NSB236

Integrated Nursing Practice 3: On campus

ASSESSMENT TASK 1: The deteriorating patient

This document contains:

 Assessment requirements.

 Detailed instructions for completing the task.

 Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task.

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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:

 The lecture and tutorial materials associated with the relevant topic.

 Your knowledge and understanding related to:

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.

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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:

 Be a formal written academic essay containing an introduction,

body and conclusion, addressing the task, its specified

requirements and adhering to the prescribed word limit.

 Use QUT CiteWrite APA referencing for citing academic literature

(see http://www.citewrite.qut.edu.au/).

 Assignment cover sheet must be included as the first page of

your document with the assessment title, your name, student

number, tutor name and word count included. Template is

accessible via the NSB236 Blackboard site

 Be submitted in electronic form via Turnitin as a word document

only.

 A minimum of 15 relevant references to be cited from valid,

contemporary journal articles only, no older than 7 years.

 Include a footer on each page with your name, student number,

unit code and page number.

 3 cm margins on all sides, double-spaced text

 Use font, such as Times New Roman, Arial or Calibri; font size 12

 CiteWrite APA style referencing

(see http://www.citewrite.qut.edu.au/)

Please note:

 The use of websites as references is NOT permitted.

 The citation of textbooks are NOT included in the minimum

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).

 The submitted essay should NOT contain tables, figures or

appendices.

 The use of dot points are NOT permitted.

 Subheadings are NOT permitted in this essay

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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:

 Case studies and clinical documents available within this document.

 Documents such as additional readings available on your blackboard site.

 Access to the prescribed texts for this unit as outlined in the unit details

 Cite|Write APA guide.

 Turnitin Tip Sheets.

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

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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:

 The change in health status associated with the primary clinical diagnosis;

 Consider how the patients clinical history may impact on assessment data and core interventions;

 The identified clinical priority which should clearly emerge from your discussion of the patients health history.

 The application of clinical data and research to identify two (2) core interventions and assessments that address the stated clinical priority.

 Demonstrating your clinical reasoning with in the selected case study.

 Demonstrating your understanding and application of 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:

 There MUST be two (2) nursing interventions discussed to address the priority problem.

 Of the two interventions, a MAXIMUM of one (1) intervention can be solely related to a pharmacological agent and/or a collaborative intervention.

 All interventions should consider the nursing role within the 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

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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.

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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:

 4 units of packed red blood cells (PRBC),

 4 litres of NaCl 0.9%,

 4 units of fresh frozen plasma (FFP) and,

 5 units of cryoprecipitate.

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:

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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

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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.

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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

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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:

 She appears lethargic and diaphoretic,

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 Temperature on assessment 38.4 (orally), her heart rate is elevated (103

beats/min) and blood pressure is 102/67mmHg ,

 Respiratory rate is increased (21 breaths/minute) with noted increased work

of breathing, and SpO2 is 91% on 2 L via NP.

 She has not voided for since this morning in the Emergency Department

(ED) (at approximately 6:30hrs) and reported that it was dark yellow in

colour.

 She reports her mouth is dry and she feels thirsty but does not 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.

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.

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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 analytical thinking.

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 understanding of the central issues of the 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 understanding of the central issues of the 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

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of reasoning and logical and analytical thinking.

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 evaluation criteria to 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 understanding of links 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 evaluation criteria to 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 understanding of links 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

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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 contemporary research 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 and/or family during 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 and/or family during an acute admission AND/OR Misconceptions present between paternalistic approaches and

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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 the ideas/concepts of the published works.

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 the ideas/concepts of the published works.

AND/OR

Has sourced 15 contemporary research 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)

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(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

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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.