Analytical Review of a Contemporary Transitional Factor: Written Essay

Analytical Review of a Contemporary Transitional Factor

Task 1a: Analytical Review of a Contemporary Transitional Factor: Written Essay Weight: 25%

Word Count: 2000 words (+/- 10%)

In this task, students are required to demonstrate development of central arguments for the critical review

presentation. The analytical essay requires students to demonstrate critical analysis of factors that influence student transition to beginning level professional nursing practise. Students may choose from one (1) of the following contemporary transitional factors that impacts/influences newly registered nurses:

  1. Independent decision making
  2. Impact of shift work
  3. Horizontal bullying
  4. Increased independent workloads
  5. Psychological burn-out

Note that the choices will be capped across each campus so that there is an even spread of topics covered. Students must indicate their choice via the allocation submission portal in moodle during weeks 0-3. The system works on a first-in basis, therefore the longer you leave it to submit your topic choice, you may be limited in options.

The assessment is designed to demonstrate an understanding of the subject matter, literature search and review skills, academic writing and critical analysis abilities.

In the essay, students MUST address the following points related to the contemporary transitional factor in this paper using current literature and nursing Standards, Codes and guidelines as evidence:

  • INTRODUCTION– Describe the contemporary transitional factor that can impact new graduate nurses;
  • ANALYSIS – Discuss and analyse why the contemporary transitional factor occurs in relation to new graduate nurses;
  • RECOMMENDATIONS – Discuss and analyse how and why the factor should be addressed (by both nursing as a profession and healthcare organisations) – include in your response the impact this factor has on the quality of nursing and delivery of patient care.

Prior to preparing your assessment, please take note of the following information:

  • This assessment task is to be completed as a literature review.

For information about the requirements of a literature review and how to set it out, please access the following University help sheets:

literature-review_basic_2020literature-review_detailed_2020literature-review_planning_2020literature-review_structure_2020
  • Headings and subheadings are to be used to guide the reader through the contents of your review.
  • You do not need to identify how you conducted your literature search.
  • Two (2) themes should be discussed within your analysis of why the contemporary transitional factor occurs.
  • Two (2) strategies should be provided within your response to how and why the factor should be addressed.
  • Students should refer to relevant nursing Standards, Codes and guidelines within their recommendations. These should be included in your reference list, but these will not be counted toward the minimum references required.
  • Students need to cite at least eight (8) academic references (i.e. current peer reviewed literature).
  • Referencing is to be according to APA 7th edition guidelines.

This assessment task relates to the following outcomes/attributes as per the course descriptor: Learning Outcomes: K1; K2; K3; S2; S4; A3

Graduate Attributes: GA1 Thinkers; GA2 Innovators; GA4 Communicators; GA5 Leaders

Marking Rubric

The minimum possible score for this rubric is 0 points and the maximum score is 85 points (Content 55, Readability 15, Referencing 10, and Academic Requirements 5) which will be converted to a mark out of 25 to represent the 25% weighting applied to the task. Intermediate scores will be converted respectively and rounded to the nearest available grade. Late submission penalties apply as per the Course Descriptor.

