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2021 NURS 3046 Nursing Project                                                    Assessment Feedback Form & Marking Rubric    Assessment 2 (2500 words approx.)            Weighting 55% of final course grade              Objectives being assessed CO4, CO5
Sections (wt%)
HD (85% 100%)
DN (75% – 84%)
CR (65% – 74%)
P1 (55% – 64%)
P2 (50% – 54%)
F1 (40% – 49%)
F2 (39% – 0%)
Part A (2000 words equivalent)     Background (5%)
Exemplary analytical background   Includes all requirements of a DN AND   Exemplary analysis of the research problem and high-level argument about the relevance of problem supported by incorporating high quality additional references    
Comprehensive background   Includes all requirements of a Credit AND   Comprehensive analysis of the research problem and persuasive argument supported by additional and relevant literature   
Clear, succinct background.   Includes all requirements of a P1 AND     Clear analysis of the research problem and good argument about the relevance of the problem for nursing presented  
Basic background   Basic analysis of the research problem   Basic argument about the relevance of the problem for nursing presented   Research question included.
Superficial background   Superficial description of the research problem and argument about the relevance of the problem for nursing (referenced).   Research question included, with some elements modified or missing.
Mostly irrelevant background Problems with paraphrasing   Mostly irrelevant, unrelated description of the research problem   Mostly irrelevant, unrelated relevance of problem for nursing (not referenced).    Research question misinterpreted by large         
Copy and paste section from Assignment 1   No references used   The original research question missing    Response missing
Key messages (15%)
Exemplary, scholarly key messages, i.e.   Individual key messages address distinct aspects of the research question,   Collectively, key messages provide comprehensive and clear answers to the research question   Articulation is scholarly and content comprehensive  
Comprehensive key messages, i.e.   Includes all requirements of a Credit AND     Most key messages are strong, sophisticated, well explained      
Clear key messages, i.e.     Key messages all relevant to the research question.   Some key messages show a good grasp of synthesis and the four articles and clearly explained  
Basic key messages, i.e.     Key messages are brief and basic, but mostly relevant to the research question.   Key messages are synthesised from the four primary articles, but synthesis could be improved    
Ssuperficial key messages, i.e.   Key messages provided, the relevance to the research question needs to be read into   Apparent repetition across or within key messages, but still understandable.   Evidence on attempt to synthesise is present    
Mostly irrelevant key messages, i.e.   Frequent lack of synthesis (i.e. one article for one key message), OR   Poor relevance to the research question overall, OR   Key messages difficult to understand  
Irrelevant response, i.e.   Response missing   Key messages fail to answer the research question throughout (i.e. answer a different question),   Key messages illogical/difficult to understand   Key messages not synthesised from four primary and relevant articles from the scenario packages
Implement & disseminate (35%)
Implement & Disseminate Sophisticated understanding of knowledge translation (KT) Includes all requirements of D AND     KT is comprehensive, well aligned, feasible, innovative and supported by a wider range of additional literature
Implement & Disseminate Advanced understanding of KT   Includes all requirements of D AND     Some evidence on the attention to detail in some KT elements,   Good alignments between KT elements   Appropriate use of additional and relevant literature to support the development of the KT  
Implement & Disseminate Good understanding of KT, i.e.   Application of key elements (goal, key message, target audience & strategy) is appropriate for the scenario   OR   Some evidence on good alignment between key elements      
Implement & Disseminate Basic understanding of KT, i.e.     Application of the four KT elements (goal, key message, target audience & strategy) mostly appropriate for the research scenario.     The four KT elements mostly related to each other to form a KT plan              
Implement & Disseminate Superficial understanding of KT, i.e.     Application of the four KT elements (goal, key message, target audience & strategy) is limited, i.e. use general statements on the KT elements without considering the research scenario in some cases.   OR   Misunderstanding and application of some KT elements in some cases    
Implement & Disseminate Poor understanding of KT, i.e.     Poorly aligned KT elements, e.g.strategies are mostly irrelevant to key messages or target audiences, or vice versa.     OR       Frequent misunderstanding and application of KT elements, i.e. mistaken research significance as strategies,  
Implement & Disseminate Incorrect/minimal understanding of KT, i.e.   Minimal/no understanding of the four KT elements. Many elements are missing or misunderstood, i.e.   present justification of synthesized key messages (i.e. the results/ discussion section of Assignment 1)   Incongruent KT plan/little consideration for the links between KT elements, i.e. KT strategies illogical for the scenario, and   Response missing/very brief    
Gaps (10%)
Sophisticated understanding of gap(s)     Gaps are strong, relevant, clear and of clinical importance
Advanced understanding of gap(s)     Includes all requirements of D AND     Some pertinent gaps identified and well-articulated 
Good understanding of gap(s)     Gaps provided and clearly articulated    
Basic understanding of gap(s)     Basic application of the gap concept to the research scenario, i.e. gaps mostly relevant to the scenario, but lack elaboration.     
