interesting and fail to capture attention (however relevant the content). You should use literature to inform your poster design.
How will the poster be assessed?
You need to submit an electronic copy of their poster. You will be divided into 2 groups and presentations will take place over 2 days. You only need to attend the presentations on the day that you are presenting. Your audience will consist of a minimum of 2 Assessors (who will be present throughout the day to mark your presentation) and your fellow students. The external examiner may be present or request recordings of the presentations. The audience will not interrupt the presentation any questions will be saved until the end. Confidentiality should be maintained at all times. All students will strive to create a supportive and non-threatening environment for each other. Respect will be shown for each student by remaining still and quiet throughout their presentations, all mobile phones and other electronic devices will need to be switched off. It is important that you inform the Unit Lead of any specific audio-visual requirements for your presentation at least 1 week in advance. All poster presentations will be 1st and 2nd marked.
You will be allocated a time to present yourself and your poster in the room designated for the assessment. This is a summative assessment, the result counts for a proportion of the overall mark.
You will be expected to include in your presentation: How you have come to include the material. What evidence you found to support the material How you designed the poster Where you would put this poster (e.g. who is it aimed at) A reference list should be submitted with your presentation
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You will be expected to lead a short discussion about your poster for 10 minutes (+/- 10%) and then open this up for questions from the assessors/peers for a maximum of 10 minutes. The A4 version of the poster should be attached to your summative written assignment on submission. This enables the External Examiner to view your poster alongside your written assignment.
NB: A pass must be achieved in both elements of this assessment to achieve an overall pass. Where a student fails it will only be necessary to retake the element (s) in which a fail has been awarded.
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The University of Sheffield School of Nursing and MidwiferyPostgraduate Marking Criteria
SUPPORTING PAPER FOR POSTER PRESENTATION Marking standards Precise descriptors Distinction 70-100 Critical insight Excellent originality and creativity exhibited.Literature Excellent critical engagement with an extensive range of
appropriate literature. Referencing follows the guidelines.
Theory/practice Critically evaluates current research and outstandingly; utilises relevant scholarly material in the discipline. Demonstrates the ability to apply these in order to enhance practice.
Communication of ideas Articulate, coherent, logical progression of argument/thesis illustrating creativity and depth
Pass 60-69 Critical insight Very good evidence of originality and/or creativity.Literature Critical engagement with a range of appropriate literature.
Referencing follows the guidelines. Theory/practice Critically evaluates current research: utilising relevant
scholarly material in the discipline. Demonstrates the ability to apply this in order to enhance practice.
Communication of ideas Well-structured argument/thesis that demonstrates creativity and depth.
Pass 50 – 59Critical insight Shows evidence of original and creative thoughtLiterature Evidence of engagement with appropriate literature
Referencing follows the guidelines.Theory/practice Critical analysis evident with evidence of developing skills
of critical evaluation; utilises relevant sources of evidence.Demonstrates the ability to critically reflect on practice.
Communication of ideas Argument has appropriate structure and develops logically.Clear Fail 26-49 Critical insight Inconsistent originality or creativity.Literature Lacks familiarity with key literature.
Referencing does not always follow the guidelines. Theory/practice Considers current research and scholarship in the
discipline. Demonstrates limited awareness of their application in the enhancement of practice.
Communication of ideas Arguments demonstrate understanding of the topic. There is a lack of clarity in their articulation.
Failed in all aspects 0-25 Critical insight No originality or creativity Literature Little or no familiarity with key literature.
Referencing inadequate. Theory/practice Little or no awareness of current research and scholarship
in the discipline. Demonstrates little or no awareness of their application in the enhancement of practice.
Communication of ideas Arguments demonstrate little or no understanding of the topic. There is little or no clarity in their articulation.A grade of 0 is awarded if the assignment is greater than +/- 10% of the word limit.