 0 points1 point2 points3 points4 points5 points
CONTENT IntroductionBackground information about the transitionalBackground information about the transitionalBackground information about the transitional factorBackground information about the transitional factorBackground information about the transitional factorBackground information about the transitional factor
 factor selected isfactor selected is notselected is at timesselected lacks clearselected is engagingselected is engaging
 not articulated.clearly articulated.unclear. Relevance tolinkage to topic.and leads to anand leads to a clear
 Relevance toRelevance tograduate nursing isRelevance tounderdevelopedpurpose statement.
 graduate nursing isgraduate nursing isweakly articulated.graduate nursingpurpose statement.Relevance to graduate
 omitted.unclear.Purpose statementcould be more clearlyRelevance to graduatenursing is articulated
 Purpose statementPurpose statement iscould be stated morearticulated. Purposenursing is articulatedand purpose statement
 is not included.unidentifiable. Mainclearly and concisely.statement could beand purposeis clear and concise.
 Main discussiondiscussion themesMain discussionstronger. Mainstatement is clear.Main discussion themes
 themes are notare poorly identifiedthemes are unclear.discussion themesMain discussionclearly identified.
 identified in thein the purpose lack clarity.themes identified. 
 purpose statement.statement.    
ANALYSIS: THEME 1 Critical Analysis Review – ComparisonNo comparison or contrast of findings.Poor or little comparison and/or contrast of findings.Minimal comparison and contrast of findings.Moderate comparison and contrast of findings.Substantial comparison and contrast of findings.Comprehensive comparison and contrast of findings.
ANALYSIS: THEME 1 Critical Analysis Review – Limitations & GapsLimitations are omitted. Gaps and controversies that exist in the literature are not stated or discussed.Limitations are poorly expressed. Gaps and controversies that exist in the literature are not clearly stated.Limitations are only stated and not explored in any detail. Gaps and controversies in the literature are stated, but with minimal depth.Limitations are discussed, but connections to differences in findings are not clearly identified. Gaps and controversies are discussed, but need clarity.Limitations are discussed, but require stronger connections to differences in findings. Gaps and controversies in the literature are explored with depth.Limitations that might have led to different findings are discussed. Gaps and controversies that exist in the literature are clearly discussed.
ANALYSIS: THEME 2 Critical Analysis Review – ComparisonNo comparison or contrast of findings.Poor or little comparison and/or contrast of findings.Minimal comparison and contrast of findings.Moderate comparison and contrast of findings.Substantial comparison and contrast of findings.Comprehensive comparison and contrast of findings.
ANALYSIS: THEME 2 Critical Analysis Review – Limitations & GapsLimitations are omitted. Gaps and controversies that exist in the literature are not stated or discussed.Limitations are poorly expressed. Gaps and controversies that exist in the literature are not clearly stated.Limitations are only stated and not explored in any detail. Gaps and controversies in the literature are stated, but with minimal depth.Limitations are discussed, but connections to differences in findings are not clearly identified. Gaps and controversies are discussed, but need clarity.Limitations are discussed, but require stronger connections to differences in findings. Gaps and controversies in the literature are explored with depth.Limitations that might have led to different findings are discussed. Gaps and controversies that exist in the literature are clearly discussed.
RECOMMEND- ATION 1Nil recommendation made.Poor recommendation that takes does notLimited recommendation that does not fully takeModerate recommendation that takes intoSubstantial recommendation that takes intoExcellent realistic recommendation that takes into consideration
  take intointo consideration theconsideration theconsideration thethe professional issues
  considerationprofessional issues orprofessional issues orprofessional issuesand needs along with
  professional issuesneeds and/or doesneeds and/orand needs along withorganisational factors.
  or needs and/ornot considerconsidersorganisational factors. 
  does not considerorganisationalorganisational  
  organisationalfactors.factors.  
  factors.    
RECOMMEND- ATION 1 EvidenceNo evidence provided to support recommendation.Recommendation requires substantially more support from the use of evidence from the literature.Recommendation requires further support from the use of evidence from the literature.Recommendation is moderately supported with the use of some evidence from the literature.Recommendation is supported well with the use of evidence from the literature.Recommendation is supported strongly with the use of extensive evidence from the literature.
RECOMMEND- ATION 2Nil recommendation made.Poor recommendation that takes does not take into consideration professional issues or needs and/or does not consider organisational factors.Limited recommendation that does not fully take into consideration the professional issues or needs and/or does not consider organisational factors.Moderate recommendation that takes into consideration the professional issues or needs and/or considers organisational factors.Substantial recommendation that takes into consideration the professional issues and needs along with organisational factors.Excellent realistic recommendation that takes into consideration the professional issues and needs along with organisational factors.
RECOMMEND- ATION 2No evidence provided to support recommendation.Recommendation requires substantially moreRecommendation requires further support from the useRecommendation is moderately supported with theRecommendation is supported well with the use of evidenceRecommendation is supported strongly with the use of extensive
