Author: admin

□ Assessment Cover Sheet with declaration completed included as front page of assessment (See page 2)
□ Assessments will be marked according to Assessment marking criteria sheet (See page 3). Marks will be deducted for failure to meet these requirements
□ Title page: All written assessments must have a title page that outlines: student name, student number, course code, course name, semester and year, Due date, Extension date (if applicable), Word Count
□ Word Count: Your essay may have + or minus 10% of the designated word count.
Word count includes in text references, however, does not include the reference list or in text quotes.
Word counts 10% above or below the word limit will be penalised
□ Include a footer with page numbers “x of y” and your name and student number
□ Referencing: Use a separate page for references. The references on your reference list are not included in the word count.
□ Referencing: There must be no less than 15 peer reviewed references supplied. References to abstracts are not acceptable and will be penalised. References must be primarily peer-reviewed journal articles, published within the last five years
□ Referencing: Reference according to APA 6th, which is the standard referencing style for the school
□ Judicious use of headings is permitted; overuse of headings will be penalised
□ Bullet points and numbering are not appropriate in academic essays
□ Please double space all assignments, left and right justify, and ensure margins of 3.17cm on the right and left of the page
□ Font must be Times New Roman or Arial, 12 point
Requests for Extension
 Requests for extension of time to submit an assessment item must be made in writing (email is acceptable) by the due date to the Course Convenor.
 Where the request is made on medical grounds, an appropriate medical certificate must be submitted
 A copy of the extension request and approval should be attached to the assessment item when it is submitted.
Penalties for Late Submission
 An assessment item submitted after the due date, without an approved extension, will be penalised.
 The standard penalty is the reduction of the mark allocated to the assessment item by 10% of the maximum mark applicable for the assessment item, for each day or part day that the item is late. Weekends count as one day in determining the penalty.
 Assessment items submitted more than five days after the due date are awarded zero marks.
 This is non-negotiable.
 NB: Students must submit all assessment items and obtain a minimum combined overall mark of 50% for assessment items in this course.
Student Name: ______________________ Student Number: _________________
1. Visual Educational Tool Part 1
• Validity
o Content
o Objectives/aims
o Outcome
o Construct
• Reliability
• Objectivity
/30
2. Project Report Part 2
Introduction & Conclusion
• Clear concise introduction and conclusion to project
/10
Rational for tool and supporting critical analysis of literature
• Identifies and scopes project goals and objectives (5)
• Identifies strengths and limitations in literature to support rationale for project (5)
• Provides an evidence based discussion of the essential components of project planning e.g.
o Target audience identified and justified
o Rationale for tool provided
o Needs assessment
o Community Involvement
o Development and implementation
o Evaluation (20)
• Provides an evidence based critical analysis of literature that clearly outlines the visual tool is (20)
o Appropriate and meets the identified needs of the target group
o Effective in creating the desired change or result
o Implemented with effective use of resources
o Based on best practice and is evidence based
o Accountable and quality assured
/50
Grammar & Structure
• Presents well organised logical synopsis
• Appropriate academic language

/5
Referencing
• Evidence and acknowledgement of adequate and appropriate literature to support argument and project development
• Accurate consistent referencing style

In the first year of their degree students developed an electronic portfolio, commenced inserting
information about their ongoing professional development, and were encouraged to build their reflections
on learning experiences and activities during their nursing or midwifery degree. The aim of the current
assessment is to provide students with an opportunity to update and self-assess their professional
portfolio by identifying areas of strength, areas requiring further development, and strategies for ongoing
professional development. A portfolio self-assessment provides third year students with an opportunity to
evaluate their undergraduate performance and their readiness for graduate practice. A professional
portfolio provides evidence of achievement and is an important tool for nurses and midwives to measure,
reflect, plan, and implement strategies for continuous improvement throughout their career.
Details
Students conduct a self-assessment of their professional portfolio using the following Nursing and
Midwifery Board of Australia (NMBA) Codes and Guidelines.
 Code of professional conduct
 National competency standards
 Code of ethics, and
 Guide to professional boundaries
Reflection on progress with meeting the requirements for registration with AHPRA as a registered nurse
or midwife is a focus of the self-assessment. The current assessment will require a summary statement
and the student to use the relevant NMBA Codes and Guidelines to critically reflect on the individual
student’s areas of strength, areas requiring further development, and strategies for ongoing professional
development.
The elements of the electronic portfolio previously developed by students (summary profile, curriculum
vitae, and continuing professional development (CPD) evidence) do not form part of this assessment.
Student Directions
The marking criteria and standards have been developed to guide you through the assessment process.
Please read the criteria and standards carefully. Students must not resubmit their previously developed
electronic portfolio (i.e., the critical reflection submitted for this unit must be new written work).
There is a word limit of 500 words. Use your computer to total the number of words used in your
assignment. However, do not include the reference list at the end of your assignment in the word count.
In-text citations will be included in the additional 10% word count. If you exceed the word limit by more
than 10% the marker will stop marking at 500 words plus 10%.
Resources

 
This is the second task for this subject. So, you should you take a look at the Task 2 description in (Subject outline file) well,
Then write an essay within 3000 words
The references should be from readings in attachments.
Also, you will find my previous task in attachments.
My future career is Teacher.

Task is:
Re-imagining new futures for my professional practice

The various forces for change discussed during this subject have the potential to disrupt the status quo in both revolutionary and evolutionary ways that may remake or reshape your professional practice. Further, our current assumptions about learning and education in workplaces and society may require fundamental review and continue to be challenged by new advances that can barely be imagined today.

This final essay is your opportunity to demonstrate your capacity to act as a creative change architect in identifying the collective impact of these major change forces for your professional practice and your workplace context.

You can build upon your learning from the group Assessment 1 or/and integrate other forces and issues for change that are particularly relevant for your professional practice or interesting for you to research.
Re-imagine how learning in your workplace context could operate in about five years’ time. Discuss the assumptions, expectations, challenges and implications of facilitating learning in significantly different ways and the interactions that could occur among different roles within organisations or across organisations or across networks.

Discuss what such changes might mean for practitioners like yourself who facilitate learning (e.g. could your roles become extinct or abolished and if so, why; if not, why not?) and for leaders of organisations in using learning to achieve enterprise/community success and outcomes.
Given the big picture and integrative nature of this final essay, you are encouraged to sketch and discuss your intended scope and positioning of your paper with your lecturer in advance, so that you retain the necessary ‘big picture’ orientation, but can articulate a series of arguments that are cohesively presented and include the major points you want to make.