Superficial understanding of gap(s)     Gaps provided, but some lack relevance to the research area or question  
Poor understanding of gap(s)     Frequently mistake gap as other study components such as recommendations, or limitation frequently
Minimal/no gaps identified   Response missing/irrelevant   Present other research components as gap throughout  
Recommendations (10%)
Sophisticated understanding of recommendations   Includes all requirements of a D AND     Recommendations are strong, relevant and clear. Show big picture thinking.
Advanced understanding of recommendations   Includes all requirements of a C AND         Clear evidence of continuity between gaps and recommendations   OR Some recommendations provide clear evidence of a ‘roadmap’ for future research  
Good understanding of recommendations   Includes all requirements of a P1 AND       Some evidence of continuity between gaps and recommendations   OR   Recommendations provided show consistent extension from the research scenario  
Basic understanding of recommendations   Clear understanding of research recommendation as a concept   Recommendations provided show some extension from the research scenario    
Superficial understanding of recommendations   Understanding of research recommendation is present, but needs to be read into   Recommendations provided, but the link to the research question is weak.    
Poor understanding of recommendations   Frequent misunderstanding of recommendations, i.e   Mistake limitation/s, or gaps, or findings as recommendations.          
Minimal/no understanding of recommendations   Minimal/no misunderstanding of recommendations, i.e   Mistake limitation/s, or gaps, or findings as recommendations.   Response missing/minimal
PART B (500 words exact)       15%      
Includes all requirements of a Distinction AND     Exceptional critique and exemplary understanding of how their learning in the course could influence the practice of a newly registered nurse (used references from the course)   Sophisticated ability to integrate an impressive range of relevant literature
Includes all requirements of a Credit AND        In-depth critique & comprehensive understanding about how their learning in the course could influence the practice of a newly registered nurse (used references from the course)   Comprehensive ability to integrate an impressive range of relevant literature  
Includes all requirements of a P1 AND       Clear, succinct critique and insightful understanding about how their learning in the course could influence the practice of a newly registered nurse (used references from the course)  
Adequate analysis and sound understanding to explain how their learning in the course could influence the practice of a newly registered nurse (used references from the course)  
Limited, basic description and limited understanding to explain how their learning in the course could influence their practice as a new registered nurse (used references from the course) . Some lack of clarity, superficial  
Mostly unrelated irrelevant  description to explain how the learning in the course could influence their practice as a registered nurse (few in-text citations)   Repetitive
As for F1 AND All unrelated, failed to explain how the learning in the course could influence their practice as a RN (no citations)   Referred to their own project   OR other courses  
POSTER   Presentation   5%
As for DN AND   Exceptional creative flair in layout and use of colour     Scholarly and exemplary expression of insightful and original thought
As for Credit AND   Impressive creative flair in layout and use of colour     Comprehensive expression of ideas high impact images and poster presentation skills.
As for P1 AND     Highly applicable and visually appealing creative flair in layout and use of colour    
Satisfactory appeal, effective layout; use of colour.   e.g. relevant images   Appropriate use and size of images in Part A – no more than 20% of text box  
Limited, basic layout   Minor problems with fonts and use of colour     e.g. images had limited impact   Too much text.
Poorly presented. Little appeal Too busy   Difficult to read due to major problems with font & colour   Some images irrelevant. Images too big   Images so small – can’t see detail, so irrelevant   Box size in Part A altered
Did not follow guidelines for assignment   Impossible to read sections due to gross color, small font or distortion   Sections deleted   Previous Template used. AIO referral  
Writing & referencing   5%      
As for P1
As for P1
As for P1
Coherent writing style with minimal grammatical or spelling errors.   Correct UniSA Harvard author-date system for in-text citation, paraphrasing & reference list.     Within 10% variation of prescribed word count (for Part B only)
Mostly coherent writing style with some grammatical or spelling errors. Mostly correct UniSA Harvard author-date system for in-text citation, paraphrasing & reference list.   Within 10-15% variation of prescribed word count (for Part B only)
Writing incoherentin multiple places  Multiple grammatical / spelling errors Many incorrect in-text citation, paraphrasing; reference list. Possible plagiarism, Within 15-20% variation of prescribed word count (for Part B only)
Incoherent writing. Significant grammatical &/or spelling errors Major incorrect in-text citation, paraphrasing reference list. >20% variation of the prescribed word count (for Part B only) Plagiarism, refer to AIO
STUDENT:
TUTOR: 
Mark: 
Comments in addition to the areas highlighted above in the marking feedback rubric:   Background:   Key Messages:   Implementation:   Identification of gaps:   Recommendations:   SLIDE B:   Reference List:    

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