Evidence support from the useof evidence from theuse of some evidencefrom the literature.evidence from the
  of evidence from theliterature.from the literature. literature.
  literature.    
 0 points1 point2 points3 points4 points5 points
CONTENT Overall Argument and EvidenceLacks clear thought/analysis/ reference to theory.Lacks clear critical thought/analysis/ reference to theory.Minimal demonstration of the application of theory through analysis ofDemonstrates beginning of application of theory through analysis andClearly demonstrates application of critical analysis integrated throughout mostConsistently demonstrates application of critical analysis well integrated
   the topic area.thought in some partsparts of the paper.throughout the paper.
    of the paper  
CONTENT ConclusionA summary of the main points is not presented.A summary of the main points is not clearly presented.A summary of the main points is simply presented andA summary of the main points is presented, with someA summary of the main points is presented andA summary of the main points is clearly articulated and
 Implications forImplications forimplications fordiscussion.implications forimplications for nursing
 nursing practice arenursing practice are,nursing practice areImplications fornursing practice arepractice are logical,
 absent, and/or newillogical, irrelevant orincluded but lacknursing practice areprovided with somerelevant and clear
 information hasunclear, and/or newdemonstration ofincluded but withdemonstration of 
 been included.information haslogic, relevance orminimal logic,logic, relevance and 
  been included.clarity.relevance or clarity.clarity. 
READABILITY Structural ElementsStructure displays no planning or structure, jumpingStructure lacks evidence of a sequenced plan.Structure lacks evidence of a sequenced plan.Structure requires a more structured and sequenced plan,Moderate structure that includes all elements and mostlyExcellent structure that includes all elements and follows a logical
 from one topic toMinimal linkingMore attentionand/or has somefollows a logicalsequence with linking
 the next with nodialogue betweenrequired to link topicselements missing.sequence and linkingdialogue.
 linking dialogue.topics of discussion.of discussion. dialogue. 
READABILITY Professional ProseInconsistent levels of articulation and expression,Poor level of articulation and expression, withMinimal level of articulation and expression, withModerate level of articulation and expression, requiringSubstantial level of articulation and expression, with clearExcellent level of articulation and expression, with clear
 numerous spellingconsiderablesome sentence orsentence andand concise sentenceand concise sentence
 and grammaticalsentence orparagraph structureparagraph structureand paragraphand paragraph
 errors and/or lack ofparagraph structureunclear, and/or ato be more concise,structure, andstructure, and no
 sentence orunclear, and/ornumber of spelling orand/or a number ofminimal spelling orspelling or grammatical
 paragraph structurenumerous spelling orgrammatical errors.spelling orgrammatical errors.errors.
  grammatical errors. grammatical errors.  
READABILITY FluencyThe arrangement of content is illogical.Sentence and/or paragraph structure is often undefined,Sentence and/or paragraph structure is sometimes undefinedModerate sentence and paragraph structure requiringSentence and paragraph structure is mostly well-definedSentence and paragraph structure is well-defined and clear
  lack structure, or areor lacks claritymore clarity withand clear withwith introductory and
  too long or toothrough not providingintroductory andintroductory andlinking dialogue. Key
  short. Theintroductory orlinking sentences.linking sentences.definitions are
  arrangement oflinking sentences.Some paragraphs are addressed.
  content is haphazardSome paragraphs aretoo long/short.  
  and difficult totoo long/short.   
  follow.    
REFERENCES Minimum NumberNo references provided.Less than minimum academic references used to supportMinimum of eight (8) academic references used to supportMore than ten (10) academic references used to support  
  presentationpresentation materialpresentation material
  material or offeror offer direction forand offer direction
  direction for furtherfurther information.for further
  information. information.
REFERENCES Selection and CredibilityNo references reputable, current, extensive or credible, and/or theMany references are NOT reputable, current, extensive or relevant, and/or theSome references are reputable, current, extensive and relevant, and/or theMost references are reputable, current, extensive and relevant, and/or theAll references are reputable, current, extensive and relevant. All articles 
 connection betweenconnection betweenconnection betweenconnection betweenare relevant to the
 the articles and thethe articles and thesome of the articlessome of the articlespurpose.
 purpose is missing.purpose is poorlyand the purpose isand the purpose is 
  demonstrated.unclear.developing. 
REFERENCES APA StyleIncorrect APA referencing style for in-text citationsNumerous errors noted in APA referencing of in-A couple of errors noted in APA referencing of in-textAll in-text citations, quotes and references are in APA  
 quotes and/ortext citations, quotescitations, quotes orstyle.
 references.or references.references. 
ACADEMIC REQUIREMENTSNil submission.Paper does not conform to any presentationSignificant numbers of areas of paper do not conform toA number of areas of paper do not conform to requirements asPaper mostly conforms to presentationPaper conforms to all presentation requirements as set out
  requirements as setrequirements as setset out in Courserequirements as setin Course Descriptor.
  out in Courseout in CourseDescriptor.out in Course 
  Descriptor.Descriptor. Descriptor. 
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