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University of Sheffield School of Nursing and MidwiferyPostgraduate Marking Criteria
ORAL PRESENTATION FOR POSTER PRESENTATIONMarking Standards Precise DescriptorsDistinction 70-100Critical insight Excellent originality and creativity exhibited in the design and
development of the poster. Excellent depth of understanding of the subject area demonstrated in the presentation of the poster Excellent critical insight into how to use the poster in practice to
promote safetyLiterature Excellent critical engagement with an extensive range of appropriate
literature Outstanding use of literature to support and inform the poster and
presentation. Referencing follows the Harvard referencing guidelines/Citing electronic sources information
Theory/Practice Outstanding critical reflection on risk assessment in clinical practice and inter professional team working, using a sound theoretical framework is evident in the process of designing, constructing and developing the poster Excellent critical evaluation of current research and other scholarly material relevant to the key issues arising from reflection is demonstrated Outstanding ability to critically appraise and recognise the implications of a risk assessment exhibited through the choice of the key issues selected for the poster and presentation
Communication of Ideas
Excellent imaginative, visually pleasing and eye catching poster that would very clearly communicate the key issues for the chosen aspect of risk assessment to the target group. Very confident, animated and lively delivery in a fluent, logical articulate and coherent presentation of the poster Outstanding ability exhibited to respond to questions in depth justifying arguments and decisions about risk assessment
Pass 60-69Critical insight Good evidence of originality and/or creativity in the design and
development of the poster. Good depth of understanding of the subject area demonstrated in the
presentation of the poster Critical insight into how to use the poster in practice to promote safety
Literature Critical engagement with an extensive range of appropriate literature Good use of literature to support and inform the poster and presentation. Referencing follows the Harvard referencing guidelines/Citing electronic sources information
Theory/Practice Critical reflection on risk assessment in clinical practice and inter professional team working, using a sound theoretical framework, is evident in the process of designing, constructing and developing the poster Critical evaluation of current research and other scholarly material relevant to the key issues arising from reflection is demonstrated Demonstrates ability to critically appraise and recognise the implications of a risk assessment exhibited through the choice of the key issues selected for the poster and presentation
Communication of Ideas
Imaginative, visually pleasing and eye catching poster that would clearly communicate the key issues for the chosen aspect of risk assessment to the target group. Confident, and lively delivery in a, logical and articulate presentation of the poster Demonstrates ability to respond to some questions in depth and attempts to justify arguments and decisions about risk assessment
Pass 50-59Critical insight Evidence of originality and/or creativity in the design and
development of the poster. Some depth of understanding of the subject area demonstrated in the
presentation of the poster
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Demonstrates appropriate insight into how to use the poster in practice to promote safety
Literature Analysis of an extensive range of appropriate literature with some evidence of critical evaluation Good use of literature to support and inform the poster and presentation.
Referencing follows the Harvard referencing guidelines/Citing electronic sources information
Theory/Practice Reflection on risk assessment in clinical practice and inter professional team working, using a sound theoretical framework, is evident in the process of designing, constructing and developing the poster Analysis with some critical evaluation of current research and other scholarly material relevant to the key issues arising from reflection is demonstrated Demonstrates ability to appraise and recognise the implications of a risk assessment exhibited through the choice of the key issues selected for the poster and presentation
Communication of Ideas
Visually pleasing and eye catching poster that would communicate the key issues for the chosen aspect of risk assessment to the target group. Confident delivery in a, logical presentation of the poster
Demonstrates ability to respond to some questions appropriately and attempts to support arguments and decisions about risk assessment
Clear Fail 26-49Critical insight Inconsistent originality or creativity in the design and development of
the poster. Limited depth of understanding of the subject area demonstrated in the presentation of the poster Lacks insight into how to use the poster in practice to promote safety
Literature Lacks familiarity with key literature relevant to the risk assessment Lacking in use of literature to support and inform the poster and presentation. Referencing follows the Harvard referencing guidelines/Citing electronic sources information
Theory/Practice Lack of reflection on risk assessment in clinical practice and inter professional team working evident in the process of designing, constructing and developing the poster Considers current research and other scholarly material relevant to the key issues arising from reflection Demonstrates limited awareness, in the poster and presentation, of the application of current research and other scholarly material in order to identify key issues for appraisal to enhance risk assessment practice
Communication of Ideas
Arguments demonstrate understanding of risk assessment Lack of clarity in the articulation of ideas in the poster and presentation Limited application to communicate ideas to chosen target group
Failed in all aspects 0-25Critical insight No originality or creativity in the design and development of the
poster. Little or no understanding of the subject area demonstrated in the
presentation of the poster Little or no insight into how to use the poster in practice to promote safety
Literature Little or no familiarity with key literature relevant to the risk assessment Little or no use of literature to support and inform the poster and presentation. Referencing inadequate
Theory/Practice Reflection on risk assessment in clinical practice and inter professional team working inadequate in the process of designing, constructing and developing the poster Little or no awareness of current research and other scholarly material
relevant to the chosen aspect of risk assessment Demonstrates little or no awareness, in the poster and presentation, of the application of current research and other scholarly material in order to identify key issues through appraisal to enhance risk
26
assessment practiceCommunication of Ideas
Arguments demonstrate little or no understanding of risk assessment Little clarity in the articulation of ideas in the poster and presentation Little application to communicate ideas to chosen target